Harnessing the Power of Student-to-Student Learning

Rachel TaylorNorthwestern Career Advancement

Introduction

WORK EXPERIENCE• Northwestern for 10+ years

• Assistant Director, Career Specialist – CPU• Assistant Director, Internship Services – NCA• Internship Specialist – NCA

• Previous experience• Recruiter, Fortune 500• Academic Adviser, Loyola University-Chicago• Career Counselor, Emory University

EDUCATION• Bachelors from University of Wisconsin – Madison• Masters from University of Missouri – Columbia

My Aha Moment

Presentation Goals

• To acknowledge career planning influencers

• To understand the value of peer learning

• To explore opportunities in career services for student-to-student learning

The Fate of the Advisor’s Message

• Goal alignment

• Situational vs Strategic

• Services expectations

• Formality of work

• Content overload

• Not ready for the information

• Too late

• Nebulous process

Nature of Career Advisors’ Work

The Student Experience

Career Influencers

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1 - No Influence 2 3 4 5 6 7 - StrongInfluence

Career Planning Influencers

Family Members Peers

To what extent have the following person/people influenced your engagement in the job/internship search at this time?

“My friends are all talking

about it –it’s all they talk about.”

Students as Influencers

They are Millennials…

• Crave communication and collaboration

• Value the opinions and testimonials of people like them

• Resistant to “one-size-fits-all” models

• Expect to see an immediate and continued ROI

The Influencers’ Influence

• Recruitment trends

• Perception of few career options

• Limited/Singular experiences

• Misleading advice

• Firsthand experience examples

• Builds confidence in potential

• Increased awareness of campus resources

• Benefit to both students

NOT-SO-POSITIVE POSITIVE

Peer Learning

DEFINITION =

Students learning with and from each other

“The advantage in learning from people we know is that they are, or have been, in a similar position to ourselves. They have face the same challenges as we have in the same context, they talk to us in our own language, and we can ask them what may appear, in other situations, to be silly questions”

- David Boud

Value of Peer Learning

(1) Motivation

(2) Wellness

(3) Reciprocal learning experience

(4) Skill Development– Self-directed learning skills– Critical thinking skills*– Problem-solving skills*– Communication skills*– Interpersonal skills*– Self-reflection skills

* Align with NACE career readiness

competencies

Peer Learning On Campus

CAMPUS PARTNERS EXAMPLES

ACADEMICS • Group-based Assignments• Student Presentations

ADMISSIONS • Tour Guides• Student Buddy Programs• New Student Days

STUDENT AFFAIRS • Orientation Programming • Student Org Leadership Transitions• Pre-Professional Groups

CAREER SERVICES • Career Peers

Dimensions of Peer Learning

DIMENSION DEFINITION CONTINUUM

STRUCTURE Components that help inform program design

FACILITIATION The method in which information isshared/disseminated

CONTENT The information and/or material addressed during the program

PEER RELATIONSHIPS

Relational dynamic between program participants

Less Structured More Structured

Guided Directed

Learning Knowledgeable

Generated Delivered

Circumstance Ongoing

Programmatic Features

(1) PICK AN ADVISING SERVICE/STANDARD PROGRAM.(2) WRITE IT DOWN.(3) NOW WRITE DOWN 1-2 WORDS TO DESCRIBE ITS…

Structure: Facilitation: Content: Peer Relationships:

Advising AppointmentsWalk In AdvisingGroup Advising

ADVISING SERVICES

Resume/Cover Letter WorkshopsInterview WorkshopsCareer Fair Workshop

STANDARD PROGRAMMING

Features of Program Type

ADVISING SERVICES/STANDARD

PROGRAMMING INITIATIVES

• Lecture Style• Formal• Adviser Delivered• Content Focused• Power Point Deck• Limited Q&A• One time event• Time Bound

PEER LEARNINGPROGRAMMING

INITIATIVES

• Interactive• Integrated Discussion• Sharing• Adviser Facilitated• Reciprocal Learning• Debrief• Student-driven• Flexibility

Integrating Peer Learning

DIMENSION GUIDING QUESTIONS

STRUCTURE • What learning outcomes is the program set to achieve?• Are there opportunities for student engagement/sharing? • How many participants?• Are there space/volume constraints?• With what frequency will the participants meet?

FACILITIATION • Are students the recipients of information or are they generating content?• How much do I need to talk?• What materials are needed (Powerpoint, Articles, Worksheets, etc)?• Are they supplemental or foundation?

CONTENT • Can the information be contextualized? • Do participants have any content base coming into the program? • How can students engage with the topic?

PEER RELATIONSHIPS • Is it a one-time connection or ongoing relationship?• Is the content knowledge of each participant relatively the same or different?• Do the participants already have an established relationship?• How will students engage with one another?

Advising ServicesPeer Learning Adapted

SMALL GROUP ORIENTATION

– 4-9 students per group

– 60 minutes in length

Program Content

– Meet adviser & peers

– Learn about services/resources

– Discuss previous search experience

– Plan for next search

Peer Learning Adapted Services

Group AdvisingPeer Learning Adapted

BPLPLA

BPL: Before Peer LearningPLA: Peer Learning Adapted

BPLPLA

BPLPLA

PLA

PLA

Behavioral Interview Prep (1)Peer Learning Adapted

SPEED INTERVIEW WORKSHOP

Students will be seated in long rows facing each otherSTEP 1: Facilitator states an interview question*STEP 2: Student A responds to Student BSTEP 3: Student B responds to Student ASTEP 4: Student A and Student B exchange feedbackSTEP 5: Facilitator shares general recommendationsSTEP 6: Students rotate chairsSTEP 7: Repeat steps 1-7 with new question

FREQUENCY: One time per quarterOCCURRENCE: In-PersonPARTICIPATION: At program time onlyPROGRAM SIZE: 12+

Peer Learning Adapted Services

Behavioral Interview ProgrammingPeer Learning Adapted

BPL: Before Peer LearningPLA: Peer Learning Adapted

BPLPLA

BPLPLA

BPLPLA

PLA

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Behavioral Interview Prep (2)Peer Learning Adapted

BEHAVIORAL INTERVIEW DEVELOPMENT PROGRAM

Students will engage in a two part process:PART 1: Record audio response to a behavioral interview questionPART 2: Listen and provide feedback to a peer’s behavioral

interview question

*Recordings are shared anonymously with participants, and a feedback form is collected and shared with each student.

FREQUENCY: Weekly BasisOCCURRENCE: RemotePARTICIPATION: At students’ availabilityPROGRAM SIZE: 12+

Behavioral Interview Prep (2)Peer Learning Adapted

Peer Learning Adapted Services

Behavioral Interview ProgrammingPeer Learning Adapted

BPL: Before Peer LearningPLA: Peer Learning Adapted

BPLPLA

BPLPLA

BPLPLA

PLA

PLA

Case Interview PrepPeer Learning Adapted

CASE STUDY BUDDY PROGRAM

Students will be assigned a case interview practice partner

STEP 1: Coordinate 1 hour meeting with assigned buddy STEP 2: Report time to program administratorSTEP 3: Prepare a case for your buddySTEP 4: Student A facilitates case to Student B – followed by debriefSTEP 5: Student B facilitates case to Student A – followed by debrief

FREQUENCY: 1 Study Buddy assignment per 2 weeksPARTICIPATION: Firm commitment required by participantsPROGRAM SIZE: 10+

Finance Interview PrepPeer Learning Adapted

FINANCE STUDY GROUPS

Students sign-up for a study group time to prepare for finance interviews

STEP 1: Sign up for a study group at a designated time.

STEP 2: Each group member prepares 3 technical interview questions to share & 1-2 concept(s) assistance questions

STEP 3: Group Ambassador sets up google hangout

STEP 4: Students participate at designated time

FREQUENCY: 1 Study Buddy assignment per 2 weeks

PARTICIPATION: Weekly basis for 1 hour (or longer)

*study group member may miss 2 meetings

PROGRAM SIZE: 6-8 students

Your Peer Learning Ideas

SERVICES/PROGRAMMINGCareer Fair Prep

Job SearchResume/Cover Letter Prep

Peer Ambassador Programs Others…

DIMENSION GUIDING QUESTIONS

STRUCTURE What learning outcomes is the program set to achieve?

FACILITIATION How much do you need to talk?

CONTENT How can students engage with the topic?

PEER RELATIONSHIPS

How will students engage with one another?

More Peer Learning Ideas

Career Fair Prep:• Career Fair Video Observations• Jigsaw• Fishbowl Pitch

Resume/Cover Letter Prep:• Use of participant documents• Skill ID activity

Peer Ambassador Programs:• Training on career storytelling• Co-lead small group advising (industry

focused)

Job Search:• Support Groups• Resourcing Resources

Peer Learning Considerations

• Facilitator preparation

• Scaffolding

• Impact of forced participation

• Mismatched peers

• Value of debriefing

As you incorporate peer learning,

things may not go as planned –

they may go even better!