1 Module 1: Introduction

What is peer-assisted coaching and why does the College support it?

Peer-assisted coaching is defined by one researcher as “people from similar social groupings who are not professional teachers helping each other to learn and learning themselves by teaching (Topping, 1996). VetPAC is based on the premise that peers tend to understand content more easily with fellow peer coaches, who can describe content at the peer’s level of understanding (Vygotsky, 1997). The added benefits to the peer coach are that they are getting reinforcement of the material (“to teach is to learn twice”) (Durling and Schick, 1976) and they are getting practice in providing information, as they will in their chosen health science profession.

The role of the VetPAC coach (tutor) is not to teach their peer (tutee) the material. The tutor’s responsibilities are to help the tutee organize and structure material to aid learning, clarify specific concepts or facts that have been learned inaccurately by the tutee, and to facilitate discussion. The tutor is a model student rather than an authority figure (University of Newcastle, 2015). The goal is to help the tutee “learn to learn” by integrating review of lecture notes, captured lectures, textbook readings, outside materials, and study guides. The goal of the tutor is not to provide the answer but is instead to guide learning by providing strategies to help the tutee find the answer.

What kind of services do we provide?

VetPAC coaches are individually matched with students having trouble in specific courses for one-on-one coaching. VetPAC coaches also have historically provided less structured on-call services for single students or small groups by having standing hours in a public space.

Who can access these services?

Students having trouble with specific coursework are referred to VetPAC and may or may not elect to access these services.

How were you chosen?

Students with high academic ability as demonstrated by consistent completion of coursework in the veterinary curriculum with high grades are invited to be VetPAC coaches.

How are you matched with the work you will do or with the person with whom you will work?

If a struggling student chooses to work with a VetPAC coach, they contact Laurel Zastrow in Academic and Student Affairs. She sends out a call to all VetPAC coaches and interested coaches respond to her, permitting her to match a student with a coach who is very comfortable with the material. VetPAC coaches will not be matched with roommates or close friends. You will not be assigned unless you have expressed an interest.

How are you paid for your work?

Laurel Zastrow in Academic and Student Affairs is your contact for completion of all paperwork and your hours are submitted on-line and are approved by Dr. Hampel-Kozar. Joe Maple will orient you regarding how to submit hours on-line and is your contact for any concerns or questions about payment. If you ever have questions or need to know how to submit paperwork, talk to Laurel Zastrow.

How can you  learn more about teaching?

If you have interest in improving your coaching skills, these notes are well referenced and either Dr. Root or Andre Nault, our librarian (naulta@umn.edu) can help you find these and other resources. A good book that is written for college students and is a compilation of lots of research about how best to learn is The New Science of Learning by Todd D. Zakrajsek (Stylus, Sterling VA, 2022).

REFERENCES

• Durling R and Schick C. Concept attachment by pairs and individuals as a function of vocalization. J Educ Psychol 1976;68:83-91.
• Topping KJ. The effectiveness of peer tutoring in further and higher education: a typology and review of the literature. Higher Educ 1996;32:321-345.
• University of Newcastle, Australia. Peer assisted study sessions (PASS): Information for staff. Available at: https://www.newcastle.edu.au/__data/assets/pdf_file/0018/82710/PASS-Information-for-Staff.pdf. Accessed 08-12-15.
• Vygotsky LS. The collected works of L.S. Vygotskv, Vol. 4: The history of the development of higher mental functions. New York: Plenum Press, 1997.