Workshop on Peer Tutoring in Mathematics, Bath 2009 Good Practice in Undergraduate Peer Support (MSOR funded Project) Dr Stephen Kane School of Physics,

Workshop on Peer Tutoring in Mathematics, Bath 2009

Good Practice in Undergraduate Peer Support

(MSOR funded Project)

Dr Stephen KaneSchool of Physics, Astronomy & MathematicsUniversity of Hertfordshire

Dr Indra SinkaFaculty of Education and Language StudiesOpen University

http://www.surveymonkey.com/s.aspx?sm=wSyOIX1Xy3LLZe3hdy2kYw_3d_3d


Overview

• Project outline

•Current practices

• Peer support guide

• Visits to date

• Survey

• Next Steps


From work undertaken by MSOR and Sigma it has become apparent that students studying for mathematics degrees need more support beyond that available for the transition from school to undergraduate studies. Evidence suggests that peer support mechanisms can help progression and both motivate and encourage students with their studies.

To help develop this approach, the MSOR has commissioned the development of a Good Practice Guide for Undergraduate Peer Support for level 2 mathematics students and above.

The guide will consider

current practices used in HE and the challenges and constraints of implementing such mechanisms. the nature of support either face to face or by e-support.

The preparation of the guide will involve carrying out a survey of current practices within UK HEIs and CETLs. The guide will also be informed by conferences, seminars and workshops such as today’s.

Project outline


Literature Review• Peer support practice pioneered in the United states• Basic Supplemental Instruction (SI) Model, developed at the University of Missourri, in 1973 “to stem the tide of health-science school dropouts” , Arendale & McLaren• To encourage, motivate and support learning• Diverse settings • Diverse practice

• Bidgood (2004):•pastoral •in tutorials or other class environments•as peers in peer-assisted learning•in group work and peer assessment.

• Croft, Solomon and Bright (2007), “many students value, first and foremost, the support of their peers”

Individual HEIs have adapted the SI Model to suit their own institution’s requirements.


Good practice

Williams, J., Proceedings of British Society for research into learning mathematics 23(3), 2003

Bidgood, P., MSOR Connections Feb 2004 Vol 4 No 1


Example of good practice (1)

University College Falmouth

Leicester University


West & Mid Wales Widening Access Partnership




London Met


Peer support guide

Relating theory to practice Why peer support? Benefits? The student experience Good practice Nature of support Challenges & constraints Implementation procedures Special needs Equality & diversity Support of academic staff Monitoring & evaluation Added value


E.g. Software such as Elluminate which is

• Web-based audio-video conferencing software• Multi-user synchronous speaking tool• Created for teaching online• Used for synchronous online tutorials

Strong potential use for peer support along with other

possible commercial packages.

Technology for peer support


Peer support survey (1)

Survey details• Live January – February 2009• Online at SurveyMonkey:

www.surveymonkey.com/s.aspx?sm=wSyOIX1Xy3LLZe3hdy2kYw_3d_3d

• Advertised to MSOR key contacts and through the publication Connections


Peer support survey (2)

Survey Focus

• Current peer support in HEIs• Selection and training of Peer mentors/tutors• Academic staff involvement and engagement• Support process• Resources• Ethical issues and other challenges• Contact• Evaluation • Who benefits?


Results so far …(1)

Gaps identified:

• Objectives• Guidance for academic staff• Dealing with ethical issues• Student progress as a result of support• Liaisons across disciplines and other HEI units• Feedback • Evaluation of whole process• Benefits to all concerned


Results so far … (2)

Good practice identified from the survey:

• HEI encouragement for formal and informal peer support• Student self help groups• Student to student contact• Diversity – wide range of students supported• Training• Helps improves students’

• mathematical skills• consolidation of knowledge• exam/assignment preparation


Results so far … (3)

Good practice identified from HEI visits:

• Resources support• dedicated space• academic staff time• equipment. E.g. computers, software, books• marketing

• Student input into the process• Training days• Support groups for student mentors/tutors• Good informal contact between students• Contact between mentors/tutors and academic staff• Keeping people on board


Work in progress


References

[1] Arendale, D., & McLaren, A. (1999). Supplemental Instruction: Variations on the basic model. In S. Lipsky (Ed.), Selected Proceedings of the 16th (1997) & 17th (1998) Annual Conferences of the Pennsylvania Association for Developmental Educators (PADE) pp. 40-44. Pittsburgh, PA: The Community College of Allegheny County.

[2] Bidgood, P., (2004). Student mentoring and peer tutoring. MSOR Connections Vol 4 No 1

[3] Croft, T., Solomon, Y. & Bright, D. (2007). Developing academic support for mathematics undergraduates – the students’ views. Proceedings of CETL-MSOR Conference 2007 pp. 22-27.


And finally …

Dr Stephen [email protected] 285982School of Physics, Astronomy & MathematicsUniversity of Hertfordshire

Dr Indra [email protected] 858082Faculty of Education and Language StudiesOpen University

Please fill in the online survey.

Documents

Workshop on Peer Tutoring in Mathematics, Bath 2009 Good Practice in Undergraduate Peer Support (MSOR funded Project) Dr Stephen Kane School of Physics,