Academic Peer Leaders:Resurgent 20th Century Activity

Leads to Gains in 21st Century Outcomes

JenniferR.Keup2017AAC&UAnnualMeeting

SanFrancisco,CA@jrkeup@NRCFYESIT

Session Learning ObjectivesAsaresultofattendingthissession,participantswill:• …gainagreaterunderstandingofthecharacteristicsofPLprogramsandtheirrelationshipwith21stCenturylearningoutcomes.

• …advancetheirunderstandingofPLasanemergingpracticeincolleges,departments,andacademicsupportprograms.

• …havetheopportunitytocomparetheirpeerleaderprogramtoanationalprofileandtoconsiderinnovationsandrefinementstotheirprogram.

BACKGROUND AND REVIEW OF LITERATURE

Introduction

Support Networks in the First Year

75

36 3324

153 1

0

10

20

30

40

50

60

70

80

90

100

Closefriendsatthis

institution

Family Closefriendsnotatthisinstitution

Siblingsorextendedfamily

Faculty&staff

GAs/Tas Academicadvisors

Interacted“daily”with:

*2016YFYCSurvey

Peer Pressure

“Thestudent’speergroupisthesinglemost

potentsourceofinfluence ongrowthanddevelopmentduringtheundergraduateyears”

(Astin,1993,p.398)

Peer Pressure• Peershaveasignificantandprofoundimpactontheundergraduateexperience:– Intellectualdevelopment– AcademicEngagement– MoralDevelopment– ClarificationofPoliticalandSocialValues– DeterminationofAcademicandSocialSelf-Concept– InterpersonalSkills– CriticalThinkingSkills– PositiveGainsinWritingandReadingComprehension

(Greenfield,Keup,&Gardner,2013;Pascarella&Terenzini,2005;Skipper,2005)

Defining Peer Educators“Studentswhohavebeenselectedandtrainedtooffereducationalservicestotheirpeers.Theseservicesareintentionallydesignedtoassistintheadjustment,satisfaction,andpersistenceofstudentstowardattainmentoftheireducationalgoals.Studentsperformingin[these]paraprofessionalrolesareusuallycompensated insomemannerfortheirservicesandaresupervisedbyqualifiedprofessionals.”

(Newton&Ender,2010,p.6)

Background on Peer Leaders• Historically,PeerLeadersweresituatedincocurricular units(orientation,residencelife)

• Recently,theuseofPeerLeadersintheclassroomandacademicrealmhasbecomemorewidespread– Roles:tutors,SupplementalInstructionleaders,andpeeradvisors

– Courses:Englishcomposition,introductorymathematics,gatewaycourses,andfirst-yearseminars

• Thelinesbetweencurricularandcocurricular spacesarebeingintentionallyblurred

Background on Peer Leaders• Peerleadersareempoweredtoexertinfluenceinalessintimidatingwaythanstafforfaculty

• Studentparaprofessionalsareaneffectiveandefficientresource

• Theuseofpeerleadersprovidesbenefitto:– Programs:improvedstudentoutcomes,strongerbridgebetweenfaculty/staffandstudents

– Students:moreopportunitiesforstudentinterventions– Peerleaders:engagementwithfaculty&staff,leadershiptraining

2013 NATIONAL SURVEY OF PEER LEADERS

Methods

Method: Data Source2013 National Survey of Peer Leaders

• Surveywasapartnershipwith5leadingeducationalorganizationsinvolvedwithpeerleaders:– ACUHO-I– InternationalCenterforSupplementalInstruction– NACA– NationalResourceCenterforTheFirst-YearExperienceandStudentsinTransition

– NODA• Institutionalrecruitmenttookplacefirst

49 Participating Institutions:2013 National Survey of Peer Leaders

AngeloStateUniversityAppalachianStateUniversityBethanyCollegeBrighamYoungUniversityCampbellUniversityCedarCrestCollegeColorado StateUniversityEastCarolinaUniversityEasternIllinoisUniversityFortHaysStateUniversityFraminghamStateUniversityFurmanUniversityGeorgiaSouthernUniversityHofstra UniversityIndianaUniversity- Purdue

University FortWayneIndianaUniversityEastKennesawStateUniversity

LesleyUniversityLyndon StateCollegeMadonnaUniversityMinotStateUniversityMissouri StateUniversityMontclairStateUniversityMorganStateUniversityNorthernIllinoisUniversityOhioUniversityOklahomaStateUniversity- Main

CampusOregonStateUniversitySanJoseStateUniversitySouthDakotaStateUniversitySouthernArkansasUniversitySouthern IllinoisUniversityStetsonUniversityTempleUniversity

TheCollegeatBrockportTheUniversity ofMaryland- College

ParkTheUniversity ofNewOrleansTheUniversity ofSouthFloridaTheUniversity ofTampaUniversity ofCentralFloridaUniversity ofFloridaUniversity ofLouisiana atLafayetteUniversity ofMarylandBaltimore

CountyUniversity ofSouthCarolina

ColumbiaUniversity ofSouthCarolinaUpstateUniversity ofWisconsin-MilwaukeeWayneStateUniversityWells CollegeWittenbergUniversity

Method: Data Source2013 National Survey of Peer Leaders

• Studentsurveyadministeredfrom3/26/2013-6/1/2013

• 4,932studentpeerleadersrespondedtothesurvey(28.6%responserate)

• Studentsampleover-representswomenandhighacademicperformers*

• Studentsamplehasadequaterepresentationbyrace/ethnicity,classstanding,&PellGranteligibility

TYPE & SPONSORSHIP OF PEER LEADER EXPERIENCES

Findings

Most Common PL SponsorsWhattypeofcampus-basedorganizationhaveyouworkedforasapeerleader,eithercurrentlyorinthepast?(n=4,016)PeerLeaderExperience(“markallthatapply”) %Studentclubsandorganization(s) 44.5ResidenceHall 28.9First-YearExperience 28.6Campusactivities 28.5Orientation 24.6Academic- peeradvisor 24.5Communityserviceorservicelearning 23.8Academic- Tutor 23.4

Most Common PL SponsorsWhattypeofcampus-basedorganizationhaveyouworkedforasapeerleader,eithercurrentlyorinthepast?(n=4,016)PeerLeaderExperience(“markallthatapply”) %Studentclubsandorganization(s) 44.5ResidenceHall 28.9First-YearExperience 28.6Campusactivities 28.5Orientation 24.6Academic- peeradvisor 24.5Communityserviceorservicelearning 23.8Academic- Tutor 23.4

Least Common PL SponsorsWhattypeofcampus-basedorganizationhaveyouworkedforasapeerleader,eithercurrentlyorinthepast?(n=4,016)PeerLeaderExperience %Athletics 9.5Admissions 9.3Religious 8.9Academic-SupplementalInstructionleader 8.7Multiculturalaffairs 5.4Studyabroad 5.2Outdoororrecreationalsports 4.3Counselingormental health 3.1Studentproductions ormedia 2.8Judicialaffairsorstudentconduct 2.6Physical health 2.6Internationalstudentoffice 2.2Financialliteracy .8

PEER LEADER SELECTION, TRAINING, & COMPENSATION

Results

“Studentswhohavebeenselectedandtrainedtooffereducationalservicestotheirpeers.Theseservicesareintentionallydesignedtoassistintheadjustment,satisfaction,andpersistenceofstudentstowardattainmentoftheireducationalgoals,Studentsperformingin[these]paraprofessionalrolesareusuallycompensatedinsomemannerfortheirservices andaresupervisedbyqualifiedprofessionals.”

PL Selection ProcessWhichofthefollowingbestdescribesthepeerleaderselection

processyouwentthrough(n=3,942)

Application: ���������(86.4%)

Election: ����(38.8%)

Nomination: ����(35.9%)

Other: �(2.8%)

Training

85.6%

13.5%

0.8%

Wereyoutrainedforyourpeerleaderposition(s)?(n=3,942)

Yes

No

Idon'tknow

Trends in Peer Leader Training

• Longertrainingmodules• Ongoingsupport&professionaldevelopment• Curricularcomponents• Outcomesfocused• Focusonsupervisionaspartoftraining• Peerleadership&trainingamongpeerleaders• IntegratedacrosscampusandacrossPLE

Compensation

59.4 56.0

23.715.1

4.40

10

20

30

40

50

60

70

Volunteer FinancialCompensation

Roomandboard Coursecredit Other

Percen

tageofR

espo

nden

ts

FormofCompensation

Whatcompensationdidordoyoureceiveforyourworkasapeerleader?(n=3,942)

PEER LEADER OUTCOMESFindings

Outcomes of Peer Leader Experiences

• Studentpeerleaderswereaskedtoreporttheirgrowthinfouroutcomeareas:– “Towhatdegreehasthefollowing(outcome)changedasadirectresultofyourpeerleadershipexperiences?”

• Outcomeareas– Skills– UndergraduateExperiences– EmployabilityOutcomes– AcademicPerformance

Outcomes of PLEsSkillDevelopment %IncreasedLeadership 87.3Interpersonal communication 82.5Teamwork 77.5Timemanagement 73.6Projectmanagement 72.9Organization 71.5Presentation 67.5Critical thinking 65.8Writtencommunication 53.4

Self-Rated Change in Skills

“Peerleadershipincreasesyourcommunicationskillsdramatically…Ijustfeelstronglyaboutpeerleadershipbecauseitboostsyourconfidence.”

“Theresponsibilitiesofpeerleadershiphelpedmetolearnmoreabout

organization,timemanagement,aswellasteamwork,andcooperation.”

Outcomes of PLEs

Undergraduate Experience % IncreasedKnowledgeofcampusresources 83.6Meaningfulinteractionwithpeers 81.2Feelingofbelongingatinstitution 76.6Meaningfulinteractionwithstaffmembers 75.9Interactionwithpeople fromdifferentbackgrounds 75.6Meaningful interactionwithfaculty 73.3Understandingpeoplefromdifferentbackgrounds 72.9Desiretoengageincontinuous learning 71.8Desiretopersistat institution 68.9

Outcomes of PLEs

Undergraduate Experience % IncreasedKnowledgeofcampusresources 83.6Meaningfulinteractionwithpeers 81.2Feelingofbelongingatinstitution 76.6Meaningfulinteractionwithstaffmembers 75.9Interactionwithpeople fromdifferentbackgrounds 75.6Meaningful interactionwithfaculty 73.3Understandingpeoplefromdifferent backgrounds 72.9Desiretoengageincontinuous learning 71.8Desiretopersistat institution 68.9

Self-Rated Impact on Undergraduate Experience

“WhenIfirstgotthejobIwasshyandunsureofmyselfalotofthetimesbutoverthepastalmost

twoyearsIhavegrownandbecomemoreconfident.Ihavelearnedtocommunicateeffectivelywithpeoplefromdifferent

backgrounds.IhavealsohadtheopportunitytobecomeclosetofacultyandstaffthatIworkwith.

Ifeelmoreconnectedtocampusandhaveenjoyedbeingthereforfreshmenstudentsthat

arestrugglingwiththecollegetransition.”

Outcomes of PLEsEmployability Outcomes %IncreasedBuildingprofessionalinterpersonalrelationships 77.9Applyingknowledgetoareal-worldsetting 72.7Bringingtogetherinfo fromdifferentplaces 71.2Providingdirectionthroughpersuasion 67.8Analyzingaproblem fromnewperspectives 65.8Expectationsforsuccessin aFTjobaftergrad 65.5Creatinginnovativeapproachestoatask 65.4Engaginginethical decision-making 64.5Sharingideaswithothers inwriting 46.2

Self-Rated Change in Employability

“Becauseofmyleadershipexperience,IfinallyfiguredoutwhatIwanttodowithmylifeafterIgraduate.IammuchmoremotivatednowthanIwaswhenIwasafreshmantocompletemycourseswith

decentgrades.Iamverymotivatedtolearnthecontentofmycoursesasopposedto

justgettingagrade.”

“Tutoringinthewritingcentermadememoreinterestedinpursingacareer

relatedtoassistingstudentswithwriting,especiallyESLstudents.”

Outcomes of PLEs

AcademicPerformance %IncreasedAcademic skilldevelopment 39.9Overall academicperformance 23.8Gradepointaverage 19.0# ofcredithourscompletedeachterm 15.1Facilitatetimely graduation 1.8

Self-Rated Change in Academics

“AsaBiologymajor,tutoringinchemistryandbiologycourseskeepstheinformationfreshinmyhead.AsItakehigherlevel

coursesthatrequiresmetorememberbasicconcepts,IalreadyknowthemthoroughlyandIamabletograspnewconceptsbetter.”

“CommitmentswithmypeerleaderpositionshaveinterferedwiththeamountoffreetimethatIhaveto

studyforexams,completeassignments,andbecomefurtherinvolvedwithmy

coursework.”

Satisfaction with PLEs

80.4

14.9

3.0 .4

Wouldyourecommendbeingapeerleadertoother

students?

Yes,absolutely

Yes,formostofthepeerleadershippositionsIhaveheldYes,forsomeofthepeerleadershippositionsIhaveheld(butnotmost)No

1.5 .4 .9 1.9 4.9

39.5

50.9

0

10

20

30

40

50

60

PercentageofR

espondents

Howwouldyourateyouroverallsatisfactionwithyourpeerleadership

experiences?

PEER LEADERSHIP AS A HIGH-IMPACT PRACTICE

Conclusions

Definition of High-Impact Practices“Teachingandlearningpracticesthathavebeenwidelytestedandhavebeenshowntobebeneficialforcollegestudentsfrommanybackgrounds.Thesepracticestakemanydifferentforms,dependinguponlearnercharacteristicsandoninstitutionalprioritiesandcontexts.[HIPsare]practicesthateducationalresearchsuggestincreaseratesofretentionandstudentengagement.” (Kuh,2010)

CharacteristicsofHIPs

• Createsaninvestmentoftimeandenergy• Includesinteractionwithfacultyandpeersaboutsubstantivematters

• Real-worldapplications• Highexpectations• Includesfrequentfeedback• Exposuretodiverseperspectives• Demandsreflectionandintegratedlearning• Accountability

ConsiderAdaptabilityofHIPs

“[HIP]keyconditionscanbeadaptedandincorporatedintoanyteachingandlearningsituationinsideoroutsidetheclassroomto

promotehigherlevelsofstudentperformance.Therearedoubtless otherhigh-impactactivities…inwhichlargenumberofstudentsparticipate.”

Kuh inBrownell&Swaner,2010

High-Impact Practices

qFirst-YearSeminars&Experiences

qCommonIntellectualExperiences

qLearningCommunitiesqWriting-IntensiveCourses

qCollaborativeAssignments&Projects

qInternships

qUndergraduateResearch

qDiversity/GlobalLearning

qServiceLearning,Community-BasedLearning

qCapstoneCourses&Projects

q PeerLeadership

P

P

P

P

P

P

P

P

P

P P

CONCLUDING THOUGHTS & TAKEAWAYS

Conclusions

Takeaways - Overall• Peerleadersreportengagementinexperiences– Mostreportactiveinvolvementinselectionprocess– Manyhavetrainingexperiencesofaweekorlonger– Majorityreportongoingtraining– Manydonotreceivecompensation(i.e.,volunteer)

• Peerleadersreportsatisfactionwiththeexperience– Nearlyallrespondents(95%)wouldrecommendatleastsomepeerleadershippositionstootherstudents

• Insightintocommonandpotentialselection,training,andcompensationmodels

Takeaways - Overall• Peerleadersreportgrowthduetoexperiences– Overallmajorityreportgainsonnearlyalloutcomesinskills,undergraduateexperiences,andemployabilityoutcomes

– AcademicoutcomesnotasstronglyaffectedbyPLEs– Methodofadvancinginterculturalcompetency– Highlytransferabletocareer

• PeerleadershipasanemergentHIP• HowdoPLpracticesreflectandaffectequityissues

keupj@mailbox.sc.edu

Training

22.8

18.6 17.5

10.8

5.8

17.321.0

7.3

19.4

6.9

0

5

10

15

20

25

Percen

tageofR

espo

nden

ts

LengthofTraining

Howlongwastheinitial formaltrainingforyourcurrentand/orpreviouspeerleaderposition(s)?(n=3,353)

Training

38.5

61.247.8

7.1

0

10

20

30

40

50

60

70

Retreat Staffmeetings

Meetingswith

supervisor

Other

PercentageofR

espondents

Whattypeofadditionalongoingformaltrainingdidyoureceive?

(n=2,303)

68.8

28.8

2.4

Didyoureceiveanyadditionalongoingformaltrainingaftertheinitial training?(n=3,353)

Yes No Idon'tknow