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Using Student Learning Assistants to Extend Teaching Time Karen Robins (Module Leader)

Using Student Learning Assistants to Extend Teaching Time Karen Robins (Module Leader) Dileeka Fernando (Student Learning Assistant) . Business Analysis Tools (5BUS1047). In 2011-12 Module size - 140 students Two hour lecture and one hour tutorial 20-25 students per group

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Using Student Learning Assistants to Extend Teaching Time Karen Robins (Module Leader)

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  1. Using Student Learning Assistants to Extend Teaching TimeKaren Robins (Module Leader) Dileeka Fernando (Student Learning Assistant)

  2. Business Analysis Tools (5BUS1047) In 2011-12 Module size - 140 students Two hour lecture and one hour tutorial 20-25 students per group Tutorials in computer lab Exam (50%), Coursework (50%) Poor performance in exam 2011-12 (39% average) Low confidence in subject material Students not finishing set work

  3. Qualitative SFQ feedback (2012) ‘In tutorials, there's not enough time to complete all the questions.’ • ‘For this subject I would suggest making the lecture just 1 hour and the tutorials 2 hours as there is a lot to take in and understand and this cannot be done in.’ ‘what I find helps enormously are the tutorial sheets that you can practice, and then go to the tutorial and go through the calculations with the tutor … I found it was something that didn't require extra reading, just practicing over and over again’

  4. Intervention • One hour lecture and two hour tutorial • Forty students per tutorial • Tutorials in normal classroom • Used EVS in tutorials • Wanted to use some form of coaching and mentoring • Student Learning Assistants

  5. Student Learning Assistants (SLAs) Student Student Student Student SLA Tutor Student Student Student Student SLAs studied module previously, now in final year All SLA’s obtained 60% or more in the exam for this module Each tutorial, had a lecturer and an SLA to help students SLAs helped with individual tutorial problems Students could choose who they wanted to help them (tutor or SLA).

  6. Benefits for SLAs (tutor view) • Provide 20 hours work experience for ‘Industry Practice’ module. • Graduate attributes • Respect for others • Employability • Intellectual depth, breadth and adaptability • Social responsibility • Add something different to their CV • Offered to provide a reference • Provided a certificate for contribution

  7. Module results • Exam average 47% (39% - 2011-12) • (54% excluding 17 absences due to the snow) • Increase in no of students obtaining 70% and above to 22% (6% - 2011-12) • Decrease in no of students failing module to 21% before referrals (33% after referrals in 2011-12) • Repeating students achieved 53, 54, 64, 83 in exam

  8. Qualitative comments from students The SLAs were extremely useful and used simple ways of explaining which tutors cannot always do. I am not strong in maths but I was promised the help I needed and I have received that help. The two hour tutorials gave me enough time to practice answering questions and asking questions The help in tutorials was a massive bonus The best thing about this module is that the figures and numbers scare you at the beginning, but then you start recognising them and you’re like ...wooahh I can do maths! The two hour tutorials gave me enough time to practice answering questions and asking questions

  9. General reflections from SLAs Very rewarding Improved my confidence Helped refresh numeracy and problem solving techniques Become a better team player Improved my communication skills Took me out of my comfort zone Proud of my ability to persevere Students appreciated my help Grateful for the opportunity

  10. Why I engaged?

  11. When in Classroom… Expect the unexpected Individual assistance to group help Different approaches to mentoring Private tutorial groups in the LRC

  12. Benefits Experience Break from studies General confidence Industry Practice – Super User Closer to tutors – Networking Enhanced skills – Communication, Time Managements, team skills, self-management etc.

  13. Future of SLAs Training for SLAs Continue to use SLAs in my module Promote the use of SLAs across quantitative modules Adapt the SLA approach to new situations Consider writing a research paper

  14. Proverbs I never teach my students, I only provide the conditions in which they can learn. Albert Einstein I hear and I forget. I see and I remember. I do and I understand.’ Confucius

  15. References Kim, J. Faria, S. &Pachai, M. (2011) ‘Training Undergraduate Teaching Assistants in a Peer Mentor Course’ Teaching and Learning Journal 4(3)pp. 1-10. Fingerson, L. & Culley, A.B. (2001) ‘Collaborators in Teaching and Learning: Undergraduate Teaching Assistants in the Classroom’ Teaching Sociology 29: pp. 299-315. Capstick, L. Fleming, H. Hurne, J. (2004) ‘Implementing Peer Assisted Learning in Higher Education: The experience of a new university and a model for the achievement of a mainstream programme’ Available at: http://www.bvdatabank.be/databank/bijlagen/w66_implementing.pdf [Accessed: 30 May, 2013]. Topping K. J, et all, (2005) ‘Trends in Peer Learning’ Educational Psychology: An International Journal of Experimental Educational Psychology, 26:6 pp.631-635. Packman, G. & Miller, C. (2000) ‘Peer-Assisted Student Support: A new approach to learning’ Journal of Further and Higher Education 24(1) pp. 55-65.

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