Colleges and universities across the country and across the world are increasingly integrating peer leadership and mentoring into their ensemble of strategies for promoting student achievement and development. UC has over 100 Learning Communities (LCs). As of Autumn 2011, 97 of these are led by Peer Leaders, serving over 2000 first-year students. Peer leaders (PL) design and lead the LC meeting (which is included in the cluster of LC classes and takes place twice per week), mentor first-year students, support academic development as learning coaches, and connect students to people and resources around the university. This daunting yet empowering challenge offers LC peer leaders the opportunity to support the development of the students they lead and mentor as well as enhance their own leadership capacities.

What happens during the course of the year in our peer leader program? What structures, processes and procedures do we employ at each stage in order to implement as well as continuously enhance the program? Many colleagues pose such questions so here we humbly share some strategies and associated tools we employ at various phases of the year. Use the overview to jump topics as you please.

 

 

January - March

Recruitment of Peer Leader Captains:

Capable, committed and high performing Peer Leader Captains (PLCs) are essential to the success of the program. PLCs are veteran peer leaders who explain the learning communities program to students and parents at summer orientation, help design and deliver peer leader training, mentor peer leaders and help co-manage the program throughout the year. We currently have four PLCs. This is a paid position (as is the peer leader position) and each PLC works 20 hours per week throughout the year including the summer.

Peer leader captains are recruited beginning in late January from among the current peer leaders (and/or current peer leader captains). This is our procedure:

·         Any necessary and/or appropriate changes to the PLC job description are made.

·         All PLs are sent an e-mail indicating that recruiting is under way. 

·         Interested PLs apply via filling out a Survey Monkey application.

·         The FYE professional staff in consultation with current PLCs chooses interviewees.

·         Prospective PLCs are interviewed by a panel consisting of FYE staff and at least one current PLC (excluding any current PLC interested in returning).

 

New PLCs are hired by the end of March (end of winter quarter) and then engage in some preliminary orientation and shadowing with current PLCs during spring quarter. They are also trained to and prepare to deliver learning community orientation presentations. New PLCs typically work 3-4 hours per week from April-June.

New PLCs formally begin their appointments on July 1 but may begin in mid-June if budget permits.

 

Annual Recruitment of Peer Leaders:

Any necessary and/or appropriate changes to the peer leader job description and goals of peer-led learning communities document are made in January. Guesstimates are acquired as to the number and type of available PL positions for the upcoming academic year. Final numbers are contingent on budgets as well as enrollment in LCs.

The Learning Communities program reaches out in the Autumn term to stakeholders in our program (advisors, professors, and faculty) to help recruit potential students to be peer leaders.

Eligible students are encouraged to apply via a survey monkey application. Both new students and previous peer leaders interested in the position must complete applications. The initial application deadline is typically the 3rd week of February, but the deadline could be extended if appropriate. 

·         A rubric for evaluating the quality of application is modified.

·         A marketing flyer is developed and/or revised for the purpose of broadly advertising the position.

·         A mass e-mail (including link to job description, application process and deadlines) is sent to all academically eligible students – students with a GPA of 3.0 and above.

·         Position is advertised on the FYE website.

·         Stakeholders are notified of the availability of PL positions – students currently enrolled in learning communities, faculty, academic advisors, academic department heads and student organizations.

·         FYE professional staff informally interacts with key stakeholders – such as heads of particular programs – to acquire their recommendations for outstanding prospective peer leaders.

·         FYE staff monitors application responses and performs additional outreach as needed.

February – April

Application Processing (Ongoing):

Online applications are downloaded every day and organized in an excel database according to college as well as major and/or main academic interest. Incomplete applications are not considered. However, students who submit an incomplete application receive one email encouraging them to submit a completed one in order to be considered for the position. 

PLCs develop folders for each candidate (which includes the application, resume and recommendations). Folders are organized by college and/or candidate area of interest as a PL.

GAs, PLCs and FYE staff evaluate applications per application rubric and select the best candidates for interview. Letters of recommendation, resumes, and grades are also considered.

·         Candidates not selected for interview receive an email letting them know that they have not been selected at the moment.

·         Interviews (mid-February through late March):

·         The application includes a time grid through which applicants identify the times they are available for interviews.

·         Each applicant who is selected for an interview receives a phone call or email indicating a time and day for their interview (at a convenient time for both the candidates and our program). 

Interviews last approximately 30 minutes and are conducted by at least two members of the FYE staff including wherever possible one GA and one PLC. The interview explores applicant’s understanding of the PL role, capacity to commit to the role and program, past leadership and mentoring experiences and skills, academic commitment and capacity for academic support of others, communication skills and organizational skills. 

·         Each candidate is asked the same set of questions, and evaluated according to the same rubric at the end of the interview.

·         The interview team conducts a short debrief in regards to applicant’s strengths and gaps after interview.  

 

Placement (late March – April):

Numbers and types of available LC peer leader positions are finalized.  

Placements are made based on the specific needs of a learning community (academic area of LC, college in which it is in, etc.), and the characteristics and merits of the candidate (as assessed in the application, recommendation letters, resume, grades, and interview).

·         A small number of candidates (typically 5-7) are offered positions as “alternate peer leaders”. They attend the 4-day training and assume all PL positions if another candidate is unable to fulfill their obligations as peer leader at any time throughout the year.

 

Elected candidates receive written notification via email:

·         The acceptance letter informs them that they have been selected as a peer leader of a particular learning community. They are required to sign the letter and return it to our offices. This letter also contains clear instructions on how to submit hiring paperwork. It also indicates information regarding when and where the welcome event and training will take place. The four-day training is required. Peer leaders with an academic conflict (such as co-op) attend a one day alternate training.

May

Welcome Event:

This one hour event takes place in early to mid-May. At this event PLs are welcomed to the program, reminded of roles and expectations, meet staff and other new and returning peer leaders and peer leader captains. PLs also turn in hiring and payroll related paperwork.

Human Resources and Payroll Processes:

Hiring 97 new employees is an extensive administrative task. Relevant procedures and required forms are placed on Blackboard, to which all new peer leaders are added. Peer leaders are sent an e-mail indicating that they are expected to complete certain procedures and bring required documents to the Welcome Event. This accelerates and expedites the hiring and payroll process such that peer leaders can be compensated for the training in the summer.

 

June – August

Learning Community Presentations at Orientation:

Beginning in May and continuing into early June, Peer Leader Captains train to present information on learning communities and the benefits of enrolling in them to new UC students at summer orientation. Orientation (at which students also register for classes) takes place throughout the summer and is organized by college. UGA's and PLCs present throughout the summer.

 

July – September

Learning Outcomes:

In 2011-2012, the Center for First Year Experience and Learning Communities developed an extensive set of learning outcomes for both students and Peer Leaders. These learning outcomes would become the building blocks for the Learning Community Foundations that each peer lead learning community will cover throughout the year.

 

Training:

Throughout July and August, the Assistant Director, Peer Leader Captains, and Graduate Assistants prepare for the four day training. Training takes place two weeks before the beginning of the Autumn term. Most PLs attend the required four day training while those who are excused due to academic conflicts (such as summer co-ops) attend a one day training right before the quarter begins. Training consists of some didactic presentations (many of which are designed and delivered by the PLCs) along with a number of interactive and collaborative exercises.

This Summer 2011 Training Agenda indicates all the topics included.

This year, we had several innovations added to our four day training. These include:

·         The Activities Fair

o   A segment in which over twenty campus groups and offices were able to set up tables around the training room to provide Peer Leaders with direct information and contacts to campus initiatives and programs to help first year students reach their maximum potential.

·         Safe Zone Training

o   Led by the LGBTQ Office at the University of Cincinnati, this training allowed Peer Leaders to learn how to be a safe zone advocate for students, as well as an ally for the LGBTQ community and students facing questions as they transition to college.

·         Mentoring Process Presentation by Evan Griffin

o   Distinguished Communications Professor Evan Griffin was able to discuss with Peer Leaders what being a mentor really means as well as provide practical tips to make the most impact on students through a mentoring relationship.

 

Here are some other highlights from 2011 Peer Leader Training:

·         FYE & LC Mission Statement Presentation by Greg Metz, Assistant Director

·         FYE & LC Foundations Curriculum Presentation by Greg Metz, Assistant Director

·         A Week in the Life of  a Peer Leader presented by the Peer Leader Captains

·         First Day of Learning Community Processes and Tips by Danielle Smith, Peer Leader Captain

·         Learning Coach Roles and Responsibilities by Greg Metz, Assistant Director

·         Mentoring Expectations and Processes by Tina Roessner, Peer Leader Captain

·         Mock Learning Community Activity facilitated by the Peer Leader Captains and Graduate Assistants

·         Goal Setting Presentation by Tina Roessner, Peer Leader Captain

 

Handbook Revision:

Throughout the summer, we also revise the Peer Leader Handbook. This is an approximately 145 page document that goes into more depth on the programs mission, roles and responsibilities of PLs and each of the key PL roles, learning outcomes of both Peer Leaders and Learning Community Students, and self-assessment for each of the Peer Leader Roles: leader, mentor, learning coach, co-worker, facilitator, and connector. It also includes practical resources such as contact information for all staff, all peer leaders and a gamut of campus resources. For more information regarding our handbook, please contact Dr. Greg Metz at gregory.metz@uc.edu.

Each Term:

Ongoing Management, Support and Development of Peer Leaders:

·         Special Circumstances and Ongoing Recruitment

o   Normally, we require that peer leaders commit to the position for a full academic year. However, some students in academic programs such as engineering in which co-ops and internships are required cannot make a year-long commitment. Therefore, we recruit, interview and hire a small number of new PLs in these areas each quarter. They receive modest orientation to the program and we insure that they also receive extensive one-on-one support from peer leader captains.

Weekly Meetings/In-Service Training:

PL meetings are divided into groups of 10 PL's. Groups are organized according to colleges and thematic focus of LCs.

·         Meetings are led by peer leader captains

·         Main activities/objectives include:

o   Each meeting begins with “check-in” – a prompt which each PL responds to; intended to build group relationships on an ongoing basis.

o   Programmatic announcements 

o   PLs share experiences, challenges and best practices with each other, and get feedback from each other.

o   PLs receive information and engage in critical reflection on key aspects of PL role – leader, mentor, learning coach, and connector.

·         Here is an example of a weekly PL meeting agenda.

Peer Leader Weekly Reflection:

Each week, peer leaders are required to complete a “weekly report” in which they indicate what they did during the week and write a reflection in response to a prompt typically concerning PL experience and development as a leader, mentor, learning coach or connector. The PLs receive formal written (or audio) feedback from a peer leader captain, GA or FYE staff member.

Here is an example of a weekly reflection prompt.

PLC to PL Mentoring:

Peer leaders mentor first year students and peer leader captains mentor peer leaders. Each quarter, peer leader captains mentor those peer leaders who are in their peer leader meetings. Typically, each captain has 2 meeting groups and/or about 15-25 peer leaders total to mentor, as well as manage. PLCs mentor via:

·         At least one formal meeting with each PL during each quarter

·         Written and/or audio feedback on weekly reflections

·         Ongoing contact via weekly PL meetings

·         Informal meetings as necessary

 

Learning Community Early Assessment and Evaluation:

Each term, usually around the fourth week, our program does a “check-in blitz” for each LC. During one of the learning community’s meeting that week, a member of the FYE and LC staff will come to an LC for approximately 20 minutes and distribute a brief set of questions to students for purposes of getting feedback (at the program level) on how the LC is going thus far. Peer Leaders are asked to be out of the room while the questionnaire is distributed. 

 

During the following weeks, usually week 7 or week 8 of the term, Peer Leaders will conduct “peer reviews” of another learning community. During this review, the Peer Leader will observe another learning community and give feedback based on a provided rubric.

 

Peer Leader Accountability:

We anticipate – of course – that that each peer leader will, to the best of her or his capacity, follow through on the responsibilities agreed to in accepting the peer leader position. That said, experience has taught us that we do need to be clear and firm in regards to consequences should responsibilities not be followed through. Moreover, of course, each student in each learning community deserves a peer leader who attends thoroughly to the roles and responsibilities of the position. We have an obligation at the program level to support consistency across peer leaders in such regards. The probation system was suggested and devised primarily by Peer Leader Captains to with these objectives in mind.

The PL Probation Process provides a system for monitoring PL’s fulfillment of responsibilities, specifying clear consequences for gaps in fulfillment and collaborating to correct and enhance performance should that be necessary.

·         A “miss” in any of the following areas leads first to warnings then to probation – office hour, attendance sheets, weekly reflection/report, planning sheet and weekly communication (to students as well as professors/advisors).  The first miss gets a friendly warning, the second a stern warning and the third will result in probation.

•         A “miss” in these areas results in immediate probation – LC meeting, PL meeting.
•          Fraud in any aspect of PL work – misreporting work hours, misrepresenting work, misrepresenting LC attendance, etc. could result in immediate dismissal.
•          Unprofessional or inappropriate behavior or language in face-to-face or electronic interactions in any aspect of peer leader work could result in dismissal as well as be grounds for referral to the UC Judicial Officer as a violation of the student code of conduct.

 

Probation Process

·         The PLC will notify Assistant Director that a PL is on probation. Probation lasts for two weeks.

·         Greg will meet with the PL to define issues and establish a plan of action for addressing them.

·         The PL will be required to schedule a second office hour during the two week probation period.

·         After two weeks, the PL’s follow through on the plan of action will be reviewed.

·         If follow through is deemed acceptable, PL will be off probation. If follow through is not acceptable, probation will be extended and/or PL will be dismissed.

 

Senior Peer Leaders:

In 2011-2012, the Learning Communities Program began engaging in a structured and intentional strategy to spread and enhance co-leadership within the peer leader program. Accordingly, 12 veteran peer leaders will be partnering with Peer Leader Captains as Senior Peer Leaders. In a program of this sheer size, as well as diversity, we realize that co-leadership from veteran peer leaders is absolutely vital.    

Senior Peer Leaders will:

• Serve an additional 1-2 hours per week
• Assist Peer Leader Captains through providing 1-1 mentoring to some new PLs as well as being approachable to all PL’s including fellow returning PLs
• Actively participate in Peer Review process (as will all PL’s) – observe fellow PL’s LC’s (as feasible) and provide constructive feedback. 
• Actively identify and share best practices, identify and help troubleshoot problems, and provide toolkit ideas.
• Participate where feasible in program initiatives such as recruiting peer leaders.
• Perform other duties as assigned

Student Leadership Practices Inventory:

In 2009-2010 we began to use the Student Leadership Practices Inventory to support formative development of PLs, as well as provide some indicators of leadership development among PLs during the course of the year. The SLPI is a 30 item inventory on leadership that is based on Kouzes and Posner’s Leadership Challenge. It rates leaders on 5 dimensions of leadership. In September 2009, each PL completed a SLPI. During the Autumn 2009 term, PLCs reviewed the SLPI with each PL during their mentoring session. During the Winter 2010 term, students were asked to evaluate their PL as “observers” using the SLPI. PLs were then able to compare their own initial self-ratings with the ratings their students had provided. Honors students earn “honors experiential credit” (which fulfills Honors program graduation requirements) for their work as a PL via completing an extended reflection on their SLPI.

A post-SLPI was administered in May 2010 to all PLs who completed a full academic year as a PL. Additionally, PLs completed some qualitative questions on self-assessment of leadership development impact of PL experience. 

Toolkit:

The Tool Kit is a repository of best practices for PLs. PLs have access to the Toolkit on the Peer Leader Blackboard as well as via Livebinders.com. Each PL is asked to submit a “tool kit activity” each term and the best ones are included. Thus, the Tool Kit is modified and continuously improved each term as new activities are added.

Activities are organized according to the UC First Year Experience Learning Areas, as well as the Learning Community Foundations Curriculum. 

Each tool kit is organized in a mini lesson plan format that includes goals, steps of activity, materials needed, outcomes and suggestions for anybody who may be implementing the activity. At each PL meeting, a “tool kit of the week” is highlighted. This provides PLs with ideas for activities and helps set a standard for exemplary activities. Here are some examples of tool kits. Additionally, peer leaders also have access to other resources on leadership, mentoring, academic support, student development, etc. including books, handouts and videos.

 

Office Hours and Water Cooler Talk:

PLs are required to maintain at least one “office hour” per week in the FYE office. In addition to providing PLs with formal time to plan, the office hour provides space and opportunity for a great deal of informal interaction among PLs, between PLs and PLCs and between PLs and full-time staff. The feedback we receive during these interactions, while more casual and less formal, is invaluable.

LCLT Retreat:

At the end of each term, the leadership team (assistant director, graduate assistants, and peer leader captains) organize a mini-retreat in order to assess accomplishments, and identify areas that require improvement. During this retreat, we engage in personal and group reflection, review data from student and PL evaluations, and use the data as a basis for tracking and tuning of current goals, and establishment of new ones.

  

Evaluation:

LC Student Surveys:

LC student evaluations are administered each term to all students enrolled in LCs during the Autumn and Spring terms. During the Autumn 2010 quarter over 1000 students (of 1800 students enrolled in LCs) completed the survey. The survey assesses student self-perception of their first year development in the UC FYE learning areas, student perception of the quality and impact of LCs and student perception of PLs, among other areas. This feedback data is used to inform ongoing improvement of the LC program. Each PL is provided with the results of their students’ overall evaluations.

Peer Leader Surveys:

A PL self-evaluation and program evaluation is administered at the end of each term to PLs. PLs self-assess their development and performance (as leaders, mentors, learning coaches and connectors) and provide feedback to the PLCs as well as suggestions for overall improvement of the LC program. FYE professional staff and PLCs review this data and make ongoing program modifications in accord with it.

LC Partners:

The program seeks to constantly enhance the quantity, quality and depth of networking and collaboration between peer leaders, LCs and stakeholders such as faculty, advisors and campus offices and programs. In autumn 2009, the LC program instituted a formal pilot program, “LC partners”, between 10 LCs and faculty and/or advisors from the McMicken College of Arts and Sciences.

In 2011, the LC partner program has grown to include all peer lead learning communities, with each learning community having a faculty partner or advisor to work closely with throughout the academic year.

 

Student and Peer Leader Recognition:
Great Beginnings Certificate:

Students who regularly have high quality participation in their LC (80% attendance) and are actively engaged in their LC are eligible to receive the Great Beginnings Certificate. This certificate publically recognizes students’ participation in and contribution to their LC and by commitment to development during the first year. The Great Beginnings Certificate is handed out to eligible students at the end of each term.

 Learning Community Artifacts

Each learning community is expected to design and develop an artifact that:

•         Depicts facets of the LCs identity, activities, learning and development as a group.
•         Contains individual students’ reflection on development as a first-year student.
•         Is indicative of broad contributions by group members. 

Artifacts are rated by the FYE staff based on an artifact rubric (that is presented to PLs at initial training).

A small number of LCsare recognized with prizes for best artifacts.

Great Beginnings Reception & Artifact Display

A reception/ceremony is held in the Autumn and Spring terms to display LC artifacts, present Great Beginnings Certificates and recognize the best artifacts. Approximately 350 students attended the 2011 Autumn reception along with faculty, advisors and administrators from various colleges at UC. This is also an opportunity to hear from a PL and a student in an LC on how they have been impacted by the Learning Communities program.