2022 CSU cHANNEL ISLAND EMBEDDED PEER EDUCATOR SUMMER WORKSHOP: draft version
These resources accompanied my sessions for faculty and students at CSU Channel Island. The faculty resources relate to my support for the EPE Model. The student resources relate to supporting the EPE facilitators and tutors < > = web link.
Resources for Student EPEs:
<Link to PowerPoint slides> These are the PowerPoint slides I used during the session. <Link to the PowerPoint slide handout>
<Link to guide of antiracism practices and policies> This guide to best practices for antiracism practices and policies for student-led study groups was developed by the Colleagues of color for Social Justice. These practices could accompany specific guidelines for implementing the PLTL program.
<Promoting belonging through peer learning> This document was developed by student study group leaders at an Australian conference that identified barriers and steps to developing a sense of belonging by students in peer study groups.
<Post Exam Survey> After the first major exam, students complete the anonymous survey about their behaviors preparing for and during the exam. Then the results are tabulated by the course instructor and used as feedback to the students.
Resources for Faculty Members:
<Link to PowerPoint slides> These are the PowerPoint slides I used during the session. <Link to the PowerPoint slide handout>
<Link to guide of antiracism practices and policies> This guide to best practices for antiracism practices and policies for student-led study groups was developed by the Colleagues of color for Social Justice. These practices could accompany specific guidelines for implementing the PLTL program.
<Promoting belonging through peer learning> This document was developed by student study group leaders at an Australian conference that identified barriers and steps to developing a sense of belonging by students in peer study groups.
<Post Exam Survey> After the first major exam, students complete the anonymous survey about their behaviors preparing for and during the exam. Then the results are tabulated by the course instructor and used as feedback to the students.
Dive Deeper into this Topic.
<Antiracism glossary for education and life> This glossary was developed by Colleagues of Color for Social Justice. Several of the glossary terms were used during the session on belonging.
<Article by Vincent Tinto> This article by Dr. Tinto explains how a student’s sense of belonging has a large impact on their academic achievement and college graduation.
<Growth Mindset and Social-Belonging Interventions> Dr. Greg Walton, Associate Professor at Stanford University discusses these two approaches to creating a more supportive learning environment for students.
<Social Belonging Interventions> This report by the What Works Clearinghouse of the Institute of Education Sciences contains reviews of several interventions.
<Annotated Bibliography> These dozen publications explain how a sense of belonging, or a lack thereof, occurs inside student-led study groups.
<How Sense of Belonging Impacts Student Retention: Examining the Experience of First-Generation Latino/a/x Students Attending PWIs> Research reveals a sense of belonging has an impact on retention for first-generation Latino/a/x students attending Predominantly White Institutions (PWIs). Latinx students gain sense of belonging through the support of their peers, faculty, and the institution’s commitment to providing safe campus spaces.
Recommended by the Institute of Education Sciences What Works Clearinghouse of the Department of Education:
<College Transition Collaborative> The Social-Belonging Intervention aims to help all students view challenges in the transition to college as normal and improvable so they are more able to remain socially and academically engaged during periods of difficulty. In previous studies, the intervention has been effective in improving social and academic engagement as well as achievement and completion for students from structurally disadvantaged backgrounds.
<PERTS> A free, evidence-based program designed to support a sense of belonging on campus to improve engagement, retention, and achievement for students at four-year colleges and universities. Social-Belonging for College Students aims to help all students view challenges encountered in the transition to college as normal and improvable so they are more able to remain socially and academically engaged in the face of challenges. In previous studies, Social-Belonging for College Students has been effective in improving both social and academic engagement on campus as well as GPA and retention among socially disadvantaged students.
<Structures for Belonging: A Synthesis of Research on Belonging-Supportive Learning Environments> Produced by the Student Experience Research Network, it provides a synthesis of more than 120+ research studies on the topic.
Publications and Resources about Peer Learning:
<Peer Annotated Bibliography> This annotated bibliography contains more than 1,700 citations to peer programs in seven major programs. An entire chapter is devoted to all known PLTL publications and research studies.
<Peer Learning Resource> This web page maintained by David Arendale provides links to articles, training manuals (some of which were created by student leaders of peer programs) and more that could be useful for any peer program such as PLTL.
Videos on Peer Learning Programs
<Peer Learning YouTube Channel> This YT channel contains videos that feature PLTL, SI-PASS, and other major peer learning programs.
[Video, 40:00]. Common elements among major peer learning programs. <https://youtu.be/ZhbT45KvRpQ> <PP Slide Handout for Video>