Evans, C. A., & Sauvé, R., & Schneider-Bentley, L., & Rozanski, J. M. (2022, March), Observation, reflection, and goal setting, support development of inclusive, student-centered practices in engineering peer educators, improve student perception of learning, and create community  Paper presented at 2022 ASEE St. Lawrence Section Annual Conference, Syracuse University, New York. 10.18260/1-2--45418

\bibitem{asee_peer_45418}
  Evans, C. A., \& Sauvé, R., \& Schneider-Bentley, L., \& Rozanski, J. M. (2022, March), \emph{Observation, reflection, and goal setting, support development of inclusive, student-centered practices in engineering peer educators, improve student perception of learning, and create community}
  Paper presented at 2022 ASEE St. Lawrence Section Annual Conference, Syracuse University, New York.
  10.18260/1-2--45418

Celia A. Evans PhD, Ryan Sauvé, Lisa Schneider-Bentley, and Jena Michele Rozanski.  "Observation, reflection, and goal setting, support development of inclusive, student-centered practices in engineering peer educators, improve student perception of learning, and create community".  2022 ASEE St. Lawrence Section Annual Conference, Syracuse University, New York, 2022, March.  ASEE Conferences, 2022.  https://peer.asee.org/45418 Internet.  22 Feb, 2025

\bibitem{asee_peer_45418}
  Celia A. Evans PhD, Ryan Sauvé, Lisa Schneider-Bentley, and Jena Michele Rozanski.
  "Observation, reflection, and goal setting, support development of inclusive, student-centered practices in engineering peer educators, improve student perception of learning, and create community".
  \emph{2022 ASEE St. Lawrence Section Annual Conference, Syracuse University, New York, 2022, March}.
  ASEE Conferences, 2022.
  https://peer.asee.org/45418 Internet.  22 Feb, 2025

@INPROCEEDINGS{asee_peer_45418
author = "Celia A. Evans PhD, Ryan Sauvé, Lisa Schneider-Bentley, and Jena Michele Rozanski"
title = "Observation, reflection, and goal setting, support development of inclusive, student-centered practices in engineering peer educators, improve student perception of learning, and create community"
booktitle = "2022 ASEE St. Lawrence Section Annual Conference"
year = "2022"
month = "March"
address = "Syracuse University, New York"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45418}
number = {10.18260/1-2--45418}
}

TY  - CPAPER
AB  - In higher education, the role of undergraduate educators is growing. Teaching teams in large courses often have a mix of graduate and undergraduate teaching assistants (TAs). This growth is driven, to some degree, by financial efficiency, and many studies that report overwhelmingly positive effects of peer TAs on student learning [1].  We employ and train undergraduate ‘Academic Excellence Workshop (AEW) Facilitators’ who, in pairs, lead weekly, 2-hour sessions that parallel challenging engineering courses. In application materials and interviews, most facilitators profess a passion for explaining things in different ways, breaking down problems into pieces, gleaning where the comprehension issues are, and putting the information into terms that make sense to fellow students. With these teacher-centered skills alone, they can be excellent resources for their peers. However, training these talented students in evidence-supported, student-centered pedagogy is worthwhile [2].  Our training workshops occur 7 times per semester and model inclusive practices and collaborative learning. Evidence-supported pedagogy is used and introduced, and facilitators reflect on and share success and challenge of their own workshops. At mid-semester, facilitators sessions are observed, and each observes a different workshop.  After observations and student mid-term evaluations, facilitators submit a reflection and goal-setting document that asks them to respond to feedback, identify their strengths and challenges, and articulate changes they will enact to address the challenges and improve their teaching practice.  Here, we use a combination data sources including 1) rubric guided AEW facilitator observations, 2) AEW student mid-term evaluations, 3) facilitator guided-reflections on observations and evaluations , and  4) end-of-semester surveys, to show that observation, reflection, and goal-setting can guide undergraduate leaders to inclusive, student-centered practices that can positively impact student learning, and begin to transform college teaching and learning by infusing academia with more effective educators, and encourage collaboration and create a sense of belonging. 

Selected References

[1] Luckie, D.B., Mancini, B.W., Abdallah, N., Kadouh A.K., Ungkuldee, A.C.P., and Hare A.A. (2020). Undergraduate teaching assistants can provide support for reformed practices to raise student learning. Adv Physiol Educ, 44: 32–38.

[2] Sana F., Pachai M. V., Kim J. A. (2011). Training Undergraduate Teaching Assistants in a Peer Mentor Course. Transformative Dialogues: Teaching & Learning Journal, 4:1-10.

AU  - Celia A. Evans PhD
AU  - Ryan Sauvé
AU  - Lisa Schneider-Bentley
AU  - Jena Michele Rozanski
CY  - Syracuse University, New York
DA  - 2022/03/25
PB  - ASEE Conferences
TI  - Observation, reflection, and goal setting, support development of inclusive, student-centered practices in engineering peer educators, improve student perception of learning, and create community
UR  - https://peer.asee.org/45418
DO  - 10.18260/1-2--45418
ER  -