From the horses’ mouths: Reflections on transition from peer leaders.

Dean, B. A., Harden-Thew, K., Austin, K., & Zaccagnini, M. (2015). From the horses’ mouths: Reflections on transition from peer leaders. Unpublished manuscript. University of Wollongong. Australia. Retrieved from http://www.unistars.org/papers/STARS2015/09B.pdf

World-wide peer learning programs support students in their transition to university. Peer leader support is distinctive, being closer to the learning experience or transition encountered. This paper explores transition into the first year of university through the reflections of peer leaders. It outlines two synergetic programs at the University of Wollongong (UOW): one supporting high school students in the early stages of transition to university (In2Uni); and the second supporting enrolled university students (PASS). Focus groups were conducted to elicit the voices of leaders reflecting on their own transition and experiences of mentoring peers through transition. The findings suggest peer leaders assist transitioning students to confront change; develop strong social networks; make connections within and across curriculum; and learn how to learn in the new academic context. It was found that peer leaders valued peer support in their own transition (or wished for it) and saw its ongoing significance for others in transition.

To download the complete annotated bibliography of more than 1,100 citations of postsecondary peer cooperative learning programs, click on the following link, http://z.umn.edu/peerbib

David Arendale

At the University of Minnesota-Twin Cities, David Arendale served as an Associate Professor in the Department of Curriculum and Instruction with the University of Minnesota and Manager for the Educational Opportunity Association Best Practices Clearinghouse. While he became an emeritus faculty member in May 2019, he continues his writing, research, public service, and public speaking. Arendale is devoting more time to use of social media such as websites, YouTube channels, podcasting, and Twitter to communicate in addition to publishing in print and on-line open access journals

http://arendale.org
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Assessing the impact of a muilti-disciplinary Peer Led-Team Learning program on undergraduate STEM education