By Hayley Gillmore Nottingham Advantage Award University of Nottingham Skills Award Students complete 3 additional modules over the course of their degree Formally recognised on graduation transcript ID: 612987
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Slide1Slide2
Peer to Peer Delivery
By Hayley GillmoreSlide3
Nottingham Advantage Award
University of Nottingham Skills Award
Students complete 3 additional modules over the course of their degree Formally recognised on graduation transcript Focus on developing key employability skills and graduate attributes Slide4
Public Speaking Society
Conceived as a module in 2013
Desire to formalise their learning and developmentSessions delivered by students to students Students involved in the design of the course, solely delivered by students and involved in assessment process Slide5
How has it been successful?Slide6
How is it impacting students?
How is it impacting
colleagues?Over 100 students have since been accredited for their learningDeveloping accredited skill setIncreased engagement with membersStudent deliverers gained valuable experience in workshop delivery
Won ‘Module of the Year’ 2014
Used as an example of staff / student collaboration at annual conference
Used as an example of peer to peer delivery during NAA conference
Gave colleagues the opportunity to have valuable discussions about the merits of student involvement in module conception and creation Slide7
What challenges did you experience?
How did you overcome the challenges?
Gaining buy in amongst staff prior to academic sign off. Needed to prove I was supervising student delivery and assessmentGaining buy in amongst students – this years committee have chosen not to pursue the module this yearFitting in with student needs – working patterns don’t always reflect student timetables
Be prepared to understand others concerns and where possible reassure with examples of how you can reduce potential risk
Being flexible, working timescales around students availability ; exam time, evening working
etc
. Slide8
Take home messagesSlide9
Giving students ownership of their own learning and development leads to greater engagement
Facilitating Peer to Peer support
Learning how to support students and ‘monitor’ activity without stifling their creativity Being on hand to boost confidence can go a long way