Reaping what you sow: how the University of Bedfordshire uses experienced Peer Assisted Learning (PAL) students to inspire and nurture future generations of PAL Leaders

Abstract

The origins and value of university peer learning programmes have been subject to frequent exploration in academic literature during the last 20 years. Based on Deanna Martin’s (University of Missouri) 1970s model of Supplemental Instruction (SI) (Arendale, 1994), peer learning programmes operate using senior students (2nd/3rd year undergraduates) to facilitate and guide junior (first year) students. By providing a ‘safe’ environment where first year students can make mistakes and ask ‘stupid’ questions, experienced senior students can help to model successful student behaviours (Longfellow et al., 2008). They can also support new students as they begin to forge new identities to enable them to operate within a ‘specific learning milieu’ (Green, 2008). Perceived by new, junior students as being more approachable than members of staff, experienced senior students are usually well versed in the ways of knowing how to be successful in their courses (Field et al., 2007). Indeed, as suggested by Longfellow et al. (2008) experienced senior students are ‘expert at being students, and thus are arguably better placed to lead novice students towards becoming expert students’. Such students are able to act as facilitators in order to develop activities to enable new students to learn actively and collaboratively. Never a replacement for the lecturer, they guide students by mirroring the curriculum, as opposed to teaching the curriculum (Marra & Litzinger, 1997).