PAL is a scheme that fosters cross-year support between students on the same course. It encourages students to support each other and learn co-operatively under the guidance of students from the year above.
PAL has five main aims and is intended to help students:
PAL sessions are intended to be informal and friendly. In PAL, the emphasis is on everyone in the group working co-operatively to develop their understanding. PAL is about exploratory discussion led by the PAL leaders. The more everyone joins in these discussions, the better the sessions work. Content for PAL sessions is based on existing course materials - handouts, notes, textbooks and set reading.
PAL should be viewed by all parties as enhancement rather than replacement or remedial.
At London Guildhall University it was 'found that students who attended a peer support session obtained average grades that were higher than for those who did not' (NAO, 2002). At the University of Western Sydney mentors noted gains in 'leadership, improved communication skills, improved job interview skills, stronger and more assertive, seeing how others study, refreshing the work, exchange of ideas' (Charmichael, 2003). A US study found 'improvements in the aspirations of economically disadvantaged students as a result of mentoring' (Lee and Crammond, 1999).
Apart from the potential benefits in terms of retention and grade improvement (Fostier, M et al, 2007), there are 'intangible' benefits such as increased cohesion of the student group, reassurance about study concerns and increased confidence. PAL can lead to faster main streaming of students from differing ethnic backgrounds and minority groups as well as international students.
PAL Leader - paid year 2 students who facilitate PAL sessions with 1st years on a named core unit.
Academic Course Contact - academic who teaches/leads the named unit and supports the PAL Leader (provides unit timetable, handbook and assessments).
PAL Co-ordinator - monitors and oversees the PAL programme, recruits, interviews and trains PAL Leaders and is a point of contact for students and staff connected with PAL.
PAL Leaders develop their personal and professional skills including leadership, empathy, organising, listening, interpersonal communication, facilitation and presentation skills. It is especially valuable for their CV and Higher Education Achievement Report.
First year students enjoy and benefit from the small group work and collaborative discussions that take place during PAL. The PAL environment is one where it is okay to admit to not understanding something and to make mistakes. Students also welcome the opportunity to meet regularly who has been through the first year and survived it.
Academics should see a reduction in the number of 'minor' requests from students (they are dealt with by PAL Leaders). PAL helps students to become better prepared for their classes, manage their workload, and keep up with course work. Academics benefit from getting regular feedback on how course content is being received from first year students.
UoB PAL Leaders are identified and interviewed at the end of their first year and attend an initial two day training session in September in readiness for the new term, currently we are running our first pilot group. Following up on training, support is ongoing throughout the academic year. In addition to this, the UoB PAL Co-ordinator will observe PAL Leaders running a PAL session to give them feedback and guidance. PAL Leaders facilitate weekly study support sessions for groups of students from the year below.
PAL sessions are run in tandem with the scheduled teaching sessions delivered by lecturers on a named unit. This provides purpose and cohesion with PAL Leaders being able to target their sessions specifically on the topics and/or assessments associated with the unit. However some student led content may be incorporated.
PAL Leaders meet/communicate weekly with the Academic Course Contact (usually the Unit Leader) to plan the PAL session and to feedback any staff/student comments or concerns.
The University offers an additional peer mentoring scheme via the Learning Resources Team, based in PAD (Professional Academic Development), PADPALS are 2nd and 3rd Year students who are available to advise students on academic and study issues via a drop in service. PADPALS and the PAD scheme have been devised with tutors from the CLE and PAD working together to ensure both schemes offer distinct yest complementary peer support to students. Click here to find our more about PADPALS
Carmichael, E. (2003) Evaluating evaluations: A case study in peer mentoring; Refereed Proceedings of the 2003 Biannual Language and Academic Skills in Higher Education Conference 24-25 November 2003 Language and Academic Skills in Higher Education, Vol 6 (Relates to University of Western Sydney).
Fostier, M et al. (2007) HEA Centre for Bioscience - Science, Learning and Teaching Conference 2001.
Lee, J. Crammond, B. (1999) The positive effects of mentoring economically disadvantaged students. Professional School Counselling 2,3: 172-178.
National Audit Office (2007) Staying the course: the retention of students in higher education. Report by the Controller and Auditor General. London: The Stationary Office.
Tellis, W. (1997) Introduction to case study. The Qualitative Report, 3,2. Retrieved 9th May 2007 from www.nova.edu/ssss/QR/QR3-2/tellis1.html.
