Post on 01-Jan-2016
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AIMING TO HIT THE TARGET THE PROCESS IN
MAKING THE PEER MENTOR POSITION
MAKING MORE LEARNING CENTERED
AR
I EL L
. E D
GE W
ORT H
RO
GE R
S
OVERVIEW
Peer Mentor Description
Why I Choose my ILE
The Process of Developing Learning
Outcomes
Shaping the Environment
Assessment
Final thoughts
PEER MENTOR DESCRIPTION
Upperclassmen WIU student
Student resource for first-year students in their U-100 course
Assist students with course material
WHAT IS PEER MENTOR
1. Attend required training session (to be held the Thurs., Fri., and Sun. before classes begin in the fall)
2. Assist FYE students in adjusting to University life
3. Familiarize FYE students with University resources
4. Attend U100 course once a week (16-weeks)
5. Attend at least two campus/community explorations with class and complete any required documentation
6. Attend University wide FYE Peer Mentor meetings
PEER MENTOR RESPONSIBILITIES
7. Have a desire to work with FYE students inside and outside of the classroom
8. Understand and appreciate the unique needs of FYE students
9. Work with and communicate weekly with the course instructor
10. Complete other duties as assigned
CONT. . .
WHY
THE P
EER
MENTOR P
OSITIO
N
FYE LEADERSHIP COMMITTEE Concerns about Peer Mentors fulfilling their responsibilities
Questions about peer mentor accountability
Multiple questions from peer mentors about their role
Inconsistencies in what peer mentor are actually doing
THE P
ROCESS
How I
devel
oped
Lea
rnin
g
Outcom
es
REACHING OUT TO THE PEER MENTORS AND U100
INSTRUCTORS Sent emails out to all of the peer mentors and
faculty
Received about 40 emails back from peer mentors and 26 from U 100 instructors
Pulled out themes for learning outcomes
• Facilitation Skills
• Knowledge of Responsibilities
• Knowledge of Resources on campus
• Communication Skills
THEMES
GOALS OF FYE
1. Demonstrate the acquisition of skills for academic achievement;
2. Be aware of resources and policies, including how to access them and what they are, in order to succeed and use them when appropriate for success;
3. Continue building supportive academic, emotional, and social networks;
4. Engage in and demonstrate respectful and appropriate interactions within their communities;
5. Explore their values, experiences, and beliefs to begin develop a sense of self; and
6. Demonstrate a desire and interest in continuing their education.
LEARNING OUTCOMES Western Illinois University 100 peer mentors. . .
Will identify and define for themselves the FYE U-100 goals for first-year students
Will describe their own experiences as first year students and connect those experiences to their defined goals for first-year students, as well as identify the experiences of their FYE course students
Will collectively define what facilitation skills mean to them and discuss ways in which they can use them individually in their role
LEARNING OUTCOMES CONT. . .
Will facilitate useful classroom discussion for their first-year students using their own experiences and the experiences of first-year students
Together will identify campus resources that are useful to students at WIU
As a group will describe what effective communication with their instructor and first-year students means to them in their role as a peer mentor
THREE DIMENSIONS
WIU University 100 Peer Mentors will facilitate useful classroom discussion for their first-year students using their own experiences and the experiences of first-year students Cognitive: Asking the students to bring in their own
experiences
Interpersonal: Asking the students what they believe their peer mentor role should be
Intrapersonal: Peer mentors’ personal values and beliefs
SHAPING T
HE
ENVIRONMENT
WHAT IS ALREADY IN PLACE
Peer Mentor Training• Start the discussion about the learning outcomes in
training
• Ask the students to bring in and talk about prior experiences
Weekly 1:1 with Instructors • Reflective conversations about learning outcomes• Talk about how what the peer mentor is learning in
their role integrates into their daily lives
POSSIBLE NEW INITIATIVE
Peer Mentor Class
• Share techniques for successful leadership
• Familiarize peer mentors with campus resources and activities
• Develop facilitation plans and organize campus and community explorations for U-100 students
ASSESSMENT
Idea
s to
Exa
min
e Pee
r Men
tor L
earn
ing
EVALUATION OPTIONS
F O R M AT I V E
• Short Reflective Journals
• Mid-term check in
• Group Project
• Instructor feedback
S U M M AT I V E • Final Paper
• End of the Semester Survey
• Instructor Evaluation of Peer Mentor’s ability to demonstrate their learning through actions in the U-100 class
FINAL T
HOUGHTS
• MY EXPERIENCE WAS DEFINITELY A PROCESS
• IT IS IMPORTANT TO INCLUDE INVOLVED PARTIES THROUGHOUT THE ENTIRE PROCESS
• I HAVE LEARNED THE HAVING LEARNING OUTCOMES REALLY GIVES US SOMETHING TO AIM AT.
QUESTIONS