FEDERAL DEPOSIT INSURANCE CORPORATION RIN 3064-AD95 Advanced
SUCCESS THROUGH PAL (PEER ASSISTED LEARNING) Rachel Hoover Director of Academic Skills Development...
-
Upload
vernon-williams -
Category
Documents
-
view
213 -
download
0
Transcript of SUCCESS THROUGH PAL (PEER ASSISTED LEARNING) Rachel Hoover Director of Academic Skills Development...
SUCCESS THROUGH PAL (PEER ASSISTED
LEARNING)
Rachel HooverDirector of Academic Skills Development
PH 150
PAL OVERVIEW
PAL Staff's & Students' Perspectives
What?
How?
Why?
Simon Sinek: Start With Why
BACKGROUND INFORMATION
Need for Academic Support
Assistance with liberal arts and sciences courses:
• English literature, geography, history, philosophy, music
appreciation, political science, psychology, sociology
Assistance with study skills and time management
BACKGROUND INFORMATION
Research based approach
Peer mentoring programs have been linked to increases
in retention and graduation rates (Budge 2006; Mee-lee
& Bush 2003)
Peer mentoring can lead to higher first year GPA and
completion of credits (Campbell & Campbell 2007)
Peer partnerships have positive effects on both mentors
and mentees (Snowden & Hardy 2012-2013)
PROGRAM OVERVIEW
Procedures:1. Students request help in the PASS
Office (PH 150)through filling out an intake form
2. Students complete appointment with a professional PASS staff member
3. Students are assigned a PAL Leader and leave with a meeting time/date
PAL OVERVIEW
PAL Leaders connect with students to help them develop skills for college success. They are dedicated students who
have successfully completed liberal arts courses.
PAL Leaders will:Introduce students to multiple thinking, learning, and success strategiesHelp students identify specific skills they need to improve to reach their goalsAssist students in applying new approaches to course contentGuide students in creating individualized study and success goals and plans based on how they learn best
Provide on-going support for students in their efforts to implement their plans and become self- regulated learners
PAL OVERVIEW
Fall 2015 PAL Leaders
Renee Anderson, Interpretive Biology and Natural History
Nate Hutchings, Mass Communication
April Kinyua, Political Science and International Politics
Tanisha Mitchell, Political Science and Law and Society
Joshua Stepney, Grad student in School Counseling
Caitlin Taylor, Political Science
WHY ARE YOU A PAL LEADER?
We believe that………..
Students can succeed
Study skills can be taught
We can empower others
They are worth it
Fellow students need help
HOW DO WE HELP STUDENTS REACH THEIR ACADEMIC GOALS?
Activity & DiscussionPlease rank the top five obstacles that you believe get in the way of student success?
1. Knowing how to study (50%)2. Bad at Tests (39%) & Understanding
Assignments (39%)3. Other (33%)
GUIDING PRINCIPLES
Self-Regulated Learning: A Combination of Skills and
Wills! (Zimmerman 1990)
Metacognitive Processes
Behavioral Strategies
Motivation
METACOGNITION
Awareness of your
thinking processe
s
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Defining
Listing
Describing
Explaining
Comparing/Contrasting
DiscussingDiagraming
Demonstrating
Bloom’s Taxonomy
B E H AV I O RA L S TAT E G I E S
Shift your learning GEARS!
Gather (class engagement, course resources, allies)
Elaborate (details, explanations, examples)
Arrange (outline, notecards, charts/tables, idea maps)
Review (read, write, think, say, do)
Self-Assess (evaluate learning process, feedback, plan of action)
MOTIVATION
Growth Mindset (Carol Dweck, 2008)Encourage students to believe that their academic capabilities can grow through their efforts
Intrinsic and Extrinsic MotivationsHelp students examine inner and outer incentives
Goal SettingGuide students in setting SMARTER (Specific, Measureable, Achievable, Relevant, Timely, Extending of Capabilities, Rewarding) goals.
REFERENCES
Budge, S. 2006. Peer Mentoring in Post-Secondary Education: Implications for Research and
Practice. Journal of College Reading
and Learning 37(1), 73-87.
Campbell, T. A. , & Campbell, D. E. 2007. ‘Outcomes of mentoring at-risk college students:
Gender and ethnic matching
effects’. Mentoring and Tutoring 15(2), 135-148.
Dweck, C. 2008. Mindset: The New Psychology of Success. New York: Ballantine Books.
Jacobi, M. 1991. Mentoring and undergraduate academic success: A literature review. Review of
Educational Research 61, 505-32.
Johnson, W.B. 2002. The intentional mentor: Strategies and guidelines for the practice of
mentoring.
Professional Psychology: Research and Practice 33, 88-96.
Mee-Lee, L., & Bush, T. 2003. Student mentoring in higher education: Hong Kong Baptist
University. Mentoring and Tutoring
11(3), 263-271.
Newton, F., & Ender, S. 2010. Students Helping Students: A Guide for Peer Educators on
College Campuses. San Francisco: John Wiley
& Sons, Inc.
REFERENCES CONT.
Nilson, L. 2013. Creating Self-Regulated Learners. Sterling, VA: Stylus Publishing.
Rodger, S. and P. Tremblay. 2003. The effects of a peer mentoring program on academic success among
first year university students. The Canadian Journal of Higher Education 33, no. 3, 1-18.
Snowden, M. and T. Hardy. 2012-2013. Peer mentorship and positive effects on student mentor and
mentee retention and academic success. Widening Participation and Lifelong Learning 33,
no. 5, 583-597.
Terrion, J. Lennox, R. Philion, and D. Leonard. 2007. An evaluation of a university peer-mentoring
training program. International Journal of Evidence Based Coaching and Mentoring 5 no. 1, 42-
57.
Tinto, V. 1998. Colleges as communities: Taking research on student persistence seriously, Review
of Higher Education 21, 167-77.
Zimmerman, B. 1990. Self-Regulated Learning and Academic Achievement: An Overview. Educational
Psychology
25(1):,3-17.