Typically, students who are enrolled in developmental English classes (ENG 081, 091) bring with them a host of issues that may inhibit academic success, namely the lack of preparedness for academic/college-level writing. What often appears as a more direct issue is a need for college-going behaviors and skills that will ensure their success in college. I've been fortunate to have had student peer mentors from the EMCC Peer Mentor Program in my ENG 081 classes for the past three years. In Spring 2014, a peer mentor was assigned to one of my two ENG 091 classes. While I've been able to anectdotally document the effectiveness of peer mentors in my ENG 081 classes, I was able to compare data regarding the impact of peer mentors in my two ENG 091 classes with the peer mentor section as "experimental" and the non-peer mentor section as "control". Specifically, I examined completion and success rates in both classes. Although there was no significant difference, it is clear that peer mentors do impact classroom environment.
Attached document provides a narrative and comparative data.
Great idea! I found that of the 3 MAT 121 sections I taught in Fall 2013, the one with my peer mentor had the highest successful completion rate. I look forward to seeing your results.
Great assessment cycle plan! I really look forward to your results, and I applaud your approach as you continue to make your students successful.
I love this idea Anastasia! Michelle did a great CATS recently about the use of peer mentors. I encourage you to check it out as it may provide some insight or ideas for your own assessment. I look forward to the results!
I think I need a peer mentor now :-)