Peer assisted study sessions: guidelines for structural and operational success in multi-disciplinary learning communities

Miller, Valda and Oldfield, Elwyn and Cook, Averil and Jordan, Graham and Kavanagh, Marie (2008) Peer assisted study sessions: guidelines for structural and operational success in multi-disciplinary learning communities. In: 11th Pacific Rim First Year in Higher Education Conference (FYHE 2008), 30 Jun-2 Jul 2008, Hobart, Australia.

Abstract

PASS has been a key factor in supporting the integration of teaching, learning and assessment practice since 1993 in first year courses offered by the Faculty of Biological & Chemical Sciences at UQ. Continuing evaluation of the program has enabled identification of important benefits gained by students attending PASS, allowing modifications of strategic initiatives and requirements within each course
program. These initiatives aim to promote a supportive and optimal learning environment where students can apply, contest and increase their level of knowledge within each discipline. This learning environment is supported by a two tiered mentoring system: academic to PASS leader to student. In this presentation, I will outline successful operational strategies that have been incorporated into PASS that align course to learning objectives and thus attempt to optimise beneficial outcomes for both staff and students.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Historic - Faculty of Business - School of Accounting, Economics and Finance
Date Deposited: 06 Dec 2017 02:20
Last Modified: 06 Dec 2017 02:20
Uncontrolled Keywords: PASS; optimal learning; mentoring; support
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective: C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
URI: http://eprints.usq.edu.au/id/eprint/6359

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