modifying and improving peer-led lc’s · some 2007-2008 lc leadership team goals • enhance...
TRANSCRIPT
Modifying and Improving Peer-Led LC’s
through Data-Driven Collaboration
University of Cincinnati
FYE & Learning Communities
Dr. Greg Metz Assistant Director
12th Annual National Learning
Communities Conference
Indianapolis, Indiana
November 2007
A BIT ABOUT UC
Total Enrollment = Approx. 36,000
Full Time Undergrad = Approx. 21,000
Part Time Undergrad = Approx. 7,000
2007-2008 = Largest Full Time 1st Year Class
Ethnic Minority = Approx. 16%
Ohio Residents = Approx. 84%
13 Colleges offer 167 Programs of Study
1st to 2nd year retention = 82% for full-time
undergraduates on Clifton Campus
UC Center for FYE and LC
Works to increase student engagement, learning, and
achievement in the first year of college and beyond
Champions approaches that purposefully integrate
curricular, co-curricular, and experiential learning
Provides campus wide coordination and best practice
sharing as regards first year experience
Reports directly Vice Provost for Faculty Development and
receives additional guidance from the Senior Vice Provost
for Academic Planning.
FT Staff = Director, Assistant Director, Program Manager,
Executive Assistant
PT = GA, 3 student assistants, 59 Peer Leaders, 2 Peer
Leader Captains
FYE and LC (2)
Services Include
Coordinate Learning Communities.
Provide professional development programs and resources
for faculty, staff, and student leaders
Consult with and support academic and student service
units
Distribute small grants for faculty-student activities and other
pedagogical initiatives
Guide and support select student organizations including
Alpha Lambda Delta freshman honor society and Student
Government’s First-year Interns
LC’s at UC
12-20 first year
students co-enrolled in
two or more
thematically linked
classes
UC = 100+ LC’s Fall
2007 serving approx.
2000 FY students
59 PEER LED LC’s
serve approx. 1200
students in 5 Colleges
Peer Led LC’s at UC
How Do They Work?
Students enrolled in LC attend linked
classes as cohort
In addition, meet twice/week in
classroom setting led by PL
PL meeting is non-credit PF grade
Required in some colleges
Suggested in others
Incentives for attendance = efficiency,
academic utility, social bonding, Great
Beginnings Certificate (see tri-fold
brochure)
Peer Led LC’s at UC
Expansion
05-06 = 12 = 1 college = 200
06-07 = 43 = 4 colleges = 765
07-08 = 59 =5 colleges = 1200
Some VERY Early Fall 07
LC Meeting Attendance Data
The average of attendance of all learning communities thus
far is 82.73
47 LC’s (80%) have average attendance of 75% or above
27 LC’s (46%) have an average of attendance greater than
85%.
20 LC’s (34% with an average of attendance between 75
and 84%.
One community (Civil Engineering 2) has a 100%
attendance.
Only one community has an average of attendance of less
than 50%; Mind and Will’s attendance is 46%
Goals of UC LC’s
Student development - personal, social,
academic
Connections – students, professors, colleges,
co-curricular programs, services, etc.
Mentor/mentee relationships
Experiences relative to UC FYE targeted
learning areas
– Intellectual and self-management skills
– University engagement
– Professional and civic responsibility
– Integrative learning.
LC PL Role – Basics of Role
Connector, Active Learning Coach, Group
Facilitator, Mentor, Activity Planner
PL required to a
attend 5 day training (prior to Fall Quarter)
Attend weekly small group meeting
hold office hour
plan activities
Mentor
submit weekly report
Paid $700 per 10 week quarter (expectation
= 8-10 hours per week)
Recruiting PL’s
Mass mailing to
eligible students
Use existing LC’s
Outreach to Faculty
and Colleges
Outreach to key
student organizations
Student Newspaper
article
Tent cards in Student
Center
On-line application – references and
resume required
Interviews by staff/student teams
Selection based on
Communication attributes
Leadership attributes
Academic accomplishment
Capacity to commit given other roles
Fit with LC theme
Selecting PL’s
Evaluating LC’s
Quarterly LC Student Surveys
Quarterly PL Surveys
Analysis of enrollment & participation
effects
PL Weekly Reports
PL Weekly Meetings
LC Visits
PL Office Hours
Communication from Stakeholders
Learnings from
Fall Q 06-07 Surveys of LC Students
I have developed friendships and closer connections to other
students Average = 4.37
1-3 = 11% 4= 28% 5= 61%
The LC has helped make transition to UC less stressful
Average = 3.84
1-3 = 29% 4= 37% 5= 35%
I am more familiar with UC services, policies, procedures / clubs and
organizations Average = 3.73
1-3 = 28% 4. 45% 5. 26%
I would recommend a Peer Led Learning Community to other
students Average = 3.82
1-3 = 31% 4. 30% 5. 39%
More Learnings
Fall Q 06-07 Surveys of LC Students
I have developed a close relationship with my Peer Leader
Average = 3.51
1-3 = 41% 4= 35% 5= 24%
The LC has helped me improve my learning habits
Average = 3.28
1-3 = 51% 4. 33% 5. 16%
The LC has helped make communicating with instructor a more
comfortable experience Average = 3.27
1-3 = 50% 4. 31% 5. 19%
The Great Beginnings Certificate has offered useful experiences
Average = 3.26
1-3 = 56% 4. 19% 5. 25%
Learnings
Fall Q 06-07 Surveys of PL’s
I effectively facilitated LC bonding and communication
Average = 4.42
1-3 = 8% 4= 50% 5= 42%
My PLC has been helpful to me as a PL
Average = 4.46
1-3 = 4% 4. 42% 5. 54%
I effectively planned activities that promoted academic
success
Average = 3.83
1-3 = 25% 4. 54% 5. 21%
Learnings
Fall Q 06-07 Surveys of PL’s (2)
I effectively facilitated the Great Beginnings Program
Average = 3.50
1-3 = 29% 4= 33% 5= 25%
I formed a productive connection with professors
Average = 2.88
1-3 = 67% 4 = 13% 5. 21%
I believe that Great Beginnings Program was valued by
Average = 2.08
1-3 = 79% 4. 13% 5. 4%
Dec 2006 LCLT Reflection
Process & Outcomes
Reflection on team relationships
Examination of Data
Reflection on strengths and gaps
Identification of Goals
Assignment of Tasks
(See 11/30/06 “Retreat” e-mail)
(See Chart Paper)
June 2006 LCLT Reflection &
Planning Process & Outcomes
Community Builder
Visioning Process
Goal setting
Action Plans
(See June 20, 2006 Meeting Agenda)
Some 2007-2008
LC Leadership Team Goals
• Enhance feedback to and support of PL’s
– Regular written weekly report feedback
– Enhancement of Tool Kit
– Ongoing modeling and training via weekly PL meeting
• Enhance PL capacities to build relationships
• Stress on mentoring skills and phases at training
• Use of Peer Mentor Companion
LC 07-08 Leadership Team Goals (2)
Enhance PL Role as
Learning Coach
(Training, Tool Kit,
Reflection)
Enhance PL Comfort
and Contact with
Faculty
(Training, Tool Kit,
Reflection)
LC Leadership Team Goals (3)
Disarm and
Enhance Great
Beginnings
Certificate
* Seamlessness
* New Pamphlet
* New Student Reflection
* New forms of
Recognition
LC Leadership Team
Processes & Actions
Develop Vision
Meticulous Training Planning –
* Week in the Life
* The First Day
* Tales from Trenches
* Phases of Mentoring
* Phases of Groups
* Learning Coach
* Connecting to Faculty
* Networking with Colleges
* Collaborative Planning
LC Leadership Team
Processes & Actions (2)
Modification of Handbook
* Align with Training
* PL Role and Expectations
* Concepts – Student Development, Leadership,
Mentoring, Group Formation (What, Why, How)
* Planning Processes & Suggestions
* Certificate Guidelines, Tactics & Activity
Suggestions
• Peer Mentor Companion
• TOOL KIT Enhancement
LC Leadership Team
Processes & Actions (3)
* Weekly Report Modifications
* Online via Survey Monkey
* Aligned with Roles of Mentor
* Custom Questions each week
* Written feedback to PL’s by PLC’s
* Feedback to Honors students by AD
* Great Beginnings Certificate Modifications
• New Reflection – submitted online
• New Pamphlet
• Seamlessness Tactic
Where Are We/What’s Next?
Ongoing Weekly Report Feedback & PL Support
LC Visits
Winter Quarter Reenrollment in Peer Led LC’s (Goal = 75%)
Analysis of effect of LC participation on retention & grades
Fall Quarter evaluations by students and PL’s
Analysis of Great Beginnings Certificate Completion and
Student Reflections
Tool Kit Enhancement
Training Debrief and Survey Analysis
Planning Retreat between quarters
STOPPING TO SMELL THE ROSES
Some of Greg’s
Burning Questions
What are the potentialities and limitations of
students as catalysts of student development?
What learning outcomes can and should peer-led
LC’s achieve?
How do we strike a balance between proscribed
structures for students leaders and spaces for
creative improvisation?
How do we enhance faculty involvement in LC’s in
a research university context?
Questions Anybody?