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Peer mentors as equal teaching partners

Peer mentors as equal teaching partners. Ann H. Becks Assistant Dean of Students Director for New Student Programs University of Florida annbecks@ufl.edu Dustin Rollins Assistant Coordinator University Housing Florida State University drollins@admin.fsu.edu. Presentation outline.

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Peer mentors as equal teaching partners

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  1. Peer mentors as equal teaching partners Ann H. Becks Assistant Dean of Students Director for New Student Programs University of Florida annbecks@ufl.edu Dustin Rollins Assistant Coordinator University Housing Florida State University drollins@admin.fsu.edu

  2. Presentation outline • Overview of First-year Florida SLS1102 • Peer Leader recruitment & selection process • Peer Leader training • Peer Leader role in the classroom & beyond • Assessment of Peer Leaders

  3. First-year Florida SLS1102 • Extended orientation course • 1 credit hour, graded, elective • 20 or 25 student capacity • College of Liberal Arts & Sciences • Not mandatory, with a few exceptions • Coordinated by Student Affairs area with the support of the Office of the Provost

  4. History & highlights • First taught – 20 sections in fall 2000 • Currently taught – 31 sections in summer B, 71 in fall, & 9 in spring • Seats for 40% of first-year students • General sections open to any first-year student • Population specific sections – academic areas, special programs

  5. Who teaches? • Team taught – UF faculty or staff member & undergraduate student • UF faculty or staff member receives $500/section professional development stipend from the Office of the Provost • Peer Leaders receive no monetary compensation

  6. What is taught? • Curriculum Committee created current core curriculum • Core curriculum used across sections with core textbook • Established learning outcomes • Flexible syllabus

  7. Course objectives • Engagement (with UF faculty/staff, upper-class mentor, fellow students) • Awareness & respect of diversity • Involvement • Knowledge of resources • Active engagement in one’s own learning • Healthy lifestyle • Understanding of UF expectations

  8. Faculty interview Meeting with advisor Diversity project Library assignment Group project mystudentbody.com Capstone project Service project Gatorfest Featured Speaker Series Workshop Success Series Fair – Student Organization, Study Abroad, Career Showcase Required components

  9. Recruitment & selection • Listservs, Application Clearinghouse, Gatortimes, recommendations from faculty/staff, word of mouth • Information sessions; not mandatory • Paper application & two letters of recommendation • Three-round interview process – group, 30-minute individual with instructor & current PL, 20-minute individual with New Student Programs staff member • Round 2 with population-specific representative, if applicable • 100+ candidates each year • Approx. 60-65 selected

  10. Training – ½ day retreat • Icebreakers & team builders • First-year experience lifeline • Leadership • Mentoring • Returning PL panel

  11. Training – class structure • Weekly class meets 2nd half of spring term • Two hours each week • Three sections of 20 new PLs • 2 credits total, graded, elective • Class counts for 50% of grade • Co-taught w/ returning PL – role models teaching partner relationship

  12. Training - curriculum • Exact same curriculum across sections • Teaching, presentation, facilitation, helping skills • Student development • First-year academics • Diversity in the classroom • Lesson planning

  13. Parallels to SLS1102 • Service project • Faculty interview • Campus resource presentation

  14. Post-training • Teaching teams mini-conference • Weekly newsletter • Mentor groups led by returning PL • Brown bag training opportunities • Roundtables

  15. Returning Peer Leaders • Short re-application • Based on training class & final evaluation by teaching partner • Additional 1 credit, if desired • Serve as mentor, if desired • Excellent resource to pair with new instructor • Approx. 20 return each year

  16. Role in the classroom & beyond • Equal teaching partner • Teaches class when instructor not available • Out-of-class meetings with students • In-class facilitation and/or presentation • Grading

  17. Assessment of Peer Leaders • Learning contract completed with teaching partner • Mid-term assessment completed with teaching partner • Final evaluation by teaching partner • Final evaluation counts for 50% of grade • Final reflection • Web-based survey completed by students in class

  18. Learning contract • Specific skills/knowledge areas I want to develop • Specific responsibilities I will take on to help to achieve these areas • Expectations/responsibilities of my co-instructor to assist in my development • Expectations I have of myself

  19. Mid-term assessment • What did you expect from your teaching partner relationship? • How has your experience matched your expectations and goals? • What aspects of your teaching relationship enhance the classroom dynamic? • What would you like to strengthen? • How would you approach the rest of the semester?

  20. Final evaluation • Attendance and punctuality • Class Instruction • Leadership • Collaboration • Resourcefulness • Personal Growth & goal achievement • Areas to continue developing

  21. Final evaluation of teaching partner • Attendance & punctuality • Regular meeting attendance with PL • Class planning & participation • Degree to which they involved PL in the process • Appropriateness of actions & comments to class • Reliability/follow-through • Teaching style • Resourcefulness • Would your teaching partner be someone you would utilize as a resource after this semester? Why/Why not? • Would you recommend this person as an FYF instructor again? Why/Why not?

  22. Final reflection • 3-page paper • What skills, knowledge, and experiences did you learn/gain? • What do you know about the first-year experience now that you’ve served in this role? • What did you enjoy? • What could have been better?

  23. Peer Leader name Term enrolled Section type 13 statements describing PL Seven statements same as instructor evaluation What personal qualities or teaching skills of your Peer Leader contributed to the success of the course? Did any qualities or teaching practices of your Peer Leader hinder the success of the course? What impact did your Peer Leader have on your first semester(s) at UF? Web survey

  24. Want more information? • Electronic versions of application, interview materials, syllabus, etc. email pguest@dso.ufl.edu • Additional questions can also be emailed to the address above

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