ASC Peer Educator Workshops
ASC Peer Educator workshops seek to help campus leaders develop their skills pertaining to supporting students academically. Each workshop is designed to "train the leader."
Brief Descriptions of Workshop Topics & Resources
The "One-on-One" Academic Conversation: Strategies for Peer Educators who have one-on-one conversations about academic progress. Also an overview of campus resources and successful referrals for additional support. (Go to the Workshop Schedule)
- Additional Resources:
- Workshop Documents
- Self-Assessment for Academic Success (Source: Iowa State University Academic Success Center)
- Academic Success Center Handouts
Effective Study Groups and Project Groups: Based on active learning principles and cooperative learning strategies that are proven to be effective through research on learning. Use these tools to create stronger group experiences. Many strategies are transferrable to non-academic group experiences. (Go to the Workshop Schedule)
- Additional Resources
- Workshop Documents
- Introduction to Active/Collaborative Learning (Source: Foundation Coalition)
Advance Organizers: These are tools used to organize information to provide a framework for learning. Very useful for Peer Educators who lead group study sessions, but the strategies are transferrable to planning for many group activities. (Go to the Workshop Schedule)
- Additional Resources
- Workshop Documents
- Integrating Technology into the Classroom Using Instructional Strategies
- Research Based Strategies (Source: Focus on Effectiveness)
- Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement.
Developing Successful Worksheets/Handouts: Discuss and create ideas for worksheets that can be both challenging and informing. Peer Educators will also receive suggestions for using existing Academic Success Center resources for a variety of circumstances. (Go to the Workshop Schedule)
- Additional Resources
- Workshop Documents
- Klemm, W. R. (1976). Efficiency of handout "skeleton" notes in student learning. Improving College and University Teaching, 24(1), 10-12.
- Vincent, V. C, Dietz, E. M. (1988). Teaching financial accounting via a worksheet approach. Research to Practice.
- Padak, N. (2002). Strategies that work: What does evidence tell us? Research to Practice.
- Pincus, A. R. H. (2005). Teaching tips: What's a teacher to do? Navigating the worksheet curriculum." The Reading Teacher, 59(1), 75-79.
For NEW Peer Educators: Transitioning into the new semester: We invite Peer Educators newly elected/appointed to their positions to join us in conversation about how to prepare for your position and what you can do to get started strong. (Go to the Workshop Schedule)
- Additional Resources
Higher Order Learning (Bloom's Taxonomy): Review the taxonomy and discuss strategies for encouraging learning course material, not just memorizing. (Go to the Workshop Schedule)
- Additional Resources
- Workshop Documents
- Bloom's Taxonomy of the Cognitive Domain (1956) (Source: Valdosta State University)
- Bloom's Revised Taxonomy (2001) (Source: Encyclopedia of Educational Technology)
- Task-Oriented Question Construction Wheel (Source: St. Edwards University)
- Marzano, R. J. (2007). The new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press.
Learning and Study Strategies Inventory: The LASSI serves to help students discover academic strengths and areas of growth, based on skills and attitudes. Peer Educators who use the LASSI will better understand what contributes to student success, and how to recognize success and struggles. Please RSVP to receive a hard copy of the LASSI inventory in advance of the event. (Go to the Workshop Schedule)
- Additional Resources
Learning Styles: Based on Kolb's "Cycle of Learning," this approach is useful for exploring your contributions to group work and understanding others" contributions to groups. Taken as a group, this is also very useful to understand where your group succeeds and where it struggles. (Go to the Workshop Schedule)
- Additional Resources
- Workshop Documents
- The VARK Inventory (an alternative to Kolb)
- Overview of the Experiential Learning Theory (Source: Businessballs.com)
- Kolb, D. A. (1984). Experiential learning experience as a source of learning and development. New Jersey: Prentice Hall.
- The Kolb Learning Cycle Tutorial
Memory vs. Memorization: An overview of what we know about the brain and memory, and how we can help students commit things to memory, not just memorizing. (Go to the Workshop Schedule)
- Additional Resources
- Workshop Documents
- Bransford, J, D,. Brown, A. L, & Cooking, R. R. (eds). (1999). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Research Council.
- Dale, E. (1972). Building a learning environment. Monograph Series No. 3, Bloomington, IN: Phi Delta Kappa Educational Foundation.
Metacognition: Simply described, metacognition is "thinking about thinking." Through exploring and understanding metacognition, peer educators will be able to help students find deeper meaning in learning. (Go to the Workshop Schedule)
- Additional Resources
- Workshop Documents
- Bransford, J, D,. Brown, A. L, & Cooking, R. R. (eds). (1999). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Research Council.
- Kruger, J., Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence leads to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134.
- Lovett, M. C. (2008). Metacognition and monitoring: Understanding and improving students' skills for learning.
- Livingston, J. A. Metacognition: An overview.
- Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49, 193-223.
Motivating / Goal Setting: Strategies to help students set goals within their study sessions and to help students end each session feeling motivated. Based on the concept of "small wins." (GoGo to the Workshop Schedule)
- Additional Resources:
- Workshop Documents
- Rhatigan, J, J, & Schuh, J. H. (2003). Small wins. About Campus, 8(1), 17-22.
- Weick, K. E. (1984). Small wins: Redefining the scale of social problems. American Psychologist, 39(1), 40-49.
- Academic Success Center Handouts
The Multiple Dimensions of Identity Model: Learn about this research-based theory, and use it to help you understand how identity affects your leadership as a Peer Educator, and how identity may affect other students" ability to be academically successful. (Go to the Workshop Schedule)
- Additional Resources
- Abes, E. S., Jones, S. R., & McEwen, M. K. (2007). Reconceptualizing the model of multiple dimensions of identity: The role of making-meaning capacity the construction of multiple identities. Journal of College Student Development, 48(1), 1-22.
- Jones, S. R., & McEwen, M. K. (2000). A conceptual model of multiple dimensions of identity. Journal of College Student Development, 41, 405-414.
Public Speaking / Presentations: Basic strategies/ideas for academic presentations, engaging the audience, and speaking towards the group (not the board). (Go to the Workshop Schedule)
- Additional Resources
Questioning Strategies: It's a natural tendency to just answer questions. However, we know that learning increases when students receive appropriate questions, and have their own questions redirected. This workshop provides practice for redirecting strategies, and methods to develop your own questions. (Go to the Workshop Schedule)
- Additional Resources
Student Leadership Inventory: Based on "The Leadership Challenge" by Kouzes and Posner, this inventory allows you to explore your leadership behaviors, to better understand how you serve others. Please RSVP to receive these documents. (Go to the Workshop Schedule)
- Additional Resources
- Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge. San Francisco: Jossey-Bass.
- Kouzes, J. M., & Posner, B. Z. (2003). Leadership Practices Inventory. San Francisco: Jossey-Bass.
- Kouzes, J. M., & Posner, B. Z. (2003). Leadership Practices Inventory: Participant's Workb. San Francisco: Jossey-Bass.
Supporting Underprepared Students: A presentation of strategies to support and encourage students who are behind in coursework. These strategies are also transferrable to working with students who are deep into a class that is beyond their skill level. (Go to the Workshop Schedule)
- Additional Resources
Test Preparation in Groups: General overview of study strategies for groups of students who are preparing for exams. The workshop will include general test-taking tips for specific types of test taking questions. (Go to Workshop Schedule)
- Additional Resources:
- Test Preparation/Taking Handouts from the Academic Success Center
- Health & Stress Handouts from the Academic Success Center
Time Management for Study Group Sessions: Based on the 10-30-10 method frequently used during 50-minute Supplemental Instruction sessions, plus additional strategies for keeping group studying flowing smoothly. (Go to the Workshop Schedule)
- Additional Resources:
- Workshop Documents
- Managing Time to Manage Success Handouts from the Academic Success Center
Writing "Peer Educator" in your Resume: How to effectively write your leadership position into your résumé, as well as other general resume writing tips. (Go to the Workshop Schedule)
- Additional Resources:
Working with Large Groups: Strategies for working with large groups during study sessions or other academically focused events. (Go to the Workshop Schedule)
- Additional Resources:
