Easing the Transition:
Students Helping Students
in the Classroom
10th National Conference on Students in Transition
Presented by
Dr. Heath P. Boice-Pardee
Assistant Dean for New Student Programs
Rutgers College
Rutgers, The State University of New Jersey
115 College Avenue
New Brunswick, New Jersey 08901-1188
(732)932-7442
[email protected]
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Presentation Overview
•Vision for Peer Instructors and role as peer mentors
•Benefits for easing transition
•Implementing a similar program at your school
•Application/Selection process
•Training
•Summer institutes
•Peer education class
•Qualitative data
•Partnerships
•Challenges
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Vision for Peer Instructors at Rutgers College
•Easing student transition through intentional peer to
peer contact.
•Commitment to enhancing student development
throughout the college experience and providing
multiple student leadership opportunities.
•Opportunity to provide an important leadership
experience for upper class students and a vital peer
relationship/connection for new students not
achieved through traditional teaching methods.
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Benefits
By offering this opportunity to students:
• establishes a weekly forum for peer interaction
•eliminates the challenges of finding faculty/staff to teach
sections of FYE seminars/FIGS
• eliminates the concern about some faculty/staff members
“relating” to new students more than others
• eases budgetary considerations by offering leadership
experience/3 credits instead of compensation
• offers college another way to connect with upper-class
students and broadens the opportunity for a peer mentor
connection
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Role of Peer Instructors
•Develop and lead a FIG for 10-25 new students based
on a particular area of interest
•Create a class that fosters a safe environment and
open discussion
•Focus on transition issues
•Plan, develop and implement a syllabus
•Plan class topics, lectures, discussions, guest
speakers, class trips, etc. as related to course
objectives
•Grade assignments, maintain attendance/grade rosters
•Submit final grade recommendations to Asst. Dean at
conclusion
•Act as a role model both in and outside the classroom 5
Role of Peer Instructors
•Engage new students in discussions that can enhance
the peer/mentor relationship, including:
•Navigating around a new campus
•Dealing with school issues (roommates,
professors, judicial problems, etc.)
•Offering referrals for personal concerns
•Other elements relating to diversity,
academic success, communication,
wellness and careers
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FIGS Timeline
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January- Peer Applications Available
February- Peer Applications Due
March/April- Selection
May- Summer Institute I
August- Summer Institute II
September- Week prior to first FIGS class, Peer
Instructor Education class begins
• September- Week 2 of classes- FIGS begin
• November- 10 week FIGS end
• December- Peer Instructor Education class ends
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Application/Selection Process
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Application discloses the general FIGS topics that we hope to
offer: Business, Law, Health & Medicine, Communications,
Psychology, Leadership, Special Interest, etc.
Based on these topics, applicants are asked:
1. To propose a FIG based on applicant’s expertise.
2. Propose an innovative title!
3. Outline the focus and overview of the intended FIG including
potential assignments, topics, trips, etc. Limited to 1 page.
4. Discuss skills that applicant possesses that will make them a
good teacher and good peer mentor.
5. Discuss why he/she wants to have this teaching experience.
6. Provide a written recommendation from faculty/staff.
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A Selection of FIGS Topics Submitted by Peer
Instructor Applicants
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Art & Social Activism
The Impact of Communication on College Students
The First Time: Literature on the “Freshman” Experience
Finding Your True Voice (and letting it be heard)
Identity Crisis: Approaches to Asserting Individualism on
the College Campus and Beyond
Adventures in Health and Medicine
Law: An Introduction to Current Issues, Career and
Undergraduate Study
Take Me to Your Leader: Exploring Past, Present and
Future Leaders
A Psychological Approach to Personal Wellness
Rutgers: Taking a Look at the Past and Taking Advantage in
the Present
Global Environmental Issues: Searching for Middle Ground
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Application/Selection Process
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Applications are reviewed by a panel of former
Peer Instructors, Asst. Dean for New Student
Programs as well as Asst. Dean in Academic
Affairs.
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Applicants then participate in an interview.
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Academic and conduct records are then verified.
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Final selections made.
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Training Philosophy
Peer Instructors receive guidance, training
and instruction both before and during
FIGS to maximize learning and build
confidence.
• Summer Institute I & II
• Peer Instructor Education Class
• 3 credits total
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Summer Institutes provide pre-FIG
guidance, training and support
Summer Institute I (SI-1)-Late May (before Peers
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leave for summer), focuses on:
Overview of FIGS mission, philosophy, goals
Peer Instructor role, expectations
Q&A with past peers
Ten FIGS elements to cover in curriculum
Creation of a syllabus
Training Manual provided
Syllabus due August 1
Classroom management NOT covered yet!
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Summer Institutes provide pre-FIG
guidance, training and support
Summer Institute II (SI-2) (Late August, just
prior to beginning of semester) focuses on:
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Final feedback on each syllabus
Classroom management
“Train the trainer” presentations modeling for Peers what they can do in
class and offering on-campus resources:
» Career Development
» Study Skills/Time Management
» Diversity
» Counseling Staff
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Role plays, teaching scenarios
Questions answered, motivation, encouragement, support!
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Peer Instructor Education Class
“The Art of Teaching”
Goals:
• To support learning of effective teaching methods.
• To offer a forum to discuss challenges of transition and
peer mentorship.
• To explore the broader context of teaching through the
exploration of educational theory and philosophies of
education.
• To encourage a greater understanding of first-year
students through examination of student development
theory.
• Build confidence in individual teaching style.
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Peer Instructor Education Class
“The Art of Teaching”
During the class, each lecture falls under a
category:
• Understanding your students
• Teaching your students
• Understanding yourself
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Peer Instructor Education Class
“The Art of Teaching”
Syllabus Overview- sample
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Week one:
course introduction, final pep talk
Week two:
readings/discussion on new student orientation
Week three: readings/discussion on today’s first-years
Week four: readings/discussion on life outside of class (activities)
Week five:
former peer instructor panel
Week six:
student development theory primer
Week seven: student development theory continued
Week eight: educational philosophy of John Dewey
Week nine: inspiration on teaching, Parker Palmer
Week ten:
educational philosophy of bell hooks, P. Freire
Week eleven: self-assessment discussion
Week twelve and beyond:
final presentations
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Peer Instructor Education Class
“The Art of Teaching”
Course Assignments
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Two Reaction Papers Throughout the semester
• “Challenges/Triumphs in my class thus far…” -mid
• “How student development theory assists in teaching my
FIG” –later mid
In-class Observation/Video Observation/Self-Assessment
• Promotes a forum for feedback, discussion and insight
Final Paper/Portfolio and Presentation
• Final overview of experiences in the classroom
• Reactions, observations, journal entries, teaching tools,
class projects, challenges, successes, pictures,
• Intended as a map for future FIGS and Peers
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Qualitative Data
Feedback received on course evaluations regarding Peer
Instructor experience:
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“I’ve gotten to explore becoming a teacher without having to
become a teacher.”
“The experience was worth the effort.”
“This course, in affiliation with the teaching, has helped me
broaden my abilities to relate to people, understand and befriend
them, while maintaining a (leadership) position.”
“This was a great experience. I hope it can be afforded to more
students in the future.”
“I have grown immensely from this experience because I feel like I
have impacted the lives of first years positively.”
“Opened my eyes to a new perspective on learning/teaching.”
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Qualitative Data
Feedback received on course evaluations regarding Peer
Instructor experience:
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“Increased my creativity.”
“I have learned so much in this course about teaching and myself.
It has been such a valuable experience.”
“It has greatly expanded both my intellectual growth as well as that
of my students.”
“Now I know so much more about student development and the
first year experience.”
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Vital Partnerships
• Faculty relationships – curriculum developers,
advisory committee
• Administrative – Academic affairs, counseling,
career services
• Alumni
• Students
• Outside resources: professionals from a variety
of fields to serve as guest speakers
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Challenges
• Over-extended student leaders who become Peers
• Sometimes need to legitimize the rigors of Peer
training for faculty, staff, parents
• Rare challenges arguing that new students should
be taught by faculty
• Sometimes, Peer Instructors need to be reminded
to integrate FYE/transition issues as opposed to
their individual FIG topic
• A few PIs sometimes struggle with balance
between “peer mentor” and “instructor”
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Easing the Transition:
Students Helping Students
in the Classroom
10th National Conference on Students in Transition
Presented by
Dr. Heath P. Boice-Pardee
Assistant Dean for New Student Programs
Rutgers College
Rutgers, The State University of New Jersey
115 College Avenue
New Brunswick, New Jersey 08901-1188
(732)932-7442
[email protected]
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