Rutgers University, like many college campuses, hosts a variety of academic peer leader positions that support student learning both in and outside of the classroom. Such positions include tutors, Learning Assistants, Supplemental Instructors, teaching interns, undergraduate teaching assistants, and study group leaders. As part of an NSF-funded study, we offered a scholarship to academic peer leaders (PLs) in STEM disciplines for their participation in a rigorous training and professional development program that was built upon the Learning Centers’ Learning Assistant (LA) Program and Peer Leader Training Program. The program requirements included co-enrollment in the LA Program’s 300-level, 3-credit pedagogy course and participation at four, 80-minute workshops during the semester on topics related to learning theory, leadership, communication, and access and equity. Stacey Lowery Bretz’s article describing Meaningful Learning Theory has been included as required reading in the pedagogy course. In addition to the scholarship program, we were interested in assessing academic peer leaders’ development of content knowledge, pedagogical knowledge, leadership practices, and communication skills through their peer leader positions. Over a three-year period, we administered a battery of assessment instruments to hundreds of academic peer leaders at the beginning of the fall semester, at the end of the fall semester, and at the end of the spring semester. To assess the development of pedagogical knowledge, we administered and analyzed teaching and learning concept maps, collected written teaching philosophy statements, and individually interviewed PLs. Stacey Lowery Bretz’s prior work on concept maps and qualitative research methods influenced our study design. Findings from the concept maps and teaching philosophy statements will be discussed, including the advantages and limitations to each approach. Implications for peer leader training, professional development, assessment, and program evaluation will also be discussed.

From meaningful learning theory to qualitative research methods: Stacey Lowery Bretz’s influence on the development and assessment of academic peer leaders at Rutgers University

ACS Spring 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.