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Extended Orientation to Peer Educator Development
- 1. The University 101 Model EXTENDED ORIENTATION FOR PEER EDUCATOR DEVELOPMENT: Mike Dial Assistant Director, University 101 Programs The University of South Carolina Sloane Stuart Graduate Assistant, University 101 Programs The University of South Carolina
- 3. MEET MICHAEL
- 4. SESSION AGENDA • History • Context • Peer Leadership at U101 • U101 PL Development Model • Some Assessment
- 6. Public research institution First-Year Class (as of Fall 2017) Enrolled: 5,874 Enrollment Undergraduate: 25,556 Total: 34,099 (USC Office of Undergraduate Admissions) UofSC Overview
- 7. • Enrollment: 4,449 (76% of new students) • Class size: 19 • Sections offered: 240 • Section types: 22 • Faculty and staff instructors: 206 • 99% of sections co-taught UNIV101 Overview Fall 2017
- 8. 5.49 5.14 4.50 4.75 5.00 5.25 5.50 5.75 Overall Program Effectiveness (p=.01) Impact of Peer/Graduate Leader 2013 First-Year Seminar Assessment Results (7pt. scale) Sections with Peer/Graduate Leader Sections without Peer/Graduate Leader
- 9. U101 Teaching Partners (2017) New Peer Leaders, 160, 69% Returning Peer Leaders, 40, 17% Graduate Leaders, 30, 13% No Teaching Partner, 3, 1%
- 10. • Mentor • Resource • Facilitator for learning ROLE OF UNIVERSITY 101 PEER LEADERS
- 11. • Can identify campus resources • Gain a sense of belonging • Apply appropriate behaviors • Gain valuable U101 experience • Have successful transition AS A RESULT OF HAVING A PEER LEADER, U101 STUDENTS:
- 12. Extended Orientation to the Role Application and Interview Process Spring Orientation Course Planning Workshop Fall Training EDLP 520 Course
- 13. • Small group size • Engaging pedagogy • Team-teaching ALL STAGES OF DEVELOPMENT ROLE MODEL:
- 14. • Initiates development • Application: 3 essays • Reflection: •Goal Alignment/Desired growth SELECTION
- 15. • Group interviews • Size: 8 maximum • Mock panel • Case study • “Top 5” • Put top 5 worksheet here SELECTION
- 16. • U101 History • Peer leader role • Factors for success • Community building • Team-teaching strategies SPRING ORIENTATION
- 17. • Manual • EDLP 520 textbook • Community building activities: 49 • Teaching strategies: 27 PEER LEADER TOOLKIT
- 19. • Team building • Syllabus development • Group norming COURSE PLANNING WORKSHOP
- 20. • First-year student needs • Sticky situations • Approachability • Facilitation FALL TRAINING
- 21. • 3 credit course • Concurrent to service • Community • Content delivery • Problem solving EDLP 520
- 22. • Helping model • Lesson planning • Facilitation • First-year student needs • Values/leadership styles • Marketing the experience EDLP 520
- 23. • Teaching partner interview • Mid-Semester Reflection • End of Experience Capstone EDLP 520 ASSIGNMENTS
- 24. • Partners •Student Conduct •Substance Abuse Prevention and Education (SAPE) ALCOHOL RISK REDUCTION LESSON PLAN
- 25. 71.51% 17.32% 8.94% 2.23% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% The peer/graduate leader with the instructor not present The peer/graduate leader with the instructor present Both the instructor and peer/graduate leader The instructor with the peer/graduate leader present Fall 2017: Who facilitated the lesson on alcohol in UNIV101?
- 26. The training on the alcohol presentation prepared me to… % Agree Discuss campus norms and student behavior related to alcohol use. 90.8% Describe risks related to alcohol use 96.9% Describe the university and legal consequences of an alcohol or drug citation. 89.8% Identify strategies for reducing risks related to alcohol use. 93.9%
- 27. • Sexual Assault Violence Intervention and Prevention (SAVIP) • 50 Minute Lesson • Mandated Reporting Status SUPPORTING SURVIVORS OF INTERPERSONAL VIOLENCE
- 28. HOW DO WE KNOW IT WORKS? 4.57 4.73 4.61 4.72 4.71 4.81 4.85 4.81 4.74 4.82 4.86 4.83 3.5 3.7 3.9 4.1 4.3 4.5 4.7 4.9 helped me make a successful transition to the university was a valuable part of my UNIV 101 experience was an appropriate role model made important contributions to the class My Peer Leader... 2012 2014 2017
- 29. 4.84 4.87 4.88 4.87 3.50 3.70 3.90 4.10 4.30 4.50 4.70 4.90 2014 2015 2016 2017 My Peer/Graduate Leader was approachable.
- 30. • “What is the most valuable aspect of U101?” • 288 first-year students answered peer leader HOW DO WE KNOW IT WORKS?
- 31. “Having a peer leader was extremely valuable to the class because it gave everyone a mentor who was recently in our shoes and who we could talk to about things in our life and she would understand.” –Fall 2017 U101 Student
- 32. HOW DO WE KNOW IT WORKS? 4.85 4.77 4.844.85 4.75 4.86 4.79 4.73 4.81 3.5 3.7 3.9 4.1 4.3 4.5 4.7 4.9 I had a good working relationship with my teaching partner(s). I trusted my peer/graduate leader(s) to carry out their responsibilities. My peer/graduate leader(s) was an asset to the course. U101 Faculty Survey 2012 2015 2017
- 33. Fall 2017 Instructor Evaluation of Peer Leaders 4.86 4.59 4.91 4.90 4.90 4.80 4.40 4.50 4.60 4.70 4.80 4.90 5.00 was an appropriate role model for our students. was an effective facilitator. was a valuable resource for our students. was approachable. was a valuable part of the UNIV 101 experience. consistently carried out responsibilities and fulfilled stated expectations. My Peer Leader…
- 34. You should know, Shane used information from his EDLP class frequently; much more than any other peer leader I have worked with. He had a wealth of knowledge when it came to ice-breakers, activities, campus resources and lesson plans. Shane was a shining example of your peer leader training! -Fall 2017 U101 Instructor
- 35. HOW DO WE KNOW IT WORKS? 4.56 4.66 4.52 4.56 4.73 4.79 4.68 4.79 4.65 4.85 4.82 4.77 4.82 4.76 3.50 3.70 3.90 4.10 4.30 4.50 4.70 4.90 5.10 Interpersonal communication skills. Facilitation skills. Helping skills. Leadership skills. Self-awareness/Understanding. As a result of serving as a University 101 Peer Leader (including training and EDLP 520), I improved my: 2012 Mean 2015 Mean 2017 Mean
- 36. Please remember to submit your evaluation on Guidebook! https://guidebook.com/g/fye18/ Mike Dial Assistant Director for Peer Leadership University 101 Programs Phone: (803) 777-6709 Email: mdial@sc.edu
Editor's Notes
- Mike Show of hands… Who has a peer educator program already in place? Who’s thinking about starting a new peer educator program? Who trains their peer educators once prior to service? Who holds multiple trainings prior to service? Who holds trainings during service? What is the purpose of training peer educators? So that they can better support the students they serve. So that they develop as leaders and increase transferralbe skills. We’d like to spend some time today discussing the University 101 model of peer leader development which takes on an extended orientation to the role. We’ve identified this as a best practice for our programmatic needs.
- Mike Show of hands-how many have been to a presentation/session by University 101 staff this conference?
- Mike Tell story of U101 history Social Unrest and demonstrations on campus of the University of South Carolina in the late 1960’s and early 70’s. Civil Rights Vietnam war Students locked President Thomas Jones in his office Formed a committee! Appointed a group to study the issue and make recommendations. University 101 was the solution and was developed in 1972. The idea was to develop faculty understanding of students, create a venue where faculty and students could have a dialogue, and teach students to love the university. Hence, UNIV101 began as a faculty development initiative John Gardner was tapped to lead this program and because of his vision, leadership, understanding of campus culture, and tenacity. Eventually, the concept of the First-Year Experience spread across the world. From 1972-1992, each section of the course was taught by a sole faculty or staff instructor. The program evolved in 1993 to include the embedding of undergraduate peer leaders in the first-year seminar. Recognizing that first-year students were more likely to listen to other students only a few years older than them, peer leaders were added to sections of the course to help co-teach and foster community.
- Sloane For context of where U101 is situated, USC is a large, public research institution Undergraduate enrollment is more than 25,000 Fall 2017- first-year class grew to almost 6,000 students. First-year class size can increase number of U101 sections-this year we added 20 (?) sections during the summer. It’s worth noting how bright these students are.
- Sloane What U101 looks like today: Three credit hour, graded, full semester, 1st semester Almost 80% of first-year students enroll We know that smaller class size is connected to the effectiveness of this course, specifically in the ability to build community among classmates. Therefore, all sections are capped at 19. Fall 2017-offered 240 sections We have 22 different sections types including…(which ones should I highlight?) these specific sections allow communities of students who share similar interests to form. Each section is taught by a USC faculty or staff member and virtually all sections have a teaching partner who is either a peer or graduate leader. Let Mike chat about why all sections are co-taught.
- Mike Research about peers has found that students can, and often do, have significant positive impacts on the development and learning of their peers. To that end, University 101 Programs utilizes Peer and Graduate Leaders as resources, mentors, and co-facilitators in the UNIV 101 course. Data from the 2013 First-Year Seminar Assessment (FYSA) were analyzed to determine the impact of peer/graduate leaders on the UNIV 101 course, as measured by the FYSA’s Overall Program Effectiveness factor. The Overall Program Effectiveness factor assesses the degree to which students report the course: (a) included interesting subject matter, (b) contributed to their ability to succeed academically, (c) contributed to their ability to adjust to the college social environment, (d) covered topics important to the student, and (e) is one to recommend to other first-year students. The FYSA is administered at the end of each fall semester to all students enrolled in UNIV 101. In 2013, the instrument was sent to 3,848 students and yielded a 59% response rate (n=2272). The dataset was coded to include a variable that indicated if a section was assigned a peer or graduate leader or had no teaching partner assigned. In fall 2013, 191 sections of UNIV 101 were assigned a peer or graduate leader while 22 sections had no teaching partner. The data were analyzed to find differences in means on overall program effectiveness between sections that had a teaching partner and those that did not. An independent samples T-test yielded significant differences in overall program effectiveness for sections of the course with a peer leader (M=5.49, SD=1.56) and sections without a peer leader (M=5.14, SD=1.78); t(2270)= 9.46, p=.01.
- Mike
- Sloane What do peer leaders actually do? What is their role? For u101 peer leaders, they serve as a mentor to first-year students by helping new students transition to the university and by role modeling appropriate behavior both inside and outside the classroom. Peer leaders fulfill this role by being approachable to students and demonstrating empathy. They help students engage in healthy and responsible decision-making. Approachability and empathy are woven throughout our development model. Later, we will discuss how we specifically train peer leaders to help their students make healthy and responsible decisions regarding alcohol. Another important part of their role is providing important information to first-years and connecting them to campus resources and helping them get involved on campus. Additionally, peer leaders can provide information that is specific to USC students, such as how to request student athletic tickets; information that their co-instructor may not know. Peer leaders often are the first person that students confide in, so they are trained on reporting processes which we will talk about later. Finally, peer leaders are teaching partners, so they play an equal role in contributing to the design of the course and facilitating meaningful class discussions and activities. They are frequently leveraged for building community in their class through leading group activities both inside and outside the classroom as well as taking an active role in class Group Me (need to explain group me?)
- Sloane If peer leaders fulfull their role as mentors, resources, and facilitators for learning, then first-year students in U101 who have a PL should achieve these outcomes. Our training and development for peer leaders focuses on preparing peer leaders to accomplish these.
- Sloane Extended orientation to the role: much like our first-year seminar, we give peer leaders what they need when they need it and when they are ready for it. Rather than frontloading the training, we extend it prior to and throughout their role. Peer leaders dedicate over 30 hours to training and development. We take advantage of our selection process by making it a developmental process both our application and group interviews. The first formal training after peer leaders are selected is spring orientation. This training is facilitated by U101 staff and returning peer leaders. Here, peer leaders are fully introduced to their role as U101 PLs. This training prepares them for conversations they will have with their co-instructor at their next developmental opportunity: Course Planning Workshop. At the Course Planning Workshop, instructors and peer leaders attend together as a teaching team. Here, they begin to lay the foundation of their course. This is a developmental opportunity for PLs as they begin to form a mentoring relationship with their co-instructor and to contribute their perspective in the development of the course. This training is led by U101 staff. Next, peer leaders attend Fall Training in August prior to the start of classes. This training is facilitated by U101 staff and returning peer leaders. The purpose of this training is to prepare peer leaders for their upcoming first week of their U101 class. EDLP520 is the final component of PLs’ training and development. The necessity of this course comes from the need to continually support and train new PLs during their service in U101. This course is taught by U101 staff and returning peer leaders.
- Sloane An intentional design behind each of our developmental opportunities (interviews, spring orientation, CPW, Fall Training, and EDLP 520) is that they role model aspects that contribute to a successful U101 course: small groups, the use of engaging and a variety of teaching techniques, and team-teaching. By role modeling these aspects, peer leaders can begin observing and learning how to implement these same dynamics in their U101 class.
- Sloane The selection process begins with a 3-Essay application: First Question: Describe your previous experiences and how they prepared you for this role Second Question: What they bring to the table (skills, attributes, etc.) Third Question: Developmental – Goal Alignment and how the role will help them in the future. These questions prompt candidates’ reflection upon their desired growth through this opportunity and how serving in this role would help them accomplish their personal and professional goals.
- Based on applications, a select group of candidates are invited to participate in group interviews. To maintain an effective small group size, these interviews are capped at 8 candidates. Each interview is facilitated by a U101 staff member, a U101 instructor, and a U101 Peer Leader. Three different facilitators allow for different perspectives in the evaluation process. Also, having a peer leader in the room allows candidates to ask questions of and learn from a current peer leader. Another way interviews are developmental is through the interactive activities. Rather than ask traditional interview questions, candidates participate in four activities. First, there is a warm-up activity where candidates draw a card with a USC tradition or campus resource written on it. They have one minute to explain and speak on this word. Not only does this break the ice, it allows candidates to practice sharing these aspects of USC with first-year students—getting them excited about them. Next, candidates act as peer leaders on a mock panel. Facilitators act as first-year students, asking questions about balancing academic and social life and regarding alcohol on campus. Peer leaders have the chance to practice responding to questions they might receive from first-year students if selected to be a PL. This is a chance for them to begin fostering their ability to mentor and help first year students articulate and apply appropriate behaviors. Similarly, in the third activity, candidates are split into two groups. Each group is given a case study or scenario to resolve. One focuses on a first-year student who is struggling with her chosen major as well as homesickness.
- Dive deeper into PL role and what it entails to be successful PL Once selected, peer leaders begin formal training in late March at Spring Orientation. Orientation is co-facilitated by UNIV101 staff and Senior Peer Leaders (SPL). Here, peer leaders learn the history and foundations of University 101 as well as the full context of their role. They are also introduced to factors we know from our assessment contribute to the success of a first-year seminar course including: the use of engaging pedagogy, increased sense of belonging, and the seminar instructors’ roles in identifying student challenges and making appropriate referrals. Peer leaders spend significant time identifying a variety of methods they can use to contribute to these factors in the classroom. Additionally, peer leaders identify traditional aspects of the role, best practices for building successful relationships with their teaching partner, and ways to develop community in the classroom.
- Mike At spring orientation, the PLs are introduced to and begin using several UNIV101 resources.
- In 2009, University 101 launched a SharePoint site that houses sample lesson plans, syllabi, and activities; serves as a sharing platform for videos and PowerPoints; and is a vehicle for distributing information. Peer leaders have access to this resource 24/7 and rank it as their most valuable material resource. Transitions, the textbook for UNIV101 The Campus Resource Guide, an online guidebook covering information and updates for university programs and services. The program also utilizes a weekly peer leader newsletter to share relevant campus updates and events, highlights of assessment findings, and necessary information and resources for fulfilling the peer leader role. This newsletter allows for efficient delivery of urgently needed information and support. The email marketing platform, MailChimp is utilized to draft and send the newsletter and allows UNIV101 staff to assess opens and link clicks, which is used to plan and coordinate weekly material the following year.
- Sloane
- Sloane Fall training kicks off the semester in which peer leaders serve, getting them excited about this opportunity. During the training, University 101 staff and returning peer leaders help first-time peer leaders articulate the needs of first-year students and how they impact their transition to USC. Peer leaders also have the chance to role play potential sticky situations they may face as peer leaders such as addressing micro aggressions used by students in their class. We spend some time talking about strategies for being both available and approachable (give example?) knowing that a peer leader’s approachability is directly related to first-year students’ sense of belonging. Finally, peer leaders have an opportunity to practice their facilitation skills and receive feedback from U101 staff and returning peer leaders. An additional benefit is peer leaders attend this training with their EDLP520 class, the leadership and training course they will attend weekly during their semester of service. This initiates community amongst groups of new PLs who will support one another throughout their experience.
- Mike EDLP 520 is a 3-credit hour training and leadership course. The training purpose of this course is two-fold: provide Continuous Support during this role as well as create an avenue for content delivery. We will talk later about some of the specific trainings that occur in EDLP. As part of the continuous support, EDLP 520 acts as a community of peer leaders, enhancing their success and experience in the role. Class check-ins build rapport among these students often leading to group problem-solving and reflection among new PLs. Additionally, classes often create group messages using the Group Me chat application to maintain support outside of class. In doing so, EDLP showcases what a successful U101 class should look like-check-ins where students speak early and often, community building, connection inside and outside of the classroom. Peer leaders often tell us that they take the activities used in EDLP and use them in their own classes.
- Mike The course design of EDLP 520 recognizes that peer leaders are in U101 peer leaders for 16 weeks but leaders for life. Thus, this course also provides leadership development for beyond this role. These are the type of things we cover:
- Mike Lastly, USC is rich with leadership experiences for students, yet many of those student leaders lack a formal opportunity to critically reflect upon their experience. In EDLP, peer leaders spend time in class as well as in their assignments making meaning of their engagement, reflecting upon the challenges and growth they’ve experienced in this role and in others.
- Mike Learning Outcomes Discuss campus norms and student behavior related to alcohol use Describe risks for your health, safety, academics, relationships, legal/conduct record related to alcohol use Describe the university and legal consequences of an alcohol or drug citation Identify strategies for reducing your risks related to alcohol use
- Mike Learning Outcomes Discuss campus norms and student behavior related to alcohol use Describe risks for your health, safety, academics, relationships, legal/conduct record related to alcohol use Describe the university and legal consequences of an alcohol or drug citation Identify strategies for reducing your risks related to alcohol use
- Mike
- Mike Another campus partner that we collaborate with is the Sexual Assault Violence Intervention and Prevention office. We leverage their expertise in training our U101 peer leaders on their role as mandated reporters. As agents of the university in the U101 classroom, peer leaders are required to report instances of sexual assault or interpersonal violence that their students may disclose to them.
- Sloane At the end of the semester, UNIV 101 students complete an end-of-course evaluation. These evaluations include questions that assess the learning outcomes for first-year students as a result of having a PL (mentioned earlier). We dedicate significant time during training to prepare peer leaders with the skills and abilities necessary to help students make a successful transition to the university such as advancing their ability to build community amongst their students and to connect their students to resources. Each year, peer leaders have produced positive results and we can tie this back to their training. Last fall, UNIV101 students clearly indicated that peer leaders are helping them make a successful transition to the university (m=4.74). We’re happy with these results. We also train peer leaders on helping first-year students articulate and apply appropriate behaviors both inside and outside of the classroom, which includes modeling these behaviors themselves. Again, peer leaders have continued to improve on this measure as well with first-year students indicating that their peer leader was an appropriate role model (m=4.86) Facilitation skills and practice with developing lesson plans are a large component of fall training and EDLP. Using this training, peer leaders successfully make important contributes to their U101 class, according to first-year students who take U101 (m=4.83). Given peer leaders ability to help their students make a successful transition to the university, serve as an appropriate role model, and make important contributions to the class, it is not surprising that first-year students in U101 show that peer leaders are a valuable part of the U101 experience (=4.82).
- Sloane Some of this attributable to the fact that our selection process results in outstanding peer leaders who are already great at these things; our training helps them build and refine in these areas.
- Qualitative Data from Students showing the impact PLs have on them “Having a peer leader was extremely valuable to the class because it gave everyone a mentor who was recently in our shoes and who we could talk to about things in our life and she would understand.”
- Sloane
- We survey our U101 instructors at the end of the fall semester, asking them these questions about their work and relationship with their peer or graduate leader. The data include responses from instructors who teach with graduate leaders because some instructors teach with both a peer and a grad leader; therefore, we did not want to exclude these data points. As you can see, faculty report that they have good working relationships with their teaching partner, trust in their teaching partners’ ability to carry out responsibilities, and that their peer or graduate leader was an asset to the class. In peer leader training, especially spring orientation, CPW, and EDLP, we spend a significant amount of time preparing them for their relationship with their co-instructor, building their communication skills and understanding of what goes into a successful course. In turn, the development model has continued to improve in producing peer leaders that serve as valuable teaching partners to our U101 faculty.
- Mike
- Mike
- Mike Not only do peer leaders benefit their students and their co-instructor, they benefit from this development model as well. Our learning outcomes for peer leaders is that they will gain interpersonal communication, facilitation, helping, and leadership skills as well as increased self-awareness/understanding as a result of serving as u101 peer leader. Our development model is designed to foster this personal growth. In the application, peer leaders reflect on personal abilities and desired areas for growth. During interviews, peer leaders practice conversations they would have when helping first-year students. In spring orientation, they identify facilitation skills for community building as well as discuss ways to effectively communicate with their teaching partner, which they begin implementing during the Course Planning Workshop. Also there, they have the unique opportunity to have a voice in the development of their course, a unique leadership experience. In Fall Training, they gain further facilitation practice and identify ways to increase their approachability. Finally, EDLP 520 allows peer leaders to grow in all of these areas. As mentioned, the assignments also prompt communication between teaching teams, enhancing that mentor/mentee relationship and EDLP instructors help peer leaders prepare to market their peer leader experience on resumes and in interviews. With the extensive and extended nature of the development model, it is clear why peer leaders indicate on their end-of-experience surveys that they grow in these skill areas as a result of this experience. Furthermore, the the peer leader program has continued to improve on these measures each year. In addition to this, we know that our peer leaders are developing skills and strategies that they use in their U101 class and apply to other settings. If you’re interested in how we assess this program, we’d be happy to provide further info.