Flying Start – Peer Assisted Learning

Dr. Vikki Cook, & Christy Evans

Abstract below..

UCLan’s Flying Start Project is aimed at assisting students with the transition into Higher Education. The Project offers free residential & non-residential ‘summer school’ events for applicants: the programme takes a lecture/seminar format, and is delivered by academics and a team of 2^nd & 3^rd year Student PALS (Peer-Assisted Learning Supporters). The Flying Start PALS are paid, trained employees of the University. The success of the Flying Start events is reflected in improved retention rates for attendees and the overwhelmingly positive feedback from students who take part, both as students and PALS. Longfellow et al (2008: 95) rightly point out that successful students are “experts” at being students and are, therefore, best placed “to lead novice students towards becoming expert students”.  Although there is a growing body of work around Peer Assisted Learning as a means of supporting students’ transition into HE, there appears to be much less literature on the benefits of PAL to the students who work as PAL supporters or leaders. With this in mind, this poster presentation will focus on the ‘learner experience and engagement’ of the Flying Start PALS – rather than that of the applicants and students who attend the sessions.

PALS are not expected to be experts in specific areas such as finance or organisational skills; however, as students they are able to identify the need for knowledge in these areas and can, therefore, raise the awareness of prospective students and explain where to go for help and support if it is needed.  The PAL approach requires careful implementation, and it is vital PALS are well-equipped to deal with students’ questions and point them in the right direction for support where necessary (Capstick 2004).  Flying Start PALS are trained in the delivery of ‘ice-breaker’ activities and learn about using different types to achieve particular results. They learn how to facilitate discussions and promote understanding, as well as being able to engage other students through shared experience. In doing so, they and their peers are encouraged to share resources and are able to establish and build successful learning communities, including their own PALS community.  Indeed, undertaking the role of PAL supporter appears to develop a deeper understanding of the social aspect of learning in students (Ashwin, 2003). Our PALS undergo a rigorous process of training and are required to engage with a continuous process of reflection and evaluation, which draws on Ryan and Ryan’s model of reflective thinking (2012) and helps to ensure that the project maintains its high standards.  This poster aims to give a brief overview of how this process of reflection and evaluation serves to highlight the PALS deep level of engagement in their own learning experience. 

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