Students as Partners Approach

During my recent trip to Australia in October 2019, I attended the National Centre for Peer Assisted Study Sessions (PASS) and Peer Learning Conference. I listened to presentations by professional staff members and student peer leaders from across Australian higher education institutions. I learned how “peer learning” has expanded more holistically beyond academic support programs into student orientation, mental health outreach, and many other areas critical for students to succeed academically, personally, and professionally. I began to hear more about “students as partners” (SaP) as a distinct theoretical framework for expanding peer learning into multiple dimensions and treating students — both participants as well as student leaders — as full partners in creation or and delivery of the peer learning programs and as equal partners with the professional staff and the faculty members. I discovered SaP had originated in Australia, Canada, and the U.K. and just recently expanded to a few institutions in the U.S. Obviously, my surprising discovery of SaP was due to not getting outside of my own comfort zone and both reading and traveling more widely. And listening more closely to my students. I will maintain a new web page (http://z.umn.edu/studentsaspartners) to identify what I am learning about SaP. All I can say at this point it is as though a veil has been lifted from my eyes and I see the possibilities for transformation. For now, I am in the learner mode and will reserve more comment when I better understand SaP.

Lessons learned from two weeks in Australia

I am concluding a two-week adventure in Australia in a couple of days. I was given this opportunity through an invitation to speak at a conference and do some other activities at the University of Wollongong. The conference was the National PASS (Peer Assisted Study Sessions) and Peer Learning Conference. Wollongong is located along the coastline about two hours south of Sydney. After the conference concluded, I went at my expense for a week’s vacation in Sydney also along the coast. I come back just in time to fly down to Kansas City for a class reunion of my high school graduating class of 1974.

I anticipate that some may ask me what it was like in Australia. I am still processing this experience and have yet to come up with a simple answer other than to say it has been wonderful. I had shared with one of my new colleagues in Australia that in response to such a question that I would simply smile and strongly suggest they “visit the land down under” for at least a week and preferably longer. Australia is not just a beautiful destination, it is a way of life and a perspective on life. I realize that sounds like a bunch of hype, but the more I think about this experience, the more I think I learned much from my new friends about life and relationships. I still have not figured this all out. Understanding another culture is not a simple thing to learn in a few weeks. But, I do know that this has been both a relaxing and a learning experience. I encourage you to come down, take some time, get to know a few of the local citizens, mix in some meaningful conversations along with time at the beaches, and just listen. I think they have some things to teach us. I am thankful for the experience. And hope to visit again. Thanks for reading.

Walker, L. (Ed.). (2010). Two (or more) heads are better than one: Adventures in leading group learning, a facilitator storybook. University of Minnesota, https://z.umn.edu/PALadventures

The Peer-Assisted Learning (PAL) Program at the University of Minnesota has compiled a storybook to capture some of that wisdom so that those who follow can benefit from their predecessors' experiences - some positive, some challenging, but all "learning opportunities". Two (or More) Heads are Better than One: Adventures in leading group learning is a collection of first person narratives, told by peer facilitators and recorded and edited by one of the PAL program’s undergraduates - Lana Walker. What began as her thesis project, the collection turned into a book that has become a staple in the pre-semester training workshops and weekly team meetings. The stories are a springboard for discussions of program policies, the particulars of cooperative learning, and a clearer understanding of roles and boundaries. The format is engaging; peer leaders find some of the stories “funny” and laugh along with the narrators about their experiences. Anyone working with undergrads will see how they can benefit from these honest and thoughtful reflections, carefully grouped by topic, with stimulating, open-ended questions at the end of each chapter.

Paz, J., & Lilly, M. (Eds.). (2014). Tried and tweaked: Activities to re-energize peer learning sessions. University of Minnesota, https://z.umn.edu/PALactivities

“Tried and Tweaked: Activities to re-energize peer-learning sessions” is a collection of activities designed and conducted by undergraduate students at the University of Minnesota to use in their role as facilitators leading study sessions in the University’s Peer-Assisted Learning (PAL) Program. The activities were developed and tested during their weekly sessions and focus on two particular guiding principles of the PAL program (there are eight): modeling productive learning behaviors, and engaging students with each other. Each activity offers suggestions for preparation, supplies needed, appropriate courses, and the type of student grouping used in the activity. The spirit in which these session activities are designed is one of creating an informal, social, and welcoming environment. This is a companion volume to the Guide for Peer Learning Facilitators, which details all eight principles.

Lilly, M., & Sands, J. (2019). Guide for Peer Learning Facilitators. University of Minnesota https://z.umn.edu/PALfacilitatorguide

The Guide for Peer Learning Facilitators is the foundation of a formal training program at the University of Minnesota, in which undergraduate students learn how to lead weekly study sessions for their peers in a classroom setting for specific courses – primarily ones with high enrollment and prone to higher than average D,F, Withdrawal rates. Training and professional development throughout the academic year have been the cornerstones to the success the facilitators have realized. The eight principles that govern the program – crafted by Dr. David Arendale in his original publication of the same name – address topics such as cooperative learning theory, multicultural competency, metacognition, study strategies, and group dynamics. The book, updated in April 2019, also provides a directory of useable forms and worksheets and a bibliography of related publications.

Benson, J., & Lilly, M. (2017). Peer-Assisted Learning Program: Guide for team leaders. University of Minnesota. https://z.umn.edu/PALleaderguide

The Guide for Team Leaders is designed to inspire personal exploration of leadership within PAL, SI, and related academic support programs. Depending on the program, there may already be an existing structure in place where an experienced facilitator/leader mentors their own team of peers functioning in a similar role. These team leaders can create opportunities for members to interact, share knowledge, and promote the professional growth of their peers.

This guide was originally designed to support the growth of such team leaders within the Peer-Assisted Learning (PAL) Program at the University of Minnesota. However, as this work progressed, it became clear that the ideas were applicable to a variety of team leadership roles. This hands-on guide delves into such topics as meta-cognition, team member identity and participation, meeting/discussion topics and activities, and much more. Interactive activities encourage readers to reflect on these topics, while providing ample space for them to record their insights. It complements the Guide for Peer Learning Facilitators and utilizes activities in Tried and Tweaked, both of which are works developed by the University of Minnesota’s PAL Program.