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?