Using Peer Tutors to Support Learning Focus on Teaching and Technology Conference November 1-2, 2007 Co-presenters: Keith Stine, Department of Chemistry and Biochemistry Shahla Peterman, Department of Mathematics and Computer Science Jennifer Taylor, College of Nursing Beth Landers, Department of Foreign Language and Literature Iris Hinderliter, Center for Teaching and Learning

Peer Tutoring at UM- St. Louis  Tailoring peer tutoring to discipline  Tailoring peer tutoring to course (s)  Identifying peer tutors and encouraging their use  Assessment  Technology  Target audience

Dept. of Chemistry and Biochemistry Keith Stine  Chemistry Learning Center  Staffed by GAs one hour per week each  Introductory and sophomore level courses  TAs hold office hours in learning center (GAs and undergraduate TAs)  SI undergraduate holds two sessions per week (new Fall ‘07)  Learning Center is open hours weekly

Chemistry Learning Center  Intro Chemistry faculty coordinate office hours with learning center hours  Students mostly work in groups of 2-3 on exam problems from prior semesters  Peer tutors and faculty observe and intervene when students are truly stuck on a problem  Students can also receive help with other questions, such as lab issues

Chemistry Learning Center  Outstanding undergraduate majors who are interested in TA or SI positions  Previously earned a “B”, or preferably an “A”, in the course  Graduate TAs work one hour per week plus normal office hours  Schedule is constructed at start of semester for faculty, students, CSS

Chemistry Learning Center  Results assessed by student surveys and TA evaluations  No technology used for tutoring efforts at this time, room is not connected or secure, will be useful when possible.  Target audience is students in introductory chemistry, organic chemistry, chemistry for the health professions, and non-majors chemistry (~ 80% intro chem students).

Dept. of Mathematics and Computer Science Shahla Peterman  Peer tutors received at least a “B’ in the course, preferably an “A”  Written and oral interviews  Brief training and peer training program  Trained on software  MTLC staffed Monday-Friday  Answer questions about student homework

Math Technology Learning Center  Students encouraged to do their homework in the MTLC by instructors  Peer tutors observed during lab hours or when instructor is in MTLC

College of Nursing Jennifer Taylor  THINK Center “Time to Help Incorporate Nursing Knowledge”  Enhance students’ abilities to think about clinical situations and develop professional judgment skills  Emphasizes focus on thinking process

THINK Center  Target Audience: First clinical semester  Peer leaders help students integrate knowledge and make content connections  Utilize case studies to guide process  Peer leaders selected through advertising and faculty recommendations  Peer leaders are compensated by CON

THINK Center  No assessment data at this time  Future assessments include student surveys  No technology used presently  Key to success is faculty support Faculty do not lead sessions, but available to and meet with Peer Leader Without faculty, cannot exist

Foreign Language Lab Beth Landers  Peer tutors are exchange students and majors  Interview exchange students on pedagogy  Language majors referred by faculty  Instructors design class assignments to be completed in lab or refer students based on poor exams  Instructors distribute tutoring schedules each semester  Fixed tutoring times  Service is free

Foreign Language Lab  No assessment plan in place  Online workbooks  Targeted audience: students in first three semesters of language learning

Center for Teaching and Learning Iris Hinderliter  Campus-wide academic support service for undergraduates  Undergraduate majors (or closely related disciplines) who have taken the course and earned at least a “B”  Attend monthly SI workshops to learn how to tailor collaborative learning to the discipline or course.

Supplemental Instruction  Identified by faculty  Apply for position through Center for Teaching and Learning  PALs orientation -- learn about campus policies and procedures for working with students  Supplemental instruction responsibilities from first class of semester  Identify space for sessions and days and times of their sessions (usually 10 hours per week)  Inform students during first week of class

Supplemental Instruction  Results assessed through attendance, monthly SI workshops, mid-semester feedback, and peer tutor evaluations  Success depends on how faculty promote  Online SI monitored by SI Coordinator and instructor  Target audience is faculty and undergraduates across campus

Contact Information  Keith Stine  Shahla Peterman  Jennifer Taylor  Beth Landers  Iris Hinderliter