Strand One: PAL
PAL is a student-to-student secondary support system which gives students the opportunity to improve their understanding of core modules. It provides the opportunity for both academic and personal development of not only the attendees but the PAL Leaders as well (Capstick, 2003 and Peer Learning, 2003).
The ideas behind PAL originated from the University of Missouri in Kanas City, where they call their student support system Supplemental Instruction (SI). Supplemental Instruction began in the 1970s and is now said to be used in over six hundred institutions in America (Peer Learning, 2003)
SI was first implemented in the UK in the early 1990s, with the view to aid and support students in their first year of studies. The SI name has been changed in the UK to more accurately portray its ;purpose of facilitation and not reaching. Some examples are Peer assisted Lerning (PAL), Peer Assisted Study Scheme (PASS) and Peer Support (PS).
PAL in Oxford Brookes Business School
PAL sessions are facilitated by second and third year students and benefit not only the attendees but also the leaders and the university as well. Volunteers from Stage II (i.e. post-first-year) lead weekly lunchtime sessions on Stage I modules (i.e. first year) and increasingly some Stage II modules. PAL encourages collaborative, rather than competitive learning and allows attendees to make mistakes and build up confidence in the privacy of small group learning (UCL, 1996).
Benefits of PAL
Although PAL benefits PAL Leaders and the university and module leaders, it is the attendees who benefit the most.
The attendee will gain:
- Collaborative learning through knowledge sharing
- Clearer understanding of course content
- Enhanced interpersonal skills
- Increased motivation
- Improved grades
- Support network
- Improved self confidence
- Improved essay writing skills and exam techniques (Peer Learning, 2003)
PAL Leaders are the ‘real winners’ according to Donelan (1999), as they gain:
- Additional critical reasoning and problem solving skills
- Improved self confidence and self awareness
- Satisfaction from helping and sharing experiences
- Enhanced leadership, communication, interpersonal and team work skills
- Enhanced understanding of assessment procedures
- A larger network of people within the university
- Additional evidence for their C.V. and increased graduate employability
The university and the module leaders also benefit in terms of:
- Increased student attendance in lectures and seminars
- Improved grades leading to improved reputation
- Lower failure rates on difficult modules leading to lower attrition rates
- More dedicated students
- More mentoring and interaction with students
- Better network between students and lecturers
- Improved integration within all years of the university
- A more confident and contented first year
- Increased graduate and employability for its PAL Leaders
(Peer Learning, 2003)
Taken from Providing Advice on Learning, Guidance Manual for new Peer Assisted Learning (PAL) Leaders, Oxford Brookes University School of Business
Meet a PAL leader
Tell us about yourself – what are your hobbies and what projects are you involved with in or outside the University?
Within the University I have been involved with ASKe as a PAL Leader and a Module Assistant. I am also a Student Rep for my course. My main hobby at University is climbing and I have been involved with the Oxford Brookes Climbing Club for two years including in the role as Treasurer. I am also part of the Oxford University Officer’s Training Corps, hence an Officer Cadet in the British Army. For 2010/11 I am Secretary/Vice President of the Brookes Indian Society. My other hobbies are playing the guitar and drums.
What attracted you to become a PAL Leader and how has it benefitted you?
I got introduced to PAL through e-mails I received and also by attending a couple of PAL sessions in my course. It has helped me to hone my skills in guiding and helping other students. It has also helped me reinforce my knowledge about the module that I have already done. Mainly, it gives me a sense of great satisfaction that I have been able to help other fellow students who need it. Also, it is a great opportunity to meet new people and make new friends.
What is it like being a PAL Leader and what kind of duties do you typically do? Would you recommend this scheme to other students?
Being a PAL Leader is basically being able to take what you have learned and experienced in a module and give this knowledge and advice to other students to help them complete their modules successfully. As a PAL Leader you are expected to give the right guidance to other students without giving out the answers and if you are not sure on anything it is your obligation to research the topic before giving guidance. It is also your duty to advise other students on ways and techniques you found to complete a module successfully. I would definitely recommend the scheme to other students. It’s a great way of interacting with other students and it looks good on your CV plus you earn a bit of money as well!
For more information on PAL please visit www.peerlearning.ac.uk
