Peer Assisted Learning (PAL)

What is PAL?

In PAL, trained second, third and fourth year undergraduate students (PAL Leaders) facilitate small collaborative study groups of their first year peers. Sessions focus on reviewing content from lectures through a series of activities promoting discussion, clarification, analysis and critique. Sessions also include integrated study skills activities to develop learning strategies.

PAL also provides students with an opportunity to meet others within their department and make new friends. Both PAL Leaders and first year students have commented on feeling a greater sense of belonging within their department as a result of PAL sessions.

Why is it important?

PAL provides students with an opportunity to meet others within their department and make new friends. PAL is also vital for the development of integrated learning communities within departments, and open to students of all backgrounds and abilities to attend.

The contents of PAL sessions are created by students and led by students, and is a strong example of inclusive learning at York in practice. PAL encourages students to become partners in their learning, as well as take an active role in their learning. PAL also helps to provide vital teaching and learning support and can target specific modules as seen fit by individual departments.

PAL schemes can increase student involvement in their own learning, provide a valuable challenge for upper year students and enrich the department community by encouraging active engagement in learning across boundaries.

Peer-Assisted Learning (PAL) is an excellent way to nurture a closer departmental learning community. A PAL scheme can be conducted online or in face-to-face settings.

PAL Models

There are three main variations of PAL

a ‘traditional’ module-aligned model
an academic skills model which works with topics such as referencing or general assessment help
an inclusive learning community model based on intercultural learning and language sharing.

Examples from departments:

Example of ‘Traditional’ module-aligned model: Department of Language and Linguistic Science

This ran for 10 weeks alongside a module, designed to support students with their experiences of the module and provide an informal space to ask questions and get to know their peers.

Academic Skills Model: Department of Education

This ran for 10 weeks, with a focus on different learning-related themes, for example how to reference, general guidance about open exams, dealing with being homesick and how to revise well. The sessions were split as required, historically over Spring/Summer Term to time well with exams.

Inclusive Learning Community Model: i-Pal (Department of Language and Linguistic Science)

This ran for 10 weeks, spread over 2 terms. This was not tied to a particular module, but allowed students to improve their language skills and learn cultural aspects from people from the countries they are learning the language of.

How can the Inclusive Learning team help?

To support a PAL scheme, we can provide:

Presentations and information about PAL for staff and student groups.
Consultations about the logistics of establishing a robust PAL scheme.
Training for PAL Leaders to lead face-to-face and/or online discussion sessions.
Initial close support until your PAL scheme is established.
Support with the evaluation of the PAL scheme.
Funding through the Student-Led Learning Communities Fund.

For more information on how to set up your PAL scheme, email: inclusive-learning@york.ac.uk