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Academic Peer Leaders:Resurgent 20th Century Activity
Leads to Gains in 21st Century Outcomes
JenniferR.Keup2017AAC&UAnnualMeeting
SanFrancisco,CA@jrkeup@NRCFYESIT
Session Learning ObjectivesAsaresultofattendingthissession,participantswill:• …gainagreaterunderstandingofthecharacteristicsofPLprogramsandtheirrelationshipwith21stCenturylearningoutcomes.
• …advancetheirunderstandingofPLasanemergingpracticeincolleges,departments,andacademicsupportprograms.
• …havetheopportunitytocomparetheirpeerleaderprogramtoanationalprofileandtoconsiderinnovationsandrefinementstotheirprogram.
BACKGROUND AND REVIEW OF LITERATURE
Introduction
Support Networks in the First Year
75
36 3324
153 1
0
10
20
30
40
50
60
70
80
90
100
Closefriendsatthis
institution
Family Closefriendsnotatthisinstitution
Siblingsorextendedfamily
Faculty&staff
GAs/Tas Academicadvisors
Interacted“daily”with:
*2016YFYCSurvey
Peer Pressure
“Thestudent’speergroupisthesinglemost
potentsourceofinfluence ongrowthanddevelopmentduringtheundergraduateyears”
(Astin,1993,p.398)
Peer Pressure• Peershaveasignificantandprofoundimpactontheundergraduateexperience:– Intellectualdevelopment– AcademicEngagement– MoralDevelopment– ClarificationofPoliticalandSocialValues– DeterminationofAcademicandSocialSelf-Concept– InterpersonalSkills– CriticalThinkingSkills– PositiveGainsinWritingandReadingComprehension
(Greenfield,Keup,&Gardner,2013;Pascarella&Terenzini,2005;Skipper,2005)
Defining Peer Educators“Studentswhohavebeenselectedandtrainedtooffereducationalservicestotheirpeers.Theseservicesareintentionallydesignedtoassistintheadjustment,satisfaction,andpersistenceofstudentstowardattainmentoftheireducationalgoals.Studentsperformingin[these]paraprofessionalrolesareusuallycompensated insomemannerfortheirservicesandaresupervisedbyqualifiedprofessionals.”
(Newton&Ender,2010,p.6)
Background on Peer Leaders• Historically,PeerLeadersweresituatedincocurricular units(orientation,residencelife)
• Recently,theuseofPeerLeadersintheclassroomandacademicrealmhasbecomemorewidespread– Roles:tutors,SupplementalInstructionleaders,andpeeradvisors
– Courses:Englishcomposition,introductorymathematics,gatewaycourses,andfirst-yearseminars
• Thelinesbetweencurricularandcocurricular spacesarebeingintentionallyblurred
Background on Peer Leaders• Peerleadersareempoweredtoexertinfluenceinalessintimidatingwaythanstafforfaculty
• Studentparaprofessionalsareaneffectiveandefficientresource
• Theuseofpeerleadersprovidesbenefitto:– Programs:improvedstudentoutcomes,strongerbridgebetweenfaculty/staffandstudents
– Students:moreopportunitiesforstudentinterventions– Peerleaders:engagementwithfaculty&staff,leadershiptraining
2013 NATIONAL SURVEY OF PEER LEADERS
Methods
Method: Data Source2013 National Survey of Peer Leaders
• Surveywasapartnershipwith5leadingeducationalorganizationsinvolvedwithpeerleaders:– ACUHO-I– InternationalCenterforSupplementalInstruction– NACA– NationalResourceCenterforTheFirst-YearExperienceandStudentsinTransition
– NODA• Institutionalrecruitmenttookplacefirst
49 Participating Institutions:2013 National Survey of Peer Leaders
AngeloStateUniversityAppalachianStateUniversityBethanyCollegeBrighamYoungUniversityCampbellUniversityCedarCrestCollegeColorado StateUniversityEastCarolinaUniversityEasternIllinoisUniversityFortHaysStateUniversityFraminghamStateUniversityFurmanUniversityGeorgiaSouthernUniversityHofstra UniversityIndianaUniversity- Purdue
University FortWayneIndianaUniversityEastKennesawStateUniversity
LesleyUniversityLyndon StateCollegeMadonnaUniversityMinotStateUniversityMissouri StateUniversityMontclairStateUniversityMorganStateUniversityNorthernIllinoisUniversityOhioUniversityOklahomaStateUniversity- Main
CampusOregonStateUniversitySanJoseStateUniversitySouthDakotaStateUniversitySouthernArkansasUniversitySouthern IllinoisUniversityStetsonUniversityTempleUniversity
TheCollegeatBrockportTheUniversity ofMaryland- College
ParkTheUniversity ofNewOrleansTheUniversity ofSouthFloridaTheUniversity ofTampaUniversity ofCentralFloridaUniversity ofFloridaUniversity ofLouisiana atLafayetteUniversity ofMarylandBaltimore
CountyUniversity ofSouthCarolina
ColumbiaUniversity ofSouthCarolinaUpstateUniversity ofWisconsin-MilwaukeeWayneStateUniversityWells CollegeWittenbergUniversity
Method: Data Source2013 National Survey of Peer Leaders
• Studentsurveyadministeredfrom3/26/2013-6/1/2013
• 4,932studentpeerleadersrespondedtothesurvey(28.6%responserate)
• Studentsampleover-representswomenandhighacademicperformers*
• Studentsamplehasadequaterepresentationbyrace/ethnicity,classstanding,&PellGranteligibility
TYPE & SPONSORSHIP OF PEER LEADER EXPERIENCES
Findings
Most Common PL SponsorsWhattypeofcampus-basedorganizationhaveyouworkedforasapeerleader,eithercurrentlyorinthepast?(n=4,016)PeerLeaderExperience(“markallthatapply”) %Studentclubsandorganization(s) 44.5ResidenceHall 28.9First-YearExperience 28.6Campusactivities 28.5Orientation 24.6Academic- peeradvisor 24.5Communityserviceorservicelearning 23.8Academic- Tutor 23.4
Most Common PL SponsorsWhattypeofcampus-basedorganizationhaveyouworkedforasapeerleader,eithercurrentlyorinthepast?(n=4,016)PeerLeaderExperience(“markallthatapply”) %Studentclubsandorganization(s) 44.5ResidenceHall 28.9First-YearExperience 28.6Campusactivities 28.5Orientation 24.6Academic- peeradvisor 24.5Communityserviceorservicelearning 23.8Academic- Tutor 23.4
Least Common PL SponsorsWhattypeofcampus-basedorganizationhaveyouworkedforasapeerleader,eithercurrentlyorinthepast?(n=4,016)PeerLeaderExperience %Athletics 9.5Admissions 9.3Religious 8.9Academic-SupplementalInstructionleader 8.7Multiculturalaffairs 5.4Studyabroad 5.2Outdoororrecreationalsports 4.3Counselingormental health 3.1Studentproductions ormedia 2.8Judicialaffairsorstudentconduct 2.6Physical health 2.6Internationalstudentoffice 2.2Financialliteracy .8
PEER LEADER SELECTION, TRAINING, & COMPENSATION
Results
“Studentswhohavebeenselectedandtrainedtooffereducationalservicestotheirpeers.Theseservicesareintentionallydesignedtoassistintheadjustment,satisfaction,andpersistenceofstudentstowardattainmentoftheireducationalgoals,Studentsperformingin[these]paraprofessionalrolesareusuallycompensatedinsomemannerfortheirservices andaresupervisedbyqualifiedprofessionals.”
PL Selection ProcessWhichofthefollowingbestdescribesthepeerleaderselection
processyouwentthrough(n=3,942)
Application: ���������(86.4%)
Election: ����(38.8%)
Nomination: ����(35.9%)
Other: �(2.8%)
Training
85.6%
13.5%
0.8%
Wereyoutrainedforyourpeerleaderposition(s)?(n=3,942)
Yes
No
Idon'tknow
Trends in Peer Leader Training
• Longertrainingmodules• Ongoingsupport&professionaldevelopment• Curricularcomponents• Outcomesfocused• Focusonsupervisionaspartoftraining• Peerleadership&trainingamongpeerleaders• IntegratedacrosscampusandacrossPLE
Compensation
59.4 56.0
23.715.1
4.40
10
20
30
40
50
60
70
Volunteer FinancialCompensation
Roomandboard Coursecredit Other
Percen
tageofR
espo
nden
ts
FormofCompensation
Whatcompensationdidordoyoureceiveforyourworkasapeerleader?(n=3,942)
PEER LEADER OUTCOMESFindings
Outcomes of Peer Leader Experiences
• Studentpeerleaderswereaskedtoreporttheirgrowthinfouroutcomeareas:– “Towhatdegreehasthefollowing(outcome)changedasadirectresultofyourpeerleadershipexperiences?”
• Outcomeareas– Skills– UndergraduateExperiences– EmployabilityOutcomes– AcademicPerformance
Outcomes of PLEsSkillDevelopment %IncreasedLeadership 87.3Interpersonal communication 82.5Teamwork 77.5Timemanagement 73.6Projectmanagement 72.9Organization 71.5Presentation 67.5Critical thinking 65.8Writtencommunication 53.4
Self-Rated Change in Skills
“Peerleadershipincreasesyourcommunicationskillsdramatically…Ijustfeelstronglyaboutpeerleadershipbecauseitboostsyourconfidence.”
“Theresponsibilitiesofpeerleadershiphelpedmetolearnmoreabout
organization,timemanagement,aswellasteamwork,andcooperation.”
Outcomes of PLEs
Undergraduate Experience % IncreasedKnowledgeofcampusresources 83.6Meaningfulinteractionwithpeers 81.2Feelingofbelongingatinstitution 76.6Meaningfulinteractionwithstaffmembers 75.9Interactionwithpeople fromdifferentbackgrounds 75.6Meaningful interactionwithfaculty 73.3Understandingpeoplefromdifferentbackgrounds 72.9Desiretoengageincontinuous learning 71.8Desiretopersistat institution 68.9
Outcomes of PLEs
Undergraduate Experience % IncreasedKnowledgeofcampusresources 83.6Meaningfulinteractionwithpeers 81.2Feelingofbelongingatinstitution 76.6Meaningfulinteractionwithstaffmembers 75.9Interactionwithpeople fromdifferentbackgrounds 75.6Meaningful interactionwithfaculty 73.3Understandingpeoplefromdifferent backgrounds 72.9Desiretoengageincontinuous learning 71.8Desiretopersistat institution 68.9
Self-Rated Impact on Undergraduate Experience
“WhenIfirstgotthejobIwasshyandunsureofmyselfalotofthetimesbutoverthepastalmost
twoyearsIhavegrownandbecomemoreconfident.Ihavelearnedtocommunicateeffectivelywithpeoplefromdifferent
backgrounds.IhavealsohadtheopportunitytobecomeclosetofacultyandstaffthatIworkwith.
Ifeelmoreconnectedtocampusandhaveenjoyedbeingthereforfreshmenstudentsthat
arestrugglingwiththecollegetransition.”
Outcomes of PLEsEmployability Outcomes %IncreasedBuildingprofessionalinterpersonalrelationships 77.9Applyingknowledgetoareal-worldsetting 72.7Bringingtogetherinfo fromdifferentplaces 71.2Providingdirectionthroughpersuasion 67.8Analyzingaproblem fromnewperspectives 65.8Expectationsforsuccessin aFTjobaftergrad 65.5Creatinginnovativeapproachestoatask 65.4Engaginginethical decision-making 64.5Sharingideaswithothers inwriting 46.2
Self-Rated Change in Employability
“Becauseofmyleadershipexperience,IfinallyfiguredoutwhatIwanttodowithmylifeafterIgraduate.IammuchmoremotivatednowthanIwaswhenIwasafreshmantocompletemycourseswith
decentgrades.Iamverymotivatedtolearnthecontentofmycoursesasopposedto
justgettingagrade.”
“Tutoringinthewritingcentermadememoreinterestedinpursingacareer
relatedtoassistingstudentswithwriting,especiallyESLstudents.”
Outcomes of PLEs
AcademicPerformance %IncreasedAcademic skilldevelopment 39.9Overall academicperformance 23.8Gradepointaverage 19.0# ofcredithourscompletedeachterm 15.1Facilitatetimely graduation 1.8
Self-Rated Change in Academics
“AsaBiologymajor,tutoringinchemistryandbiologycourseskeepstheinformationfreshinmyhead.AsItakehigherlevel
coursesthatrequiresmetorememberbasicconcepts,IalreadyknowthemthoroughlyandIamabletograspnewconceptsbetter.”
“CommitmentswithmypeerleaderpositionshaveinterferedwiththeamountoffreetimethatIhaveto
studyforexams,completeassignments,andbecomefurtherinvolvedwithmy
coursework.”
Satisfaction with PLEs
80.4
14.9
3.0 .4
Wouldyourecommendbeingapeerleadertoother
students?
Yes,absolutely
Yes,formostofthepeerleadershippositionsIhaveheldYes,forsomeofthepeerleadershippositionsIhaveheld(butnotmost)No
1.5 .4 .9 1.9 4.9
39.5
50.9
0
10
20
30
40
50
60
PercentageofR
espondents
Howwouldyourateyouroverallsatisfactionwithyourpeerleadership
experiences?
PEER LEADERSHIP AS A HIGH-IMPACT PRACTICE
Conclusions
Definition of High-Impact Practices“Teachingandlearningpracticesthathavebeenwidelytestedandhavebeenshowntobebeneficialforcollegestudentsfrommanybackgrounds.Thesepracticestakemanydifferentforms,dependinguponlearnercharacteristicsandoninstitutionalprioritiesandcontexts.[HIPsare]practicesthateducationalresearchsuggestincreaseratesofretentionandstudentengagement.” (Kuh,2010)
CharacteristicsofHIPs
• Createsaninvestmentoftimeandenergy• Includesinteractionwithfacultyandpeersaboutsubstantivematters
• Real-worldapplications• Highexpectations• Includesfrequentfeedback• Exposuretodiverseperspectives• Demandsreflectionandintegratedlearning• Accountability
ConsiderAdaptabilityofHIPs
“[HIP]keyconditionscanbeadaptedandincorporatedintoanyteachingandlearningsituationinsideoroutsidetheclassroomto
promotehigherlevelsofstudentperformance.Therearedoubtless otherhigh-impactactivities…inwhichlargenumberofstudentsparticipate.”
Kuh inBrownell&Swaner,2010
High-Impact Practices
qFirst-YearSeminars&Experiences
qCommonIntellectualExperiences
qLearningCommunitiesqWriting-IntensiveCourses
qCollaborativeAssignments&Projects
qInternships
qUndergraduateResearch
qDiversity/GlobalLearning
qServiceLearning,Community-BasedLearning
qCapstoneCourses&Projects
q PeerLeadership
P
P
P
P
P
P
P
P
P
P P
CONCLUDING THOUGHTS & TAKEAWAYS
Conclusions
Takeaways - Overall• Peerleadersreportengagementinexperiences– Mostreportactiveinvolvementinselectionprocess– Manyhavetrainingexperiencesofaweekorlonger– Majorityreportongoingtraining– Manydonotreceivecompensation(i.e.,volunteer)
• Peerleadersreportsatisfactionwiththeexperience– Nearlyallrespondents(95%)wouldrecommendatleastsomepeerleadershippositionstootherstudents
• Insightintocommonandpotentialselection,training,andcompensationmodels
Takeaways - Overall• Peerleadersreportgrowthduetoexperiences– Overallmajorityreportgainsonnearlyalloutcomesinskills,undergraduateexperiences,andemployabilityoutcomes
– AcademicoutcomesnotasstronglyaffectedbyPLEs– Methodofadvancinginterculturalcompetency– Highlytransferabletocareer
• PeerleadershipasanemergentHIP• HowdoPLpracticesreflectandaffectequityissues
keupj@mailbox.sc.edu
Training
22.8
18.6 17.5
10.8
5.8
17.321.0
7.3
19.4
6.9
0
5
10
15
20
25
Percen
tageofR
espo
nden
ts
LengthofTraining
Howlongwastheinitial formaltrainingforyourcurrentand/orpreviouspeerleaderposition(s)?(n=3,353)
Training
38.5
61.247.8
7.1
0
10
20
30
40
50
60
70
Retreat Staffmeetings
Meetingswith
supervisor
Other
PercentageofR
espondents
Whattypeofadditionalongoingformaltrainingdidyoureceive?
(n=2,303)
68.8
28.8
2.4
Didyoureceiveanyadditionalongoingformaltrainingaftertheinitial training?(n=3,353)
Yes No Idon'tknow
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