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SUCCESS THROUGH PAL (PEER ASSISTED LEARNING) Rachel Hoover Director of Academic Skills Development [email protected] 301-687-3064 PH 150

SUCCESS THROUGH PAL (PEER ASSISTED LEARNING) Rachel Hoover Director of Academic Skills Development [email protected] 301-687-3064 PH 150

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SUCCESS THROUGH PAL (PEER ASSISTED

LEARNING)

Rachel HooverDirector of Academic Skills Development

[email protected]

PH 150

PAL OVERVIEW

PAL Staff's & Students' Perspectives

What?

How?

Why?

Simon Sinek: Start With Why

BACKGROUND INFORMATION

Need for Academic Support

Assistance with liberal arts and sciences courses:

• English literature, geography, history, philosophy, music

appreciation, political science, psychology, sociology

Assistance with study skills and time management

BACKGROUND INFORMATION

Research based approach

Peer mentoring programs have been linked to increases

in retention and graduation rates (Budge 2006; Mee-lee

& Bush 2003)

Peer mentoring can lead to higher first year GPA and

completion of credits (Campbell & Campbell 2007)

Peer partnerships have positive effects on both mentors

and mentees (Snowden & Hardy 2012-2013)

PROGRAM OVERVIEW

Procedures:1. Students request help in the PASS

Office (PH 150)through filling out an intake form

2. Students complete appointment with a professional PASS staff member

3. Students are assigned a PAL Leader and leave with a meeting time/date

PAL OVERVIEW

PAL Leaders connect with students to help them develop skills for college success. They are dedicated students who

have successfully completed liberal arts courses.

PAL Leaders will:Introduce students to multiple thinking, learning, and success strategiesHelp students identify specific skills they need to improve to reach their goalsAssist students in applying new approaches to course contentGuide students in creating individualized study and success goals and plans based on how they learn best

Provide on-going support for students in their efforts to implement their plans and become self- regulated learners

PAL OVERVIEW

Fall 2015 PAL Leaders

Renee Anderson, Interpretive Biology and Natural History

Nate Hutchings, Mass Communication

April Kinyua, Political Science and International Politics

Tanisha Mitchell, Political Science and Law and Society

Joshua Stepney, Grad student in School Counseling

Caitlin Taylor, Political Science

WHY ARE YOU A PAL LEADER?

We believe that………..

Students can succeed

Study skills can be taught

We can empower others

They are worth it

Fellow students need help

HOW DO WE HELP STUDENTS REACH THEIR ACADEMIC GOALS?

Activity & DiscussionPlease rank the top five obstacles that you believe get in the way of student success?

1. Knowing how to study (50%)2. Bad at Tests (39%) & Understanding

Assignments (39%)3. Other (33%)

GUIDING PRINCIPLES

Self-Regulated Learning: A Combination of Skills and

Wills! (Zimmerman 1990)

Metacognitive Processes

Behavioral Strategies

Motivation

METACOGNITION

Awareness of your

thinking processe

s

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Defining

Listing

Describing

Explaining

Comparing/Contrasting

DiscussingDiagraming

Demonstrating

Bloom’s Taxonomy

B E H AV I O RA L S TAT E G I E S

Shift your learning GEARS!

Gather (class engagement, course resources, allies)

Elaborate (details, explanations, examples)

Arrange (outline, notecards, charts/tables, idea maps)

Review (read, write, think, say, do)

Self-Assess (evaluate learning process, feedback, plan of action)

MOTIVATION

Growth Mindset (Carol Dweck, 2008)Encourage students to believe that their academic capabilities can grow through their efforts

Intrinsic and Extrinsic MotivationsHelp students examine inner and outer incentives

Goal SettingGuide students in setting SMARTER (Specific, Measureable, Achievable, Relevant, Timely, Extending of Capabilities, Rewarding) goals.

What questions/comments do you have?

REFERENCES

Budge, S. 2006. Peer Mentoring in Post-Secondary Education: Implications for Research and

Practice. Journal of College Reading

and Learning 37(1), 73-87.

Campbell, T. A. , & Campbell, D. E. 2007. ‘Outcomes of mentoring at-risk college students:

Gender and ethnic matching

effects’. Mentoring and Tutoring 15(2), 135-148.

Dweck, C. 2008. Mindset: The New Psychology of Success. New York: Ballantine Books.

Jacobi, M. 1991. Mentoring and undergraduate academic success: A literature review. Review of

Educational Research 61, 505-32.

Johnson, W.B. 2002. The intentional mentor: Strategies and guidelines for the practice of

mentoring.

Professional Psychology: Research and Practice 33, 88-96.

Mee-Lee, L., & Bush, T. 2003. Student mentoring in higher education: Hong Kong Baptist

University. Mentoring and Tutoring

11(3), 263-271.

Newton, F., & Ender, S. 2010. Students Helping Students: A Guide for Peer Educators on

College Campuses. San Francisco: John Wiley

& Sons, Inc.

REFERENCES CONT.

Nilson, L. 2013. Creating Self-Regulated Learners. Sterling, VA: Stylus Publishing.

Rodger, S. and P. Tremblay. 2003. The effects of a peer mentoring program on academic success among

first year university students. The Canadian Journal of Higher Education 33, no. 3, 1-18.

Snowden, M. and T. Hardy. 2012-2013. Peer mentorship and positive effects on student mentor and

mentee retention and academic success. Widening Participation and Lifelong Learning 33,

no. 5, 583-597.

Terrion, J. Lennox, R. Philion, and D. Leonard. 2007. An evaluation of a university peer-mentoring

training program. International Journal of Evidence Based Coaching and Mentoring 5 no. 1, 42-

57.

Tinto, V. 1998. Colleges as communities: Taking research on student persistence seriously, Review

of Higher Education 21, 167-77.

Zimmerman, B. 1990. Self-Regulated Learning and Academic Achievement: An Overview. Educational

Psychology

25(1):,3-17.