From Peer Leader Discussion
To the FYE Classroom
***
How Peer Leaders Are
Engaging First-Year Students
Peer Leader Program
2004 - 2005
Mary Kay Skrabalak
University at Albany
Office of Academic Support Service
1400 Washington Avenue
Albany, New York 12222
OVERVIEW OF UNIVERSITY 499
PEER LEADER PROGRAM
The Peer Lead Program at the University at Albany is made up of
junior and senior students who have successfully completed the UNI 100
class in good standing and who show an interest in assisting first year
students make the transition into higher education. As role models and
mentors, peer leaders are an integral part of the UNI 100 course. They
work together with faculty to enhance the academic, cultural and social
experiences for first-year students. Peer leaders work with faculty in
curriculum development in an effort to bring student perspective and voice
to the course, creating a community of teaching and learning. First year
students are able to relate to and benefit from the experiences of the peer
leaders as they grow academically and integrate into the campus
community.
The Peer Leader program provides students with the opportunity to
evaluate how they have grown since their first year of college. As part of
the program, peers apply student development theory to the assignments in
the UNI 499 class. In doing so, the course provides a forum for the
evaluation, reflection, and processing of their experiences as a peer leader
in UNI 100 and as an undergraduate student within the University at
Albany community. The UNI 499 class discussions focus on topics such
as teaching techniques, classroom management strategies, student
development theories, lesson plan development, mentoring and
communication skills. In sharing their knowledge and experiences, peer
leaders are able to create a learning environment that fosters engagement,
creativity and collaboration.
Case Studies in the University 100 classroom
Why use the case study method?
Benefits for students in the UNI 100 class
 Encourages students to explore issues critical to their first year of
college
 Involves active learning
 Involves each student in the learning process
 Involves complex situations with many perspectives/points of view
 Allows students to evaluate/analyze common situations for all
students during their first college year
 Allows students to see different ways to cope with problems.
 Teaches students to approach problems systematically, brainstorm
ways to solve it and determine what the best resolution may be
 Allows for anonymity
Benefits for the peer leader
 Able to bring their own experiences to enhance class discussion
 Able to lead discussion and evaluate the decisions made based on the
quality of the students argument
 Able to reflect on their decision making during their first year and
think about how they may have handled it differently
Creating Case Studies
Each student has a story to tell about their transition to college. It’s a natural and easy
way for them to talk about their experiences. It’s how they make sense out of their
journey, how they confirm that they are a part of a university and how they got to were
they are today. Although each student is unique, their experiences during the first year
are common among students who are transitioning into a new community. College
students face many challenges concerning academic, social and personal issues. Case
studies provide an excellent means for students to evaluate situations similar to those all
students face.
Journal 1 - THE EVENT/CONFLICT
What were some of the difficulties you faced as a first year college student? If
you had to name one significant event or obstacle that prevented you from achieving
success your first year, what would it be?
Journal 2 – DEVELOPING THE CASE STUDY
In journal 1 you were asked to state a significant event or obstacle that prevented you
from succeeding. For this journal entry, write a paragraph detailing what may have
contributed to the problem or conflict. Organize your thoughts by elaborating on the
main activity that contributed to the problem, including the people (characters) that may
have been involved. Tell your story in the most natural way – according to when things
happened, unless there’s good reason not to. Keep it simple. Start with a character (or
two), one main problem, one basic setting, a limited span of time (it can be a matter of
minutes), and see what you can make of it.
Journal 3 – DIALOGUE
In the first two journals, you were asked to write about an obstacle that you had to
overcome. Now it’s time to go back to your entries and refine your thoughts, and perhaps
let the people (characters) “tell” your story. To make the case study come alive, add
dialogue. Use words which you would actually use. Dialogue creates purpose such as to
reveal more about a person (character), to set up surprises or to intensify the action.
Dialogue should be about the speaker’s beliefs and problems.
One minute surveys in the University 100 classroom
Why use one minute surveys?
Benefits for students in the UNI 100 class
 Quick and easy to record thoughts/answers
 All students can participate
 All students have a “stake” in the discussion that ensues
Benefits for the peer leader:
 Able to gather a lot of material for discussion in very little time
 Able to gather a good description of the characteristics of the group
 Able to find common behavior or thinking patterns
 Able to target area of interest for class discussions
Creating One Minute Surveys
One minute surveys require getting information from students before the topics are being
presented in class. It’s a great way to incorporate all voices in the discussion. It gives
students something to invest in, as they all become a part of the conversation. It also
gives each student the opportunity to see what their behaviors are like in comparison to
others.
1. Determine what it is you would like to find out about the subject.
2. Develop questions that will mean the same thing to everyone.
3. Mark sure it is a question people can answer or are willing to answer.
Topics relevant to the first year of college
Academic issues
 Study skills (test taking skills, note taking skills, reading
strategies, writing skills)
 Critical thinking skills
 Classroom teaching
 Advisement situations (choosing a major, course
selection)
 Plagiarism
 Time management (procrastination)
 Test anxiety
Social issues
 Alcohol and drug use
 Sexuality
 Money management
 Balancing commitments (school, work, friends, athletics,
academics)
 Effective communication (assertiveness/conflict
resolution)
 Campus policies
Personal issues
 Stress management
 Relationship issues (roommate, family, significant other)
 Diversity
 Health issues (depression)
 Motivation
One minute survey on relationships
Assignment for UNI 100 students:
Read – Students are assignment to read the chapter on relationships in the
text.
Teaching opportunity: The peer leader had students fill out a survey the
class before the discussion on relationships. The results were used to
prompt discussion on the topic.
*******
Describe the best thing and worst thing about living
with your roommate.
BEST:
WORST:
DESCRIBE THE BEST AND WORST THING ABOUT
LIVING WITH YOUR ROOMMATE
__ __ __
Best - WORST
She’s one of my really good friends – I HATE HER MUSIC & SHE ALWAYS HOGS
THE STEREO
Good to be around most of the time – COMPLAINS A LOT
Having another person there - COMPROMISNG WHAT YOU WANT
She’s really funny and entertaining - SHE’S A SLOB
Close friendship – STAYS UP LATER AND IS LOUD
He is cool and good with ____stuff – HE ISN’T VERY FOCUSED
She is respectful of me – SHE NEVER FOLLOWS THROUGH ON HER WORD
He’s one of my best friends now – HE COUGHS A LOT BECAUSE HE’S SICK
They help out; they were always there to answer my questions and show me around when
I first came. – THEY’RE MESSY- I’M A NEAT FREAK SO I HATE IT WHEN
THEY DON’T THROW OUT THEIR GARBAGE AND I END UP DOING IT FOR
THEM.
Very friendly, we get along with each other alright - PERSONAL IDEAS,
VIEWPOINTS, STAYS UP LATE, LIKES TO SMOKE
Stay out of each other’s way – NO RELATIONSHIP
He’s got good food – HE’S LIKE A GRAMMA, WALKS AROUND IN HIS
SLIPPERS COMPLAINING AND NEVER LEAVES THE ROOM
Tell him to shut-up; I have to do work – I DON’T HAVE ENOUGH ROOM
Semester is almost over - CAN’T STAND HIM
One minute survey on managing your money
Assignment for UNI 100 students:
Read – Students are assignment to read the chapter on managing money in
the text.
Teaching opportunity: The peer leader had students fill out this survey the
class before the discussion on managing money. The results were used to
prompt discussion on the topic.
*******
What is your biggest money management problem?
What do you spend the most money on every week?
What is your average spending amount each week? Don’t give a range;
be as exact as you can.
Do you spend more money than you would like to?
Do you have a credit card(s)? How many?
Are you in credit card debt? How much is your balance?
Do you expect to be in credit card debt by the end of your freshman
year?
Do you have a job?
If no, have you tried to get a job?
Are you in debt to your parents?
Do you have a scholarship to help with college expenses?
Do you have student loans out? For how long? What type of loan is it?
What is the interest rate?
What is your biggest money management problem?
Partying - 6
Fees for getting money out of an ATM - 3
Overuse of my cell phone – 3
Cigarettes – 4
Buying clothes – 5
Having too much cash on me at one time - 1
My girlfriend – 1
Don’t whether I should spend or not – 4
What do you spend the most money on every week?
Food – 6
Entertainment/social – 6
Beer – 4
Shopping – 3
Girlfriend – 1
“crap” – 1
Nothing – 1
What is your average spending amount each week?
Not a lot – 1
$15 – 1
$25 – 2
$90 – 1
$75 to $125 - 1
$40 to $60 – 7
Do you spend more money than you would like to?
Yes – 11
No - 3
Do you have a credit card(s)?
Yes – 6
No - 8
Are you in credit card debt? How much is your balance?
Yes – 3 (I don’t know, about $200.00, about $500.00)
No – 11
Do you expect to be in credit card debt by the end of your freshman year?
Yes – 3
No - 11
Do you have a job?
Yes – 3
no - 11
If no, have you tried to get a job?
3 people have tried to get a job
Are you in debt to your parents?
Yes – 7
no - 7
Do you have a scholarship to help with college expenses?
Yes - 6
no – 8
Do you have student loans?
$70 – 1
Yes – 8
no – 6
Not one of them knows what type, how long they have it, or the interest rate
Directions: Have students read the case study independently and try to
answer the questions given. Then have student get into small groups to
compare answers and come to a group consensus on how to resolve the
problem(s).
Julie crept into the room hoping to find it empty. “What a relief,” she said to
herself. With Karen gone, she can finally get some much needed rest. She
sat down on the bed and closed her eyes.
Over the past month and a half at school, Julie couldn’t believe what was
happening. Her roommate situation seemed to be getting worse. Her
roommate Karen was always around bothering her with her personal
problems. Karen was a great girl, but she was caught up in her relationship
with Roger. They were always in the room and if they weren’t making out
in the corner, they were fighting with each other. Sometimes it got violent.
Roger had a tendency to hit or throw things at Karen if he didn’t get what he
wanted. At first, Julie tried to talk to both Karen and Roger about it, but
Roger threatened Julie if she didn’t stay out of it and when Karen told her
she had it under control, Julie decided to back off.
To top it off, the classes she is taking are extremely challenging. She has so
much reading she can’t keep up. In high school she had no problem
finishing all the reading assigned during the week, but in college it seems
there was is much to read and understand.
Julie heard the door open. Both Karen and Roger were back from classes,
arguing again. “Oh well, it’s not my problem.” she said to herself as she
grabbed her Spanish text and started reading.
What is the case study about?
List the issues or facts contributing to the problem?
What is Julie doing to contribute to the problem?
How can the problem be resolved?
What would be some of the difficulties in resolving this problem?
Assignment for UNI 100 students:
Self-description paper – Write a 2-3 page paper discussing your personal, college, and
career goals. Include what you believe to be your major strengths and weaknesses as a
student.
Teaching opportunity: The peer leader used the students’ papers to highlight the five
objectives for a topic of discussion on motivation and overcoming obstacles. The peer
leader also talked about goal setting and enjoying the process as well as the end result.
Emphasis on the day to day satisfaction was discussed. (Don’t tunnel vision.) The
beginning of our discussion on student values was also initiated.
Personal
Most are thinking more long term – marriage, children, stable job
A few are thinking about how they can impact their community and how they can give
back to their family.
Some are thinking about the next four years - joining clubs and improving self and study
habits
Values: relationships, self growth
College
All students wrote about graduating in good standing.
More often than not, this meant graduating with honors.
Academic goals included improving grades, going to class, and becoming more active in
their studies.
Most students wanted to improve their time management skills.
Career
Midwife, doctor (2), social worker, teacher (math and English), lawyer (3), stockbroker,
physical therapist, engineering, journalist (sports and political)
Several students didn’t know, but wanted a fulfilling career that they loved and looked
forward to.
Values (why they chose their given career): money, autonomy, helping others, giving
back to their community, ability and interest
Strengths
Academic – good memory, proficient reader, a few said they were able to make deadlines
Interpersonal skills, writing skills
Weaknesses
Procrastination, studying with others, reading, shy, not being able to say no, writing skills
Assignment for UNI 100 students:
Academic goal setting – The start of every semester brings with it many ambitious
feelings, especially academically. It is a time of renewed commitment and high
expectations. To achieve your goal, you must be specific about each course you are
taking and ways you can overcome any obstacles that stand in your way of success.
Course Grade Grade
Obstacles Corrective action/Resources
wanted expected
Is there a difference between the grade you want and what you expect? Why or why not?
What will be your two easiest courses? Why?
What will be your two most difficult courses? Why?
Midterm goal setting – This is an opportunity for the student to reflect on where they
stand academically at the midterm point. They are asked to assess their behaviors and if
needed, make changes.
Course
Beginning Semester Goal
Midterm Semester Goal
What have been the two easiest courses? Why?
What have been the two hardest courses? Why?
For each course, has your goal changed or stayed the same? Why?
List your three major academic obstacles and how you overcame those obstacles.
Teaching opportunity: The peer leader used this assignment as a springboard to a
discussion on study skills and ways to overcome obstacles. The feedback led to a good
discussion of what works and what doesn’t work for the students in the class. It offered a
good comparison of a student’s perception of easy versus difficult courses.
What have been the two easiest classes? Why?
I like how the professor teaches
The information discussed in the class is relevant
There is more interaction between the teacher and student
There is no test, there are only journals and they can be hand written
The course doesn’t require a lot of work outside class
I already had a course like this/learned information like this
The information is new to me and is interesting
Work is not too hard to complete, readings are understandable and the lectures are
comprehendible
There is an attendance policy and it gets me to class
What have been the two most difficult courses? Why?
Confusing material
It’s all definitions and formulas and it involves too much practice
There are pop quizzes
The course requires papers
Tests cover too much material
There is too much reading
Boring lectures make it hard to pay attention
Too much work for me
Hard to learn the concepts
Effective goal related activities
Periodic review (9)
Editing notes
Studying in groups (15)
Using an effective note taking strategy
Creating sample questions
Going to the library (10)
Having a study routine (7)
Highlighting my reading and then making summaries (4)
Internal and External
Distractions such as friends, phone calls, computer
Getting enough sleep
Laziness
Peer pressure/partying
Study habits
Difficulty understanding some of the work/concepts
Work/my job
UUNI 499 Peer Leaders for UUNI 100
Spring 2004
UUNI 499 INSTRUCTORS
Mary Kay Skrabalak
Academic Support Services
LI 94E
Office: 442-5185
E-mail: [email protected]
Course readings
Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student Development in
College: Theory, Research, and Practice. San Francisco: Jossey-Bass Publishers.
Light, R. J. (2001). Making the Most of College: Students Speak Their Minds.
Massachusetts, London: Harvard University Press.
Course purpose
To develop academic leadership opportunities for upper class students through
involvement with the UUNI 100 Freshman Seminar course. The course is designed to
provide a forum for the evaluation, reflection, and processing of students' experiences as
a peer leader in UUNI 100 and as an undergraduate student in the University at Albany
community. Class discussions focus on such topics as teaching techniques, classroom
management strategies, student development theories, lesson plan development, and
mentoring and communication skills.
Peer leaders work closely with the course facilitators in curriculum development in an
effort to bring students' perspectives to the course. Instructors and peer leaders work
together toward common goals including learning from, and being inspired by each other.
As a peer leader, you will have opportunities to explore, to create, to challenge, to lead,
and to mentor and be mentored.
Meetings Course Requirements
Class meetings for UUNI 100
You are expected to attend class regularly and to arrive promptly for each class. You are
expected to actively participate in each class, including the following:
1. teach two lesson from the topics included in the course syllabus
2. present "ice breakers" to the class dealing with either the subject matter taught or
current events. The "ice breaker" can be a question in which students must write
a response to share, the results of a survey given in class prior to discussion, or a
social barometer. Feel free to be creative in your approach to engage students.
The exercise is to get students to think about the topic being presented.
3. assist students as they plan, research, and implement their projects. You will be
expected to meet with some individuals outside of class if they need the help.
Meetings with UUNI 100 instructor
You are expected to meet with your UUNI 100 instructor every week to review
course material for the upcoming lecturers. The meeting times are at the discretion of
your UUNI 100 instructor.
Class meetings for UUNI 499
You are expected to attend class regularly and to arrive promptly for each session. You
should prepare diligently, read all assignments, and make positive contributions to all
class discussions. All written work must be turned in to the UNI 499 instructor.
Written assignments are to be handed into your UUNI 499 instructor.
1. A journal that you will keep as a record of your experiences in your UUNI 100 class
and the UUNI 499 class. You will be asked to reflect upon your experiences, thoughts
and insights from the UUNI 100 class as well as your teamwork with your UUNI 100
instructor. You may also add your observations of the students in the UUNI 100 class.
You will also be asked to reflect on the UUNI 499 course readings as it relates to your
growth as a student and the transition of the students in our class.
2. One midterm class study on a specific UUNI 100 class situation that you will critique
and make suggestions for an appropriate resolution. This is due during the midterm point
of the semester.
3. Lesson plans for two UUNI 100 class sessions you will teach/facilitate. It is up to the
UUNI 499 student to communicate with their UUNI 100 instructor about which two
classes to teach. Written assignments are to be turned in to the UUNI 499 instructor.
Resources will be provided to assist with the development of these class lessons.
4. A final assessment of your experience as a University Peer Leader, including advice to
next year's Peer Leaders. This paper should explore the most significant contributions
and experiences related to the responsibilities of a University Peer Leader. This final will
be given at the last UNI 499 meeting and an appropriate due date will be assigned.
Final grades
Your final grade will be determined as follows:
1. Participation in UNI 499
2. Evaluation of all written assignments.
3. Assessment by instructor with whom Peer Leader works, including class participation
in UUNI 100.
Class meetings:
Every Tuesday from 1:45 pm – 2:30 pm in room ULIB 94E
Bibliography
Gardner, J.N. & Jewler, A.J. (2003). Your College Experience (5th Edition). California:
Wadsworth Publishing Company.
Many of these exercises are adapted from exercises and information collected from
previous conferences on The First-Year Experience