San Jose City College Peer Leaders Share Peer-to-Peer Observation and Feedback Processes

San Jose City College offers a comprehensive Certificate of Specialization in Peer Leader Training for students who are gainfully employed in Peer-Led Team Learning (PLTL) and/or Supplemental Instruction (SI) programs. Led by veteran Peer Leaders (PLs), faculty and support staff, newly hired PLs begin their intensive training at two biannual orientations scheduled during summer and winter intersessions. PLTL & SI PLs are also expected to concurrently enroll in one of three 0.5 unit training courses over three semesters and attend monthly one-hour meetings with faculty coordinators and staff, while facilitating weekly PLTL and/or SI workshops. Additionally, PLTL PLs enroll in a 0.5-unit directed studies course and meet weekly with their Lead Faculty PLTL Practitioner to ensure course material and workshop activities are aligned. Among their employment responsibilities, PLs are expected to also engage in Peer-to-Peer (P2P) observations, both as observees and observers. Their active participation in P2P duty plays an important role in maintaining the quality of student participants’ experiences in workshops while simultaneously furthering their professional development and is the focus of this paper.

Peer Leader Alumni Reflections: Advancing Visibility and Reach of Peer-Led Team Learning. Panel from the 2021 PLTLIS Conference

Calculating roughly, starting in 1992 with Peer Leaders from “Workshop Chemistry” at the City College of New York, Peer-led Team Learning programs may have an aggregate of perhaps 30,000 students who became Peer Leaders and are now alumni. How are Peer Leaders affected by their experiences? This paper is an edited transcription of Peer Leader Alumni panelists from the discussion at the 2021 PLTLIS Annual Conference, held online on Saturday, June 5, 2021.

Practice Based in Learning Theory: Peer Leaders Explain their Poster Projects

Three Peer Leaders present their final projects, one in Mathematics and two in Statics (Civil Engineering), for a one-credit course in Peer Leader Facilitation at New York City College of Technology, City University of New York, at the Honors and Emerging Scholars Poster Presentation in December 2015. The impetus for videotaping their presentations was the commemoration of a process which could be termed “How to Make a Poster.” The abbreviated directions are provided here. To aid the viewer of the videos, editing provides the static text of the poster section as the Peer Leader discusses that section. Introducing videos as exemplary practice advances the presentation of research in Peer Leader facilitation and theory.

The self-directed learning readiness of access to HE students at city college Plymouth, United Kingdom

This study examines the levels of self-directed learning skills for students on the Access to HE course at City College and how these skills relate to their academic achievement. In this study, 101 students participated in a survey and their self-directed learning readiness was measured using the Self-Directed Learning Readiness Scale (SRSSDL). Achievement was determined using the Universities and Colleges Admissions Service (UCAS) tariff point system. The findings showed that 38% of students on the course had moderate levels of self-directed learning and 62% had high levels of self-directedness. The mean SRSSDL score for all students who took part in the study indicated just an above moderate level of self-directed learning. These findings suggest that areas for improvement should be identified and evaluated and strategies adopted with the help of the teacher to help improve students’ self-directed learning skills. Results from further analysis revealed that self-directed learning is strongly correlated with students’ academic achievement and that SRSSDL total score significantly predicted UCAS points ( p = .049). Based on these findings, including components of self-directed learning in teaching for students on the Access to HE course might be beneficial in improving their overall achievement.

SOLUTIONS OF TEACHING AND LEARNING PHYSICAL EDUCATION AT HO CHI MINH CITY COLLEGE OF ECONOMICS, VIETNAM

<p>Physical education is one of the compulsory courses at Ho Chi Minh City College of Economics. However, students have been observed to be less engaged in physical activities. Therefore, this study aims to investigate the solutions of teaching and learning physical education at this institution. In particular, fifteen solutions are proposed to enhance the quality of teaching and learning physical education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0971/a.php" alt="Hit counter" /></p>

Are Popular Music Curricula Antiracist?: The CCNY Music Department as a Case Study

In a recent virtual talk at the Hitchcock Institute for Studies in American Music, music theorist Philip Ewell considered how music educators and researchers might begin to “undo the exclusionist framework of our contemporary music academy.” Ewell's enterprise resonated with me not only as one who teaches undergraduate courses in music theory, history, performance, and ear training, but also as an instructor in a recently adopted Popular Music Studies program at the City College of New York (CCNY). The CCNY music department's shift in focus from a mostly white, mostly male, classical-based curriculum towards a more diverse and polystylistic repertory of popular music chips away at the exclusionist framework to which Ewell refers.

Development of a long-term care self-efficacy improvement programme for families living with people diagnosed with mild cognitive impairment

Associate Professor Satomi Maruo, Kobe City College of Nursing, Japan, is developing programmes to help families care for their elderly relatives, particularly those with dementia. Her current programme effectively integrates four key sources of self efficacy. A key part of the programme is improving carers' knowledge bases in order to improve their ability to look after their relatives and enhancing self-efficacy, including 'verbal persuasion' and 'emotional arousal'. Another important element of this work is providing a space for carers to discuss their experiences and understand that they are not alone; otherwise known as 'vicarious experience'. In addition, through the programme, Maruo provides carers with examples of hypothetical situations they might encounter with their relatives and works through these with them, instilling new ideas and perspectives and leading to the 'achievement of executive action'. Self-efficacy is a key theme of this work and, in the context of dementia care, it implies mastery of the skills needed by carers to care for their relatives and observe subsequent improvements in cognitive state. This involves anticipating and adapting to changing circumstances, with symptoms of dementia changing regularly over time.

Interweaving of Unique Stories Nested in Flesh: A Perspective Analysis

The purpose of this study is to critically analyze unique stories nested in flesh to exhaustively help readers and future researchers expand their appreciation and understanding on the expansive value of tattoos, its importance more than the symbols and images shown, and the recurring themes that can often tell you something about the person wearing the tattoo. Moreover, it seeks to understand how those without tattoos think towards those who have one. In this study, the researcher has used the qualitative method among 20 tattooed and 20 non-tattooed students in Talisay City College who were selected randomly. The results of the study show that non-tattooed respondents perceive as less acceptable than those students with tattoos. Most of the tattooed respondents’ motives for having tattoos are for self-identity that tattoos can never be taken away from them as it permanently inked on the skin. Other students see it as self-expression, making them unique in shapes, sizes, and colors. The researcher recommends an orientation-seminar on acceptance and tolerance in order to remove typecasting and value the stories inscribed in flesh.

Competence of Students in the Realm of Communication Process: A Descriptive Study

The study employed the descriptive method of research with the questionnaires as the gathering tools. This method was used to gather necessary information regarding the communication process implemented at the Mandaue City College in Mandaue City, Cebu. The research subjects of the study were the second-year college students of Bachelor of Elementary Education college students of Mandaue City College. This study utilized a researcher-made survey questionnaire as the main tool in gathering the necessary data. The indicators on the questionnaire were based on the theories and principles of communication process and understanding by Wiggins and McTighe. The researcher prepared a questionnaire for the college students and the other for the college teachers. The questionnaire determines the level of competence of the college students in the communication process. It also includes the methods and the instructional materials used by the teachers in enhancing the communication process. The validation was done by having this instrument answered by 10 or 10 percent of the final number of college student respondents. This validating group was not part of the final group who provided the answers to the questions asked. Moreover, in relation to the level of competence of the student and teacher respondents in the communication process, it is exemplified that the college students are better at explaining compared to interpreting and applying. It is also revealed that the college teachers utilize varied teaching methods and techniques to the students in tertiary education. Furthermore, the following recommendations are hereby suggested: (1) The proposals of this study are presented to the administration of Mandaue City College for implementation and application in actual classroom practice. (2) The college students' interpreting skills be strengthened through the teacher’s employment of varied and engaging strategies to develop their ability to interpret critically. (3) Teachers should employ exercises that would develop their students’ applying skills through written and oral exercises.