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