1 / 22

Ariel L. Edgeworth Rogers

Aiming to Hit the Target the process in making the peer mentor position Making More Learning Centered. Ariel L. Edgeworth Rogers. Overview. Peer Mentor Description Why I Choose my ILE The Process of Developing Learning Outcomes Shaping the Environment Assessment Final thoughts.

zwi
Download Presentation

Ariel L. Edgeworth Rogers

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Aiming to Hit the Target the process in making the peer mentor position Making More Learning Centered Ariel L. Edgeworth Rogers

  2. Overview • Peer Mentor Description • Why I Choose my ILE • The Process of Developing Learning Outcomes • Shaping the Environment • Assessment • Final thoughts

  3. Peer Mentor Description

  4. What is Peer Mentor • Upperclassmen WIU student • Student resource for first-year students in their U-100 course • Assist students with course material

  5. Peer Mentor Responsibilities • Attend U100 course once a week (16-weeks) • Attend at least two campus/community explorations with class and complete any required documentation • Attend University wide FYE Peer Mentor meetings • Attend required training session (to be held the Thurs., Fri., and Sun. before classes begin in the fall) • Assist FYE students in adjusting to University life • Familiarize FYE students with University resources

  6. Cont. . . • Work with and communicate weekly with the course instructor • Complete other duties as assigned • Have a desire to work with FYE students inside and outside of the classroom • Understand and appreciate the unique needs of FYE students

  7. Why the Peer Mentor Position

  8. 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

  9. The Process How I developed Learning Outcomes

  10. 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

  11. Themes • Facilitation Skills • Knowledge of Responsibilities • Knowledge of Resources on campus • Communication Skills

  12. Goals of FYE • Demonstrate the acquisition of skills for academic achievement; • 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; • Continue building supportive academic, emotional, and social networks; • Engage in and demonstrate respectful and appropriate interactions within their communities; • Explore their values, experiences, and beliefs to begin develop a sense of self; and • Demonstrate a desire and interest in continuing their education.

  13. 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

  14. 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

  15. 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

  16. Shaping the environment

  17. 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

  18. 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

  19. Assessment Ideas to Examine Peer Mentor Learning

  20. Evaluation Options Formative Summative 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 • Short Reflective Journals • Mid-term check in • Group Project • Instructor feedback

  21. Final Thoughts 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.

  22. Questions

More Related