2016 Faculty of Media Communication Placement PAL Leaders

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2016 Faculty of Media & Communication Placement PAL Leaders Programme: Placement Development Final year

2016 Faculty of Media & Communication Placement PAL Leaders Programme: Placement Development Final year students helping second year students Advisors on their employability in preparation for their sandwich year / industry placement experience Vianna Renaud, Placement Development Advisor for the Faculty of Media and Communication www. bournemouth. ac. uk 1

Why Peer Assisted Learning? • Mentoring can be defined as an encouraging and supportive

Why Peer Assisted Learning? • Mentoring can be defined as an encouraging and supportive one-to-one relationship with a more experienced worker in a joint area of interest. It is characterised by positive role modelling, promotion of raised aspirations, positive reinforcement, open-ended counselling, and joint problem-solving. • Peer learning has also been noted to be among the most cost-effective of learning strategies • As the learning relationship develops, both helper and helped should become more consciously aware of what is happening in their learning interaction, and more able to monitor and regulate the effectiveness of their own leaming strategies in different contexts. • Affective changes in attitude to school, teacher, subject, peers, and to the self might also be found since they enhance self-belief, internal attribution for success, and consequently self regulation of subsequent learning behaviour. • They can help develop "educational resilience", which might sustain the learner through transitions to less optimal learning environments. • Such approaches are linked with such positive behaviours as increased academic effort and outcomes such as promoting openness to diversity, social tolerance, and personal and interpersonal development. In addition, students who actively participate in various out-of-class activities are more likely to connect with an affinity group of peers, which is important for student retention, success, and personal development. www. bournemouth. ac. uk 2

Background of Peer Assisted Learning (PAL)& Placement PAL • • PAL started at BU

Background of Peer Assisted Learning (PAL)& Placement PAL • • PAL started at BU in 2001, one of the first UK institutions to introduce it • 1 FT member of staff manages the scheme, links with over 80 supporting academic and professional support staff and the Students’ Union • Placement PAL - final year students who have completed a sandwich placement support students in the second year to prepare for placement using their advice and experience • While first seen back at BU in 2009, in 2015 -16 it was piloted in 3 of the 4 Faculties at BU. Given the success, for 2016 -17 it was implemented across the campus and managed centrally. Since 2013 the scheme has expanded from 150 Leaders to 430 for 2016 -17 www. bournemouth. ac. uk 3

The Plan for 2016 -2017 and beyond • For the 2016 -17 academic year

The Plan for 2016 -2017 and beyond • For the 2016 -17 academic year 74% of second year courses had Placement PALs across all faculties on both campuses. Strategy: • Sessions were held monthly: October, November, December, February and March • Placement PALs contributed to: • • Faculty and University social media channels Delivered sessions at the Faculty Placement talks Attended Placements Office Open Days Worked with Academic Programme Leaders to raise the awareness of the benefits of sandwich placement years • Contributed to any other placement awareness raising activities www. bournemouth. ac. uk 4

Placement PALs – Programme of topics • Sharing their personal story about their placement

Placement PALs – Programme of topics • Sharing their personal story about their placement journey, from placement search to placement completion and personal / professional impact. • Helping students explore their thoughts on employability attributes, identifying suitable placement opportunities, paid versus charity placements, setting realistic expectations and the management of them, placement searching and networking, additional funding and available resources on campus. • Advice and strategies for CVs, Cover Letters, applications, interviews, and staying resilient when dealing with rejection. • Discussing the importance of having written contracts, H&S inductions, risk assessments, company inductions, regular feedback with supervisor, dealing with work conflict and office politics, and general awareness raising of the professional environment. • Exploring how to make the most of the placement experience by taking personal responsibility and reflecting upon the learning to help steer their final year. (Dissertation, final year projects, etc. ) www. bournemouth. ac. uk 5

Impact on Placement PAL leaders • Reported skills the Leaders gained from the scheme:

Impact on Placement PAL leaders • Reported skills the Leaders gained from the scheme: facilitation, confidence dealing with large/small groups, reflection, coaching and mentoring, communication, listening amongst many more. • Gaining leadership skills was mentioned by all Leaders. • All Leaders had added the role to their CV and over half had used it and related examples in interviews for post University work. • More confidence in applying for jobs after having the opportunity to reflect upon their own placements experience to share with second year students. • Indirect impact to BU – Placement PALS felt part of the BU community and many previous Placement PALS have maintained contact with PDA / Alumni Coordinator following graduation. Some have stayed involved with campus through careers talks, National Careers Week, etc. www. bournemouth. ac. uk 6

Learned lessons… • The Placement PAL scheme works and has created a positive impact

Learned lessons… • The Placement PAL scheme works and has created a positive impact for both second year students and final year students. • To continue building upon the success…. • All Placement PAL sessions must be timetabled due to poor student attendance. • Clear and strong working link between Placement PAL and the Academic Programme Leader. • The understanding that not all students will ‘want‘ to learn, therefore linking to academic modules/assignments will help engagement. • While being centrally managed, having a key contact in the Faculty to assist and support the programme. www. bournemouth. ac. uk 7

Useful Resources • • • ASET – Integrating work and learning - http: //www.

Useful Resources • • • ASET – Integrating work and learning - http: //www. asetonline. org/ Association of Graduate Careers Advisory Services (AGCAS) - http: //www. agcas. org. uk/ International Association of Student Affairs and Services (IASAS) - http: //iasas. global/ National Union of Students: http: //www. nus. org. uk/en/news/your-guide-to-betteremployability-skills/ Guardian Students (Students can sign up) - https: //www. theguardian. com/education/students Rate My Placement - https: //www. ratemyplacement. co. uk/ Jobs. ac. uk (PDF for academics) - http: //www. jobs. ac. uk/media/pdf/careers/resources/improving-studentemployability. pdf Higher Education Academy (Workstream) - https: //www. heacademy. ac. uk/workstreams-research/themes/employability Employ. ABILITY (Opportunities for disabled and dyslexic students & graduates) - https: //www. employ-ability. org. uk/ www. bournemouth. ac. uk 8

References • • • Cabrera, A. F. , Nora, A. , Bernal, E. M.

References • • • Cabrera, A. F. , Nora, A. , Bernal, E. M. , Terenzini, P. T. , and Pascarella, E. T. (1998, November). Collaborative learning: Preferences, gains in cognitive and affective outcomes, and openness to diversity among college students. Paper presented at the annual meeting of the Association for the Study of Higher Education, Miami, FL. Johnson, D. W. , and Johnson, R. T. (1994). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning (4 th Ed. ), Prentice-Hall, Englewood Cliffs. NJ. Levine, H. M. , Glass, G. V. , & Meister, G. R. (1987). A cost-effectiveness analysis of computer assisted instruction. Evaluation Review, 11, 50 -72. Pascarella, E. T. , Edison, M. , Nora, A. , Hagedorn, L. S. , and Terenzini, P. T. (1996). Influences on students’ openness to diversity and challenge in the first year of college. Journal of Higher Education 67: 174– 195. Schunk, D. H. , & Zimmermann, B. J. (Eds. ). (1994). Self-regulation of learning and performance. New York: Lawrence Erlbaum. Slavin, R. E. (1983). Cooperative Learning, Longman, New York. Topping, J. (2005). Trends in Peer Learning. Educational Psychology Vol. 25, No. 6, December 2005, pp. 631 -645. Vogt, W. P. (1997). Tolerance and Education: Learning to Live with Diversity and Difference, Sage, Thousand Oaks, CA Whitt, E. J. , Edison, M. I. , Pascarella, E. T. , Terenzini, P. T. , and Nora, A. (2001). Influences on Students’ Openness to Diversity and Challenge in the Second and Third Years of College. Influences on students’ openness to diversity and challenge in the second and third years of college. Journal of Higher Education 72(2): 172– 204. Zhao, C. M. and Kuh, G. (2004) Adding Value: Learning Communities and Student Engagement. Research in Higher Education, Vol. 45, No. 2. www. bournemouth. ac. uk 9

Contact • • Vianna Renaud Placement Development Advisor, Faculty of Media and Communication vrenaud@bournemouth.

Contact • • Vianna Renaud Placement Development Advisor, Faculty of Media and Communication [email protected] ac. uk Linked. In – Vianna Renaud www. bournemouth. ac. uk 10