A case study exploring facilitators’ experiences of implementing a student-led Power Hour of Progress initiative within an undergraduate psychology community.

Authors

Keywords:

staff-student partnerships, Power Hour, Higher Education, student development, student co researchers

Abstract

This case study explores the perceptions of three student-facilitators who aimed to implement an initiative delivering regular, short and structured writing sessions (Power Hour of Progress; PHoP) within the undergraduate student body. Power Hours were already established as a practice amongst staff and post-graduate students. However, Power Hour practices have not been implemented in undergraduates. Based on the previously observed benefits with staff, we anticipated Power Hour sessions would help develop study- and time-management skills and build a sense of community within the student body. A staff-student collaboration was initiated wherein three students were trained to facilitate sessions. Fifteen PHoP sessions were run, and semi-structured interviews were conducted to explore student-facilitator views on the attempts to embed PHoP within the student body. Question-based thematic analysis identified key challenges to implementation including poor attendance and general research challenges. However, Power Hour encourages intentional learning practices, and promotes engagement in multiple academic communities. Based on these findings, we provide best practice recommendations for anybody who wishes to encourage Power Hour practices within their academic body. We conclude with a summative staff reflection on the advantages of trusting students to take ownership over staff-student partnerships.

Author Biographies

Amanda Simpson, University of the West of Scotland

Amanda Simpson is a Lecturer in Psychology for the BSc Psychology programme at UWS and is Co-Lead for the Power Hour of Progress initiative. She is passionate about student success and widening participation and is currently Head of Direct Entry & Outreach (Psychology). Amanda’s primary research interest is teenager’s development via work-related learning.

Šarlota Duchoňová, University of the West of Scotland

Šarlota Duchoňová is a final year student on the BSc (Hons) Psychology programme at the University of the West of Scotland and will soon join the MSc Clinical Health Psychology at University of Strathclyde. As an international student from Brno, Czech Republic, her passion for holistic wellbeing compelled her to pursue higher education in the UK with a focus on Psychology. Alongside her studies, she is in the final stages of completing a COSCA Certificate in Counselling Skills and was recently awarded the Best Presentation in Social Psychology at the BPS Scottish Undergraduate Conference for her dissertation investigating vicarious empathy. Initiated as a volunteering opportunity, she is one of the Power Hour of Progress facilitators enhancing undergraduates’ study habits.

Freya I. Rennie, University of the West of Scotland

Freya I. Rennie is a final year student on the BSc (Hons) Psychology programme at the University of the West of Scotland. She was the recent recipient of the Best Presentation as voted by students Award at the 2024 UWS Psychology Undergraduate Student Conference for her research on 'Deprivation and Social Capital as Predictors of Academic Resilience'. Having joined the Power Hour of Progress team as a volunteer student research assistant, Freya is one of the facilitators helping Undergraduate students develop their study habits. As the present No.1 Female Barebow archer in Scotland, U21s British Archery Champion and current athlete on the Scottish Archery National team, Freya hopes to continue within the field of research and begin a Masters in Sports Psychology following the completion of her Honours degree.

Cornelia E. V. Svensson, University of the West of Scotland

Cornelia E. V. Svensson is a final year student on the BSc (Hons) Psychology programme at the University of the West of Scotland. She is a facilitator for Power Hour of Progress, an initiative that started as a volunteer opportunity to improve the study habits of undergraduate students. Cornelia is the recipient of the Best Presentation as voted by teachers Award at the 2024 UWS Psychology Undergraduate Student Conference for her research 'Comparing Parent and Teacher Perspectives of Children with ADHD’s Well-Being'. As an international student from Malmö, Sweden, her passion for clinical developmental psychology led her to pursue higher education in the UK. Cornelia is keen to pursue the Doctorate pathway of Clinical Psychology following her Honours degree.

Bianca D. M. Hatin, University of the West of Scotland

Bianca D. M. Hatin is a Lecturer in Psychology at UWS and is Co-Lead for the Power Hour of Progress initiative. She is a cognitive neuroscientist by training who is interested in developing creative and playful teaching and learning strategies to enhance student academic experience. Her primary research is in behavioural laterality, emotion, and attention.

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Published

05/10/2024

How to Cite

Simpson, A., Duchoňová, Šarlota, Rennie, F. I., Svensson, C. E. V., & Hatin, B. D. M. (2024). A case study exploring facilitators’ experiences of implementing a student-led Power Hour of Progress initiative within an undergraduate psychology community . The Journal of Educational Innovation, Partnership and Change, 10(1). Retrieved from https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/1266

Issue

Vol. 10 No. 1 (2024): Reimagining partnerships to generate new learning opportunities: Conference Special

Section

Case Study

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Copyright is held by the journal. The author has full permission to publish to their institutional repository. Articles are published under an Attribution-NonCommercial-NoDerivatives 4.0 International licence.