A Peer Assisted Teaching Scheme

Angela Carbone, Bella Ross, D. Tout, Katherine Lindsay, Liam Phelan, Caroline Cottman, Kylie Readman, Steve Drew, Caroline Cottman

Research output: Contribution to conferenceAbstractOtherpeer-review

Abstract

This showcase outlines an education initiative, Peer Assisted Teaching Scheme (PATS), trialled in five Australian universities (Carbone et al. 2013, under review). The aim of the trial was to implement an innovative and collegial scheme to support academic teaching staff interested in reinvigorating their units and teaching practice. PATS draws on research that highlights the benefits of peer assisted learning (PAL) directed at students (Topping 2001), but applies it to academic teaching staff. PATS is informed by Vygotsky’s socio-cultural theory (1978) and Lave’s situated learning literature (1988; 2009), as well as research promoting reflection on teaching practice (Brookfield, 1995). Short term effectiveness of the
scheme is measured via quantitative changes in unit evaluations but qualitative measures collected as part of completed tasks in the PATS workbook and through focus groups provide insights into longer term changes. In some cases, PATS has been embedded into existing universities’ programmes (e.g.: Griffith PRO-teaching project; ECU Graduate Certificate of Academic Practice) and supported through the initiation of PATS coordinators across faculties for the longer term. In this showcase we focus on four of the PATS tasks in which academics are required to create collegial places:-
1. to discuss barriers to teaching improvement (Hockings, 2005);
2. to set goals for learning and teaching improvement based on a course quality attribute framework (Carbone et al. 2013a and 2013b);
3. to close the student feedback loop (Brookfield, 1995); and
4. to undertake a peer review to ensure developmental goals are progressing both in an online and blended environment (McKenzie, 2011).
Original languageEnglish
Publication statusPublished - 3 Jul 2013
EventHigher Education Research and Development Society of Australasia Annual Conference 2013 - AUT University, Auckland, New Zealand
Duration: 1 Jul 20134 Jul 2013
http://conference.herdsa.org.au/2013/

Conference

ConferenceHigher Education Research and Development Society of Australasia Annual Conference 2013
Abbreviated titleHERDSA 2013
CountryNew Zealand
CityAuckland
Period1/07/134/07/13
Internet address

Keywords

  • Academic development
  • Peer assisted learning
  • teaching quality
  • Feedback

Cite this

Carbone, A., Ross, B., Tout, D., Lindsay, K., Phelan, L., Cottman, C., ... Cottman, C. (2013). A Peer Assisted Teaching Scheme. Abstract from Higher Education Research and Development Society of Australasia Annual Conference 2013, Auckland, New Zealand.
Carbone, Angela ; Ross, Bella ; Tout, D. ; Lindsay, Katherine ; Phelan, Liam ; Cottman, Caroline ; Readman, Kylie ; Drew, Steve ; Cottman, Caroline. / A Peer Assisted Teaching Scheme. Abstract from Higher Education Research and Development Society of Australasia Annual Conference 2013, Auckland, New Zealand.
@conference{83274a6d1b3d45cbb34ff310bf912a09,
title = "A Peer Assisted Teaching Scheme",
abstract = "This showcase outlines an education initiative, Peer Assisted Teaching Scheme (PATS), trialled in five Australian universities (Carbone et al. 2013, under review). The aim of the trial was to implement an innovative and collegial scheme to support academic teaching staff interested in reinvigorating their units and teaching practice. PATS draws on research that highlights the benefits of peer assisted learning (PAL) directed at students (Topping 2001), but applies it to academic teaching staff. PATS is informed by Vygotsky’s socio-cultural theory (1978) and Lave’s situated learning literature (1988; 2009), as well as research promoting reflection on teaching practice (Brookfield, 1995). Short term effectiveness of thescheme is measured via quantitative changes in unit evaluations but qualitative measures collected as part of completed tasks in the PATS workbook and through focus groups provide insights into longer term changes. In some cases, PATS has been embedded into existing universities’ programmes (e.g.: Griffith PRO-teaching project; ECU Graduate Certificate of Academic Practice) and supported through the initiation of PATS coordinators across faculties for the longer term. In this showcase we focus on four of the PATS tasks in which academics are required to create collegial places:-1. to discuss barriers to teaching improvement (Hockings, 2005);2. to set goals for learning and teaching improvement based on a course quality attribute framework (Carbone et al. 2013a and 2013b);3. to close the student feedback loop (Brookfield, 1995); and4. to undertake a peer review to ensure developmental goals are progressing both in an online and blended environment (McKenzie, 2011).",
keywords = "Academic development, Peer assisted learning, teaching quality, Feedback",
author = "Angela Carbone and Bella Ross and D. Tout and Katherine Lindsay and Liam Phelan and Caroline Cottman and Kylie Readman and Steve Drew and Caroline Cottman",
year = "2013",
month = "7",
day = "3",
language = "English",
note = "Higher Education Research and Development Society of Australasia Annual Conference 2013, HERDSA 2013 ; Conference date: 01-07-2013 Through 04-07-2013",
url = "http://conference.herdsa.org.au/2013/",

}

Carbone, A, Ross, B, Tout, D, Lindsay, K, Phelan, L, Cottman, C, Readman, K, Drew, S & Cottman, C 2013, 'A Peer Assisted Teaching Scheme' Higher Education Research and Development Society of Australasia Annual Conference 2013, Auckland, New Zealand, 1/07/13 - 4/07/13, .

A Peer Assisted Teaching Scheme. / Carbone, Angela; Ross, Bella; Tout, D.; Lindsay, Katherine; Phelan, Liam; Cottman, Caroline; Readman, Kylie; Drew, Steve; Cottman, Caroline.

2013. Abstract from Higher Education Research and Development Society of Australasia Annual Conference 2013, Auckland, New Zealand.

Research output: Contribution to conferenceAbstractOtherpeer-review

TY - CONF

T1 - A Peer Assisted Teaching Scheme

AU - Carbone, Angela

AU - Ross, Bella

AU - Tout, D.

AU - Lindsay, Katherine

AU - Phelan, Liam

AU - Cottman, Caroline

AU - Readman, Kylie

AU - Drew, Steve

AU - Cottman, Caroline

PY - 2013/7/3

Y1 - 2013/7/3

N2 - This showcase outlines an education initiative, Peer Assisted Teaching Scheme (PATS), trialled in five Australian universities (Carbone et al. 2013, under review). The aim of the trial was to implement an innovative and collegial scheme to support academic teaching staff interested in reinvigorating their units and teaching practice. PATS draws on research that highlights the benefits of peer assisted learning (PAL) directed at students (Topping 2001), but applies it to academic teaching staff. PATS is informed by Vygotsky’s socio-cultural theory (1978) and Lave’s situated learning literature (1988; 2009), as well as research promoting reflection on teaching practice (Brookfield, 1995). Short term effectiveness of thescheme is measured via quantitative changes in unit evaluations but qualitative measures collected as part of completed tasks in the PATS workbook and through focus groups provide insights into longer term changes. In some cases, PATS has been embedded into existing universities’ programmes (e.g.: Griffith PRO-teaching project; ECU Graduate Certificate of Academic Practice) and supported through the initiation of PATS coordinators across faculties for the longer term. In this showcase we focus on four of the PATS tasks in which academics are required to create collegial places:-1. to discuss barriers to teaching improvement (Hockings, 2005);2. to set goals for learning and teaching improvement based on a course quality attribute framework (Carbone et al. 2013a and 2013b);3. to close the student feedback loop (Brookfield, 1995); and4. to undertake a peer review to ensure developmental goals are progressing both in an online and blended environment (McKenzie, 2011).

AB - This showcase outlines an education initiative, Peer Assisted Teaching Scheme (PATS), trialled in five Australian universities (Carbone et al. 2013, under review). The aim of the trial was to implement an innovative and collegial scheme to support academic teaching staff interested in reinvigorating their units and teaching practice. PATS draws on research that highlights the benefits of peer assisted learning (PAL) directed at students (Topping 2001), but applies it to academic teaching staff. PATS is informed by Vygotsky’s socio-cultural theory (1978) and Lave’s situated learning literature (1988; 2009), as well as research promoting reflection on teaching practice (Brookfield, 1995). Short term effectiveness of thescheme is measured via quantitative changes in unit evaluations but qualitative measures collected as part of completed tasks in the PATS workbook and through focus groups provide insights into longer term changes. In some cases, PATS has been embedded into existing universities’ programmes (e.g.: Griffith PRO-teaching project; ECU Graduate Certificate of Academic Practice) and supported through the initiation of PATS coordinators across faculties for the longer term. In this showcase we focus on four of the PATS tasks in which academics are required to create collegial places:-1. to discuss barriers to teaching improvement (Hockings, 2005);2. to set goals for learning and teaching improvement based on a course quality attribute framework (Carbone et al. 2013a and 2013b);3. to close the student feedback loop (Brookfield, 1995); and4. to undertake a peer review to ensure developmental goals are progressing both in an online and blended environment (McKenzie, 2011).

KW - Academic development

KW - Peer assisted learning

KW - teaching quality

KW - Feedback

UR - http://conference.herdsa.org.au/2013/program.html

M3 - Abstract

ER -

Carbone A, Ross B, Tout D, Lindsay K, Phelan L, Cottman C et al. A Peer Assisted Teaching Scheme. 2013. Abstract from Higher Education Research and Development Society of Australasia Annual Conference 2013, Auckland, New Zealand.