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• 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

Qualitative SFQ feedback (2012)

‘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.’

‘In tutorials, there's not enough time to complete all the questions.’

‘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’

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

Student Learning Assistants (SLAs)

• 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).

TutorSLA

Student

Student

Student

Student

Student

StudentStudent

Student

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

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

0-9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-930%

5%

10%

15%

20%

25%

30%

35%

2011-122012-13

Qualitative comments from students

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 SLAs were extremely useful and used simple ways of explaining which tutors cannot always do.

The two hour tutorials gave me enough time to practice answering questions and asking questions

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

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

Why I engaged?

Enjoyed studying the module

Enthusiasm for teaching/helping

Distraction from the current modules

Enjoyed studying the module

Giving back to the university

When in Classroom…

• Expect the unexpected

• Individual assistance to group help

• Different approaches to mentoring

• Private tutorial groups in the LRC

• Experience• Break from studies• General confidence• Industry Practice – Super User• Closer to tutors – Networking• Enhanced skills – Communication, Time

Managements, team skills, self-management etc.

Benefits

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

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

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.