{"id":2102,"date":"2021-11-11T13:08:33","date_gmt":"2021-11-11T13:08:33","guid":{"rendered":"https:\/\/blogs.manchester.ac.uk\/itl\/?p=2102"},"modified":"2021-11-12T11:05:43","modified_gmt":"2021-11-12T11:05:43","slug":"shaping-teaching-practice-reflections-from-dr-nick-weise-and-pass-scheme-students","status":"publish","type":"post","link":"https:\/\/blogs.manchester.ac.uk\/itl\/2021\/11\/11\/shaping-teaching-practice-reflections-from-dr-nick-weise-and-pass-scheme-students\/","title":{"rendered":"Shaping teaching practice: Dr Nick Weise and PASS scheme students"},"content":{"rendered":"

[et_pb_section bb_built=”1″ admin_label=”section” fullwidth=”on” next_background_color=”#000000″ global_module=”322″][et_pb_fullwidth_menu global_parent=”322″ _builder_version=”3.0.106″ menu_id=”7″ submenu_direction=”downwards” fullwidth_menu=”off” background_layout=”dark” module_class=”main-navigation” \/][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”off” specialty=”on” prev_background_color=”#000000″ next_background_color=”#1d1d1d”][et_pb_column type=”2_3″ specialty_columns=”2″][et_pb_row_inner locked=”off”][et_pb_column_inner type=”4_4″ saved_specialty_column_type=”2_3″][et_pb_post_title _builder_version=”3.17.6″ featured_placement=”above” locked=”on” parent_locked=”off” featured_image=”off” comments=”off” \/][et_pb_text _builder_version=”3.17.6″ background_layout=”light” parent_locked=”off”]<\/p>\n

\"UoMFollowing\u00a0his success\u00a0at the\u00a0<\/b>Students Union Education Awards<\/b>\u00a0in\u00a0June,\u00a0in which he won\u00a0the\u00a0SU Education Award for Commitment to Student Partnership,\u00a0we\u00a0caught up with Dr Nick Weise\u00a0(SFHEA)\u00a0to hear about his\u00a0work with\u00a0the Chemistry\u00a0and Biological Sciences PASS schemes.\u00a0We also got to hear from\u00a0students Shauna Rogers,\u00a0Dukula\u00a0De Alwis Jayasinghe\u00a0and\u00a0Ieva\u00a0Norvai\u0161ait\u0117, who\u00a0offered\u00a0their\u00a0perspectives\u00a0on being part of\u00a0<\/b>\u00a0<\/b>PASS\u00a0and\u00a0on\u00a0the scheme\u2019s\u00a0capacity to transform the learning experience\u00a0for students.\u00a0<\/b><\/p>\n

Dr Nick Weise\u2019s\u00a0wide teaching portfolio<\/a>\u00a0includes\u00a0delivering\u00a0Chemistry\u00a0units to\u00a0<\/b>1st year\u00a0Bioscientists\u00a0and 2nd\u00a0year\u00a0Chemistry students, and\u00a0he\u00a0has been Academic Coordinator for three separate Peer Support Schemes (Biological Sciences PASS, Chemistry PASS and Commuter Peer Mentoring). PASS – or\u00a0Peer Assisted Study Sessions<\/a>\u00a0\u2013are\u00a0weekly\u00a0academic\u00a0support\u00a0meetings\u00a0for\u00a01st\u00a0year\u00a0students\u00a0led\u00a0by\u00a0trained\u00a0higher\u00a0year\u00a0students\u00a0with\u00a0lived\u00a0experience\u00a0of\u00a0making\u00a0the\u00a0transition\u00a0to\u00a0university.\u00a0Nick\u00a0is passionate about the transformative nature of involving learners \u2013 who are \u2018experts by experience\u2019\u00a0\u2013\u00a0in course design, thus bridging the gap between T&L practitioners and students through the co-creation of teaching materials.\u00a0\u00a0<\/p>\n

\u201cWhen designing and reviewing any form of teaching what you ideally want is input from people who have experienced the learning you are trying to achieve and themselves know how to support the learning of others. PASS Leaders and Peer Mentors are invaluable in this regard. Not only are they students, but they are also higher education practitioners whose compulsory training includes the facilitation of learning, creating supportive environments and effective approaches to student guidance. As all areas of the university have at least one peer support scheme, I would recommend any member of teaching staff get in touch with their local PASS Leaders or Peer Mentors to involve them as partners in the education process.<\/i>\u00a0<\/p>\n

In my own work, I have asked them to review courses, create learning activities for use in lectures, design the \u2019perfect blended learning unit\u2019 and even assist me in the delivery of academic and researcher development workshops on teaching. For me, it is simply a question of who are the best-placed people to do what is needed, regardless of rank or student\/staff status.\u00a0By involving our students and drawing on their expertise and experiences on both sides of the teaching divide, we can integrate diverse student voices into our\u00a0programmes\u00a0and create inclusive, learner-centred\u00a0curricula.\u201d<\/i>\u00a0<\/p>\n

\"PASS<\/p>\n

Dr\u00a0Nick\u00a0Weise\u2019s\u00a0model\u00a0to\u00a0illustrate\u00a0the\u00a0cross-cutting,\u00a0collaborative\u00a0nature\u00a0of\u00a0the\u00a0PASS\u00a0scheme,\u00a0bridging\u00a0the\u00a0gap\u00a0between\u00a0teaching\u00a0and\u00a0learning\u00a0practitioners\u00a0and\u00a0the\u00a0\u2018experts\u00a0by\u00a0experience\u2019 \u2013 PASS\u00a0Leaders.<\/b>\u00a0<\/p>\n

We asked\u00a0PASS\u00a0Leaders and Student Coordinators who have been part of\u00a0the\u00a0Biological Sciences and Chemistry PASS Schemes\u00a0for their reflections on the experience\u00a0of working with Nick on the co-creation of materials.\u00a0<\/p>\n

Ieva\u00a0Norvai\u0161ait\u0117\u00a0has been\u00a0both\u00a0a\u00a0PASS\u00a0Leader and\u00a0a\u00a0Student Coordinator for the School of Biological Sciences Peer-Assisted Study\u00a0Sessions\u00a0(SBS\u00a0PASS)\u00a0Scheme.\u00a0<\/b>\u00a0<\/p>\n

\u201cI\u00a0started sharing my resources for CHEM10021 and CHEM10022 when I became a PASS Leader in SBS in my 2<\/i>nd<\/i>\u00a0year of study. Although SBS PASS already had a collection of problem sets (such as crosswords or MCQ questions) for chemistry units made by previous students, I felt that attendees of my PASS group wanted to solve more problems testing their understanding and application of concepts rather than the ability to\u00a0memorise\u00a0them. That is how I started creating exercises that guide students through the thinking process of solving a problem. I felt I was confident to do that due to my previous background in chemistry.\u00a0One of the staff coordinators for SBS PASS,\u00a0Nick Weise,\u00a0spotted my interest\u00a0and\u00a0was\u00a0keen\u00a0on sharing materials\u00a0via Blackboard. I was so pleased to see that he\u00a0had\u00a0used\u00a0the\u00a0problem sets\u00a0I had created\u00a0during workshops, and\u00a0Nick also invited me to attend those workshops\u00a0in a\u00a0teaching assistant\u00a0capacity. It felt great to know that my opinions\u00a0about\u00a0the\u00a0teaching experience were\u00a0valued and brought positive changes for future generations\u00a0of learners.<\/i>\u00a0<\/p>\n

I\u00a0went on to become\u00a0a coordinator for SBS PASS,\u00a0led the\u00a0organisation\u00a0of CHEM workshops and later collaborated with Nick to create more teaching resources for\u00a0the\u00a0CHEM10111\u00a0unit.\u00a0<\/i>\u00a0<\/p>\n

While I believe that creating\u00a0facilitative\u00a0teaching materials from a student\u2019s viewpoint really benefited new students on the unit, it was also a great experience for the volunteers to reach the highest level of their understanding of the topic.\u201d<\/i>\u00a0<\/p>\n

Shauna Rogers\u00a0AFHEA<\/b>\u00a0and\u00a0Dukula\u00a0De Alwis Jayasinghe\u00a0AFHEA<\/b>\u00a0are experienced\u00a0Leaders and Student Coordinators for the Chemistry Peer Assisted-Study\u00a0Sessions\u00a0Scheme (PASS); their work with Nick\u00a0included creating materials for\u00a0use in\u00a0interactive lecture sessions\u00a0from their position as course alumni,\u00a0as part of his\u00a0approach to flipped learning.\u00a0\u00a0<\/p>\n

\u201cAs PASS leaders in our second year, we got to know about\u00a0Dr Nick Weise’s project on developing workshop questions for his taught module with students. We felt\u00a0that\u00a0this was a great\u00a0way to put some of our PASS experience into practice as we had already been preparing questions for our PASS attendees throughout the year. We personally felt,\u00a0although it\u00a0was slightly\u00a0different\u00a0to\u00a0the questions we\u00a0were\u00a0preparing\u00a0for PASS, it was a really good experience for us, and we were able to\u00a0translate\u00a0a broader scope of our knowledge into practice and develop our own case studies to develop the questions.\u00a0As students,\u00a0it aided our own critical thinking and understanding of\u00a0Nick\u2019s\u00a0material, and this helped us\u00a0a lot\u00a0in our third year\u00a0\u2013\u00a0where we\u00a0were\u00a0required to consider\u00a0material independently.\u00a0Furthermore, partnering with Nick on\u00a0this project helped\u00a0support\u00a0our\u00a0<\/i>LEAP\u00a0AdvanceHE\u00a0Associate Fellow applications<\/i><\/a>\u00a0immensely\u00a0\u2013\u00a0inspiring\u00a0us to\u00a0continue\u00a0working on such projects independently. With his guidance,\u00a0and this experience, we\u00a0were able to\u00a0fully develop an online course for first year chemistry PASS which was well received by all\u00a0first year\u00a0students.\u201d<\/i>\u00a0<\/p>\n

To find out more about the Peer Support Programme,\u00a0including how to get involved,\u00a0head over to the\u00a0Peer Support\u00a0website<\/a>.\u00a0 You can also find out more about the SU Education Awards in\u00a0our\u00a0recent post from Doron Cohen<\/a>.\u00a0<\/p>\n

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Related<\/h1>\n

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The University of Manchester
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