Easing the Transition: Students Helping Students in the Classroom 10 th National Conference on Students in Transition Presented by Dr. Heath P. Boice-Pardee Assistant Dean for New Student Programs Rutgers College Rutgers, The State University of New Jersey 115 College Avenue New Brunswick, New Jersey 08901-1188 (732)932-7442 hboice@rci.rutgers.edu 1
Presentation Overview •Vision for Peer Instructors and role as peer mentors •Benefits for easing transition •Implementing a similar program at your school •Application/Selection process •Training •Summer institutes •Peer education class •Qualitative data •Partnerships •Challenges 2
Vision for Peer Instructors at Rutgers College •Easing student transition through intentional peer to peer contact. •Commitment to enhancing student development throughout the college experience and providing multiple student leadership opportunities. •Opportunity to provide an important leadership experience for upper class students and a vital peer relationship/connection for new students not achieved through traditional teaching methods. 3
Benefits By offering this opportunity to students: • establishes a weekly forum for peer interaction •eliminates the challenges of finding faculty/staff to teach sections of FYE seminars/FIGS • eliminates the concern about some faculty/staff members “relating” to new students more than others • eases budgetary considerations by offering leadership experience/3 credits instead of compensation • offers college another way to connect with upper-class students and broadens the opportunity for a peer mentor connection 4
Role of Peer Instructors •Develop and lead a FIG for 10-25 new students based on a particular area of interest •Create a class that fosters a safe environment and open discussion •Focus on transition issues •Plan, develop and implement a syllabus •Plan class topics, lectures, discussions, guest speakers, class trips, etc. as related to course objectives •Grade assignments, maintain attendance/grade rosters •Submit final grade recommendations to Asst. Dean at conclusion •Act as a role model both in and outside the classroom 5
Role of Peer Instructors •Engage new students in discussions that can enhance the peer/mentor relationship, including: •Navigating around a new campus •Dealing with school issues (roommates, professors, judicial problems, etc.) •Offering referrals for personal concerns •Other elements relating to diversity, academic success, communication, wellness and careers 6
FIGS Timeline • January- Peer Applications Available • February- Peer Applications Due • March/April- Selection • May- Summer Institute I • August- Summer Institute II • September- Week prior to first FIGS class, Peer Instructor Education class begins • September- Week 2 of classes- FIGS begin • November- 10 week FIGS end • December- Peer Instructor Education class ends 7
Application/Selection Process • Application discloses the general FIGS topics that we hope to offer: Business, Law, Health & Medicine, Communications, Psychology, Leadership, Special Interest, etc. • Based on these topics, applicants are asked: 1. To propose a FIG based on applicant’s expertise. 2. Propose an innovative title! 3. Outline the focus and overview of the intended FIG including potential assignments, topics, trips, etc. Limited to 1 page. 4. Discuss skills that applicant possesses that will make them a good teacher and good peer mentor. 5. Discuss why he/she wants to have this teaching experience. 6. Provide a written recommendation from faculty/staff. 8
A Selection of FIGS Topics Submitted by Peer Instructor Applicants • Art & Social Activism • The Impact of Communication on College Students • The First Time: Literature on the “Freshman” Experience • Finding Your True Voice (and letting it be heard) • Identity Crisis: Approaches to Asserting Individualism on the College Campus and Beyond • Adventures in Health and Medicine • Law: An Introduction to Current Issues, Career and Undergraduate Study • Take Me to Your Leader: Exploring Past, Present and Future Leaders • A Psychological Approach to Personal Wellness • Rutgers: Taking a Look at the Past and Taking Advantage in the Present • Global Environmental Issues: Searching for Middle Ground 9
Application/Selection Process • Applications are reviewed by a panel of former Peer Instructors, Asst. Dean for New Student Programs as well as Asst. Dean in Academic Affairs. • Applicants then participate in an interview. • Academic and conduct records are then verified. • Final selections made. 10
Training Philosophy Peer Instructors receive guidance, training and instruction both before and during FIGS to maximize learning and build confidence. • Summer Institute I & II • Peer Instructor Education Class • 3 credits total 11
Summer Institutes provide pre-FIG guidance, training and support Summer Institute I (SI-1)- Late May (before Peers leave for summer), focuses on: • Overview of FIGS mission, philosophy, goals • Peer Instructor role, expectations • Q&A with past peers • Ten FIGS elements to cover in curriculum • Creation of a syllabus • Training Manual provided • Syllabus due August 1 • Classroom management NOT covered yet! 12
Summer Institutes provide pre-FIG guidance, training and support Summer Institute II (SI-2) (Late August, just prior to beginning of semester) focuses on: • Final feedback on each syllabus • Classroom management • “Train the trainer” presentations modeling for Peers what they can do in class and offering on-campus resources: » Career Development » Study Skills/Time Management » Diversity » Counseling Staff • Role plays, teaching scenarios • Questions answered, motivation, encouragement, support! 13
Peer Instructor Education Class “The Art of Teaching” Goals: • To support learning of effective teaching methods. • To offer a forum to discuss challenges of transition and peer mentorship. • To explore the broader context of teaching through the exploration of educational theory and philosophies of education. • To encourage a greater understanding of first-year students through examination of student development theory. • Build confidence in individual teaching style. 14
Peer Instructor Education Class “The Art of Teaching” During the class, each lecture falls under a category: • Understanding your students • Teaching your students • Understanding yourself 15
Peer Instructor Education Class “The Art of Teaching” Syllabus Overview- sample • Week one: course introduction, final pep talk • Week two: readings/discussion on new student orientation • Week three: readings/discussion on today’s first-years • Week four: readings/discussion on life outside of class (activities) • Week five: former peer instructor panel • Week six: student development theory primer • Week seven: student development theory continued • Week eight: educational philosophy of John Dewey • Week nine: inspiration on teaching, Parker Palmer • Week ten: educational philosophy of bell hooks, P. Freire • Week eleven: self-assessment discussion • Week twelve and beyond: final presentations 16
Peer Instructor Education Class “The Art of Teaching” Course Assignments • Two Reaction Papers Throughout the semester • “Challenges/Triumphs in my class thus far…” -mid • “How student development theory assists in teaching my FIG” –later mid • In-class Observation/Video Observation/Self-Assessment • Promotes a forum for feedback, discussion and insight • Final Paper/Portfolio and Presentation • Final overview of experiences in the classroom • Reactions, observations, journal entries, teaching tools, class projects, challenges, successes, pictures, • Intended as a map for future FIGS and Peers 17
Qualitative Data Feedback received on course evaluations regarding Peer Instructor experience: • “I’ve gotten to explore becoming a teacher without having to become a teacher.” • “The experience was worth the effort.” • “This course, in affiliation with the teaching, has helped me broaden my abilities to relate to people, understand and befriend them, while maintaining a (leadership) position.” • “This was a great experience. I hope it can be afforded to more students in the future.” • “I have grown immensely from this experience because I feel like I have impacted the lives of first years positively.” • “Opened my eyes to a new perspective on learning/teaching.” 18
Qualitative Data Feedback received on course evaluations regarding Peer Instructor experience: • “Increased my creativity.” • “I have learned so much in this course about teaching and myself. It has been such a valuable experience.” • “It has greatly expanded both my intellectual growth as well as that of my students.” • “Now I know so much more about student development and the first year experience.” 19
Vital Partnerships • Faculty relationships – curriculum developers, advisory committee • Administrative – Academic affairs, counseling, career services • Alumni • Students • Outside resources: professionals from a variety of fields to serve as guest speakers 20
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