Developing and implementing a co-curricular PASS leadership module at the University of Brighton

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNChapter

Abstract

This PASS leadership module has been designed to enable student leaders to obtain additional academic credit for their commitment and contribution to the Peer Assisted Study Sessions (PASS) scheme, and support development of leadership skills. Student lead ers are introduced to the skills, knowledge and strategies necessary to facilitate group learning, and use reflection as a key approach to improving their PASS sessions and personal development . The module offers a range of workshops, online materials, gro up and individual activities for students to draw upon, to inform their PASS sessions, and enable the leaders and PASS students to get the most out of the scheme. This chapter describes the peer learning scheme , how it was developed and the challenges faced during the first two years of implementation . It considers the variety of reflective and transformative learning theories that informed the design and dev elopment of the module and explores the transformational learning opportunit ies that leaders have experienced, drawing upon students ’ written ‘critical incident reports’ that enabled them to critical ly reflect on a particular case study or an area of personal development. It considers what has been learnt and how this learning mig ht be used to improve the module in future
Original languageEnglish
Title of host publicationLifewide Learning and Education in Universities and Colleges
EditorsN. Jackson, J. Willis
Place of PublicationUK
PublisherLifewide Education Community
Pages1-15
Number of pages15
ISBN (Print)0
Publication statusPublished - 3 Mar 2014

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leadership
leader
student
learning
learning theory
credit
incident
commitment
Group

Bibliographical note

Lifewide Learning & Education in Universities and Colleges by the Lifewide Education Community is licensed under a Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License

Cite this

McConnell, C., & Chilvers, L. (2014). Developing and implementing a co-curricular PASS leadership module at the University of Brighton. In N. Jackson, & J. Willis (Eds.), Lifewide Learning and Education in Universities and Colleges (pp. 1-15). UK: Lifewide Education Community.
McConnell, Catherine ; Chilvers, Lucy. / Developing and implementing a co-curricular PASS leadership module at the University of Brighton. Lifewide Learning and Education in Universities and Colleges. editor / N. Jackson ; J. Willis. UK : Lifewide Education Community, 2014. pp. 1-15
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McConnell, C & Chilvers, L 2014, Developing and implementing a co-curricular PASS leadership module at the University of Brighton. in N Jackson & J Willis (eds), Lifewide Learning and Education in Universities and Colleges. Lifewide Education Community, UK, pp. 1-15.

Developing and implementing a co-curricular PASS leadership module at the University of Brighton. / McConnell, Catherine; Chilvers, Lucy.

Lifewide Learning and Education in Universities and Colleges. ed. / N. Jackson; J. Willis. UK : Lifewide Education Community, 2014. p. 1-15.

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNChapter

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AB - This PASS leadership module has been designed to enable student leaders to obtain additional academic credit for their commitment and contribution to the Peer Assisted Study Sessions (PASS) scheme, and support development of leadership skills. Student lead ers are introduced to the skills, knowledge and strategies necessary to facilitate group learning, and use reflection as a key approach to improving their PASS sessions and personal development . The module offers a range of workshops, online materials, gro up and individual activities for students to draw upon, to inform their PASS sessions, and enable the leaders and PASS students to get the most out of the scheme. This chapter describes the peer learning scheme , how it was developed and the challenges faced during the first two years of implementation . It considers the variety of reflective and transformative learning theories that informed the design and dev elopment of the module and explores the transformational learning opportunit ies that leaders have experienced, drawing upon students ’ written ‘critical incident reports’ that enabled them to critical ly reflect on a particular case study or an area of personal development. It considers what has been learnt and how this learning mig ht be used to improve the module in future

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McConnell C, Chilvers L. Developing and implementing a co-curricular PASS leadership module at the University of Brighton. In Jackson N, Willis J, editors, Lifewide Learning and Education in Universities and Colleges. UK: Lifewide Education Community. 2014. p. 1-15