Reflections on co-ordinating peer-assisted learning in a university mathematics department

Abstract

This reflective paper explores the experience of the author while co-ordinating a relaunch of Peer-Assisted Learning (PAL) within the Department of Mathematical Sciences at a UK university. PAL involves senior students supporting first-year students through regular collaborative learning sessions, fostering both academic engagement and peer mentoring. The paper discusses the practical challenges encountered during implementation, such as student participation, scheduling, and training of PAL leaders, alongside the strategies that proved effective. Drawing on these experiences, the author will suggest potential improvements to enhance the impact of PAL in future iterations. The insights shared may be of value to other academics looking to introduce or refine similar peer-support initiatives in their own departments.