2017Professional Learning Community
Empowering Student Leaders: Networking Peer Programs for Student Success
Syllabus
FLC Facilitators
Co-Facilitator: Enid Gonzalez-Orta, Professor of Biological Sciences, Director of the Science Educational Equity Program
Co-Facilitator: Tina Jordan, Director for Peer Academic Resource Center
Co-Facilitator: Lynn Tashiro, Director for the Center for Teaching and Learning
Professional Learning Community(PLC) Focus
Programs where students facilitate peer advising, tutoring, learning, mentoring, and ambassador functions not only improve student success, but develop career ready skills that employers value. The goal of this PLC is to collaboratively create a peer training plan that identifies and intentionally develops the knowledge skills and abilities that enable students to not only work in a diverse work world but provide leadership within it. This training plan will be collaboratively created by the PLC participants using evidence based best practice, campus resources, and participant training practices.The Peer Program Network will use this peer training plan to empower programs and students to showcase these work and leadership skills to future employers, professional programs, and Peer Program Network funders. This is the second of a 5-year PLC series that will enable participants to share resources, problem solve, and receive funding to support peer programs. In partnership with the Hispanic Serving Institution Endowment, participants will map equity goals and employment opportunities in their peer programs and align them with the larger campus, community, and private sector needs. All sizes, phases, and types of peer programs are welcome.
PLC Outcomes:
Each Participant will be able to:
- Identify knowledge, skills, and abilities that are required for student and career success in a diverse work world.
- Implement and assess a peer program training planthat not only gives students specific knowledge needed to provide peer to peer services, but also develops the intercultural communication, critical thinking, teamwork, and leadership skills and abilities needed to work with diverse groups and individuals.
PLC Deliverables:
- Contribution to the Peer Program Training Plan whichincludes one or more of the following: evidence based training models, contacts for campus training resources, training agendas or activities, peer program assessment tools, and evidence of work-based learning skills. (These will be assembled on the Peer Program Hub website)
- Participant presentation of a peer program training and assessment project. The assessment project will examine onemeasurable outcome of the training plan that is aligned with the program’s assessment model.
PLC Meetings:
Spring 2017
Meeting 1: Feb. 1 or 2 Workshop event with Janet Bennett, PH.D, Executive Director of the Intercultural Communication Institute.Choice of attending one or both of the following
A. Turning Resistance into Engagement: Wednesday, Feb. 1 6:00 -8:00 pm
B. Interculturalizing the College Campus: Thursday, Feb. 2, 9:00-11:30 am or 1:30-4:00 pm
Meetings 2, 3, 4, and 5: Mondays 3-5 pm, Feb. 13, Feb. 27, March 13, April 17, May 8
Fall 2017 meetings 6-10: Mondays 3-5 exact dates TBD by the group
FLC Tentative Calendar Year 2017:
Meeting / Date * / Topic and Tools / Homework /Activity/Deliverable Due1 / Feb.1, 2 / Guest Presentation by Janet Bennett,
Executive Director of The Intercultural Communication Institute
/ • Choice of attending one or both of the following
A. Turning Resistance into Engagement:
Wednesday, Feb. 1 6:00 -8:00 pm
B. Interculturalizing the College Campus:
Thursday, Feb. 2, 9:00-11:30 am or 1:30-4:00 pm
2 / Feb.13, or 27 / Introductions and Peer Program Training
- Introductions and PLC format
- Components of Peer Program Training
• Peer Program Network and online HUB intro
• Peer Program Training Component inventory and sharing activity
• Deliverable 1:Peer Program Descriptions and current training plan
3 / March13 / Intercultural Communication
- Resistance and Engagement
- Culturally responsive cognitive, learning, and communication styles
- Developmental model of intercultural sensitivity
• Group and program identity activity
• Identifying Intercultural Communication training and competence resources and assessments in your peer program training
Deliverable 2: Mapping intercultural communication training in your current plan
4 / April17 / Assessment and redesign of peer program training
- Articulating knowledge, skill, and ability outcomes
- Collecting evidence and using measurement tools
- Planning and designing training activities
• Using a curriculum map to illustrate training plan strengths and identify gaps
Deliverable#3: Curriculum map of training plan
5 / May8 / Peer Program training plan components
- Formative assessment of the Peer Network Hub webpage and resources
- Plan for peer program training redesign
• Formation of special interest groups (SIGs): Policy and Compliance resources (ex. FERPA), Intercultural Competence, Communication, Teamwork, Leadership, Assessment etc.
• Plan to pilot new or redesigned training activity
• Meeting and presentation signups for Fall 2017
Deliverable #4: Assessment plan for one component of Peer Training
6 / Sept. /
- SIG 1*: Policy and Compliance Training Component: Resources and Logistics
• Discussion on pilot projects and evidence of effectiveness
7 / Oct. /
- SIG 2*: Intercultural Competence and Communication
• Discussion on pilot projects and evidence of effectiveness
8 / Oct. /
- SIG 3*:Teamwork and Leadership
• Discussion on pilot projects and evidence of effectiveness
9 / Nov. /
- SIG 4*: Assessment of Peer Program Training
- Grant writing 101
• Discussion on pilot projects and evidence of effectiveness
• Writing for the DHSI Peer Program Grant
• Poster work session
10 / Dec. /
- Culminating Event
- Stipend Awarded upon completion of deliverables and poster
• Deliverable #5: Final poster illustrating peer program training and assessment project
* Tentative Special Interest Group Themes: Final themes will emerge from session #5
Reading and References:
Steele, Claude.Whistling Vivaldi: And Other Clues To How Stereotypes Affect Us. New York : W.W. Norton & Company, ©2010. Print.
CSU Office of the Chancellor, Baseline Definitions and Intensity Rubrics for High Impact Practices including Peer Mentoring,
Julie Lopez Figuroa, Gloria M. Rodriguez, Critical Mentoring Practices to Support Diverse Students in Higher Education: Chicana/Latina Faculty Perspectives, New Directions for Higher Education, No. 171, Fall 2015
Janet M. Bennett, Intercultural Competence: Vital Perspectives for Diversity and Inclusion, Bernardo M. Ferdman Editor and Barbara R. Deane Associate Editor, Copyright © 2014 by John Wiley & Sons, Inc.
Page 1