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Peers Presentation
- 1. Tricia Seifert, Diliana Peregrina-Kretz, Jeff Burrow, Christine Arnold, & Kathleen Moore A version of this presentation was delivered at: The American College Personnel Association (ACPA) on April 2, 2014 The American Educational Research Association (AERA) on April 7, 2014 The Canadian Society for the Study of Higher Education (CSSHE) on May, 2014 The University of Toronto, St. George Campus – Student Life Day of Learning 2014 Finding Their Way: The Role of Peers as Connectors, Partners, and Role Models in Postsecondary Education
- 2. To understand how stakeholder groups perceive their institution's organization and approach to supporting student success.
- 3. Methodology • Constructivist methodology – participants play a role in the data interpretation • Interviews with senior administrators, faculty collaborators & individual faculty • Focus groups with faculty, SAS staff, students & student leaders • Depictions and Drawings of how their institution supports student success and their efforts in supporting student success
- 4. Sample 128 students 122 Student Affairs and Services staff 42 Senior Admin 80 faculty participants N=372 Two publically-funded education sectors: Colleges (4) and Universities (9) Varied geographic location, size, mandate and programming ▪Eastern, Western and Northern Ontario, GTA ▪Research intensive, primarily undergraduate, applied degrees, diploma, certificate programs ▪Diverse communities
- 5. Data Analysis 1. Data were transcribed 2. Overarching domains developed 3. Explicated codes developed 4. Reviewed & coded student data where peers are discussed 5. Categorized data into multiple roles that peers play in supporting student success
- 6. Theoretical Framework Renn and Arnold’s (2003) adaptation of Bronfenbrenner’s (1993) Ecological Model of Development Administrators
- 8. Research Findings: Roles of Students • Connectors • Encouraging Partners • Role Models & Paying it Forward
- 9. Connectors
- 10. One of the things that I enjoyed most about the Psychology Club is that you learn so much more from students who are currently going through it and [who are] willing to chat with you…and tell you things that other people aren’t. --College Student
- 12. A few weeks ago my mentee who is in her first year, she asked me “how do you get through it?” ….I couldn’t answer her right away because I had to go home and really think about it, ‘cause I went through the last three years of my life and asked myself ‘really how did I get through it?’ ….And then I realized that it is because of the support I got from my classmates as well as my co-workers who are also students. --University Student
- 14. People [peers] started looking at me as a leader and mentor [in class]. I am ok with that. They [peers] see me differently and ask for help. I was there once too.” --University Student
- 15. Fostering a Positive Peer Culture to Support Student Success Peers Individual Microsystems Programs & Services Classes Staff Administrators Jobs Faculty Mesosystem of a Student
- 16. Phase III – Spring 2014 • 11 colleges & universities (English and French) across 4 provinces • Survey of Faculty, Staff, Senior Academic Officers, Senior Student Affairs and Services Officers • Correlate with student year-to-year retention and completion • Recruiting institutions for Spring 2015 participation • Interested? Contact Tricia.Seifert@utoronto.ca
- 17. Thank you to all of our partner institutions, participants and funders. We appreciate your support.
- 18. Follow our research at: @CdnStdntSuccess Like “Supporting Student Success” Check out the research study blog at: www.supportingstudentsuccess.wordpress.com • Sign up to receive regular updates • Contribute to the conversation by leaving a comment on the blog
Hinweis der Redaktion
- Programs and services that enhance and support student learning and success have become an increasingly important component of most postsecondary institutions Despite increases in administrative structures to support student success in recent decades, there is little understanding of the various ways in which student services divisions are organized formally and informally
- And we move into Phase II. This saw us going back to 13 of the campuses (9 universities and 4 colleges) but we expanded our data collection to get a 360 degree view of our key constructs. In Phase II, we interviewed senior administrators, faculty, student leaders, students and student affairs and services staff. We used the Senior Student Affairs and Services Officer to help us identify individual within each of those groups to speak with and we asked those who agreed to interviews to recommend colleagues who might be willing to be in focus groups. In total, we spoke with more than 350 people. Again, our process was very similar to phase I. We asked participants to draw/depict how they saw their institution supporting student success and we asked the participants to describe their roles, both as individuals and in partnership or collaborations with others, to support student success.
- In this presentation, we focus exclusively on the data from faculty interviews and focus groups; however the analysis process used is virtually identical to our analysis process for all of our stakeholder data. The first step was that team members listened to the audio files and transcribed each of the interviews and focus groups. At the end of each transcript, a brief summary of the primary themes discussed was created. This helped lead us to develop large overarching domains (e.g. leadership, communication, collaboration) that seemed to characterize the data. From that, we began to describe the elements of each domain more specifically, the types, forms and example of a domain like leadership. For the particular analysis that generated these findings, we examined specifically the descriptions of the knowledge, awareness and interactions that faculty had of and with student affairs and services. We split the transcripts and drawings between two researchers; each looking at 35-40. While reviewing the transcripts, we examined the drawings as well and compared them to the participant descriptions. The combination of these two forms of data led us to create a categorization for each participant. The researchers then recoded the other half of the codes and compared them for differences to ensure consistency.
- Administrators
- Awareness of and engagement with efforts to support student success Perception of institutional culture toward supporting student success