Our programs are designed to complement a student’s course experience.
Our programming provides a comfortable, peer-based experience which complements the student’s course experience. We encourage student participants to come to each of their program sessions prepared, having made the most out of class time, readings, and other assignments, and to take advantage of faculty and TA office hours and other supports offered through the departments. Our peer leaders are carefully selected, and we welcome faculty input into leader selection. We engage the peer leaders in year-long training, coaching them as facilitators and coaches who are not in an instructional role, but rather who are helping guide their fellow students through discussion, practice, and reflection.
We welcome faculty involvement.
We encourage faculty involvement in our programs and welcome faculty input and feedback. At the same time, we recognize the demands on faculty time, and we are happy to work with faculty at whatever level of involvement they prefer.
We do ask a few things:
- To ensure that all students are aware of the support opportunities available, we ask that faculty help us publicize the programs. This can include brief announcements at the start of the quarter, information included in the syllabus, and distribution of flyers.
- In our Peer-Guided Study Group program, we ask that faculty members communicate periodically with our senior peer facilitators; if they desire, faculty are also welcome to engage with the peer facilitator groups in their weekly preparation meetings. Faculty with study groups linked to their courses also receive a weekly update on the groups’ conversations.
- We invite faculty consultation and collaboration on the hiring of peer leaders and peer tutors.
We evaluate our programs.
We have evaluated our programs regularly over nearly two decades. We collect many kinds of data and use our evaluation data to make continual program improvements. On the whole, our findings suggest that students who participate in our sustained peer learning programs make gains in course performance, confidence, study approaches, and in other nonacademic areas – above and beyond gains made by similar students who do not participate. For more detail, please browse some of our evaluation studies.
Please feel free to contact us with any questions, comments, or suggestions.