The University 101 Model

EXTENDED ORIENTATION FOR PEER EDUCATOR DEVELOPMENT:

Mike DialAssistant Director, University 101 Programs

The University of South Carolina

Sloane StuartGraduate Assistant, University 101 Programs

The University of South Carolina

POLL THE AUDIENCE

MEET MICHAEL

SESSION AGENDA

• History• Context• Peer Leadership at U101• U101 PL Development Model • Some Assessment

Public research institution

First-Year Class (as of Fall 2017)Enrolled: 5,874

EnrollmentUndergraduate: 25,556Total: 34,099

(USC Office of Undergraduate Admissions)

UofSC OverviewUofSC Overview

• Enrollment: 4,449 (76% of new students)

• Class size: 19

• Sections offered: 240

• Section types: 22

• Faculty and staff instructors: 206

• 99% of sections co-taught

UNIV101 Overview Fall 2017UNIV101 Overview Fall 2017

5.49

5.14

4.50

4.75

5.00

5.25

5.50

5.75

Overall Program Effectiveness (p=.01)

Impact of Peer/Graduate Leader2013 First-Year Seminar Assessment Results (7pt. scale)

Sections with Peer/Graduate Leader Sections without Peer/Graduate Leader

U101 Teaching Partners (2017)U101 Teaching Partners (2017)

New Peer Leaders, 160, 69%

Returning Peer Leaders, 40, 17%

Graduate Leaders, 30, 13%

No Teaching Partner, 3, 1%

• Mentor

• Resource

• Facilitator for learning

ROLE OF UNIVERSITY 101 PEER LEADERS

• Can identify campus resources

• Gain a sense of belonging

• Apply appropriate behaviors

• Gain valuable U101 experience

• Have successful transition

AS A RESULT OF HAVING A PEER LEADER, U101 STUDENTS:

Extended Orientation to the RoleExtended Orientation to the Role

Application and Interview Process

Spring Orientation

Course Planning Workshop

Fall Training

EDLP 520 Course

• Small group size

• Engaging pedagogy

• Team-teaching

ALL STAGES OF DEVELOPMENT ROLE MODEL:

• Initiates development

• Application: 3 essays

• Reflection:

• Goal Alignment/Desired growth

SELECTION

• Group interviews

• Size: 8 maximum

• Mock panel

• Case study

• “Top 5”

• Put top 5 worksheet here

SELECTION

• U101 History

• Peer leader role

• Factors for success

• Community building

• Team-teaching strategies

SPRING ORIENTATION

• Manual • EDLP 520 textbook• Community building

activities: 49• Teaching strategies: 27

PEER LEADER TOOLKIT

ADDITIONAL RESOURCES

ADDITIONAL RESOURCES

• Team building • Syllabus development• Group norming

COURSE PLANNING WORKSHOP

• First-year student needs

• Sticky situations• Approachability • Facilitation

FALL TRAINING

• 3 credit course• Concurrent to service• Community• Content delivery• Problem solving

EDLP 520

• Helping model

• Lesson planning

• Facilitation

• First-year student needs

• Values/leadership styles

• Marketing the experience

EDLP 520

• Teaching partner interview

• Mid-Semester Reflection

• End of Experience Capstone

EDLP 520 ASSIGNMENTS

• Partners•Student Conduct•Substance Abuse Prevention and Education (SAPE)

ALCOHOL RISK REDUCTION LESSON PLAN

71.51%

17.32%8.94%

2.23%0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

The peer/graduateleader with the

instructor not present

The peer/graduateleader with the

instructor present

Both the instructor andpeer/graduate leader

The instructor with thepeer/graduate leader

present

Fall 2017: Who facilitated the lesson on alcohol in UNIV101?

The training on the alcohol presentation prepared me to… % Agree

Discuss campus norms and student behavior related to alcohol use. 90.8%

Describe risks related to alcohol use 96.9%

Describe the university and legal consequences of an alcohol or drug citation. 89.8%

Identify strategies for reducing risks related to alcohol use. 93.9%

• Sexual Assault Violence Intervention and Prevention (SAVIP)

• 50 Minute Lesson

• Mandated Reporting Status

SUPPORTING SURVIVORS OF INTERPERSONAL VIOLENCE

HOW DO WE KNOW IT WORKS? 4.5

7 4.73

4.61 4.7

2

4.71 4.8

1

4.85

4.81

4.74 4.8

2

4.86

4.83

3.5

3.7

3.9

4.1

4.3

4.5

4.7

4.9

helped me make a successful transition to theuniversity

was a valuable part of my UNIV 101 experience was an appropriate role model made important contributions to the class

My Peer Leader...

2012 2014 2017

4.84 4.87 4.88 4.87

3.50

3.70

3.90

4.10

4.30

4.50

4.70

4.90

2014 2015 2016 2017

My Peer/Graduate Leader was approachable.

• “What is the most

valuable aspect of

U101?”

• 288 first-year students

answered peer leader

HOW DO WE KNOW IT WORKS?

“Having a peer leader was extremely valuable to the class because it gave everyone a mentor who was recently in our shoes and who we could talk to about things in our life and she would understand.”

–Fall 2017 U101 Student

HOW DO WE KNOW IT WORKS?

4.854.77 4.844.85

4.754.864.79 4.73

4.81

3.5

3.7

3.9

4.1

4.3

4.5

4.7

4.9

I had a good working relationship with myteaching partner(s).

I trusted my peer/graduate leader(s) tocarry out their responsibilities.

My peer/graduate leader(s) was an assetto the course.

U101 Faculty Survey

2012 2015 2017

Fall 2017 Instructor Evaluation of Peer Leaders Fall 2017 Instructor Evaluation of Peer Leaders 

4.86

4.59

4.91 4.90 4.90

4.80

4.40

4.50

4.60

4.70

4.80

4.90

5.00

was an appropriate rolemodel for our students.

was an effectivefacilitator.

was a valuable resourcefor our students.

was approachable. was a valuable part ofthe UNIV 101experience.

consistently carried outresponsibilities and

fulfilled statedexpectations.

My Peer Leader…

You should know, Shane used information from his EDLP class frequently; much more than any other peer leader I have worked with. He had a wealth of knowledge when it came to ice-breakers, activities, campus resources and lesson plans. Shane was a shining example of your peer leader training!

-Fall 2017 U101 Instructor

HOW DO WE KNOW IT WORKS? 4.5

6 4.66

4.52

4.564.7

3 4.79

4.68 4.7

9

4.654.8

5

4.82

4.77 4.8

2

4.76

3.50

3.70

3.90

4.10

4.30

4.50

4.70

4.90

5.10

Interpersonal communicationskills.

Facilitation skills. Helping skills. Leadership skills. Self-awareness/Understanding.

As a result of serving as a University 101 Peer Leader (including training and EDLP 520), I improved my:

2012 Mean 2015 Mean 2017 Mean

Please remember to submit your evaluation on Guidebook!

https://guidebook.com/g/fye18/

Mike DialAssistant Director for Peer LeadershipUniversity 101 ProgramsPhone: (803) 777-6709Email: mdial@sc.edu