Table of Contents

Abstract

Executive SummaryForewordAcknowledgmentsIntroductionCurrent Challenges and Controversies for Learning AssistanceLack of Knowledge About the History of Learning AssistanceChallenges of Shifting Perceptions and ValuesFinancial Challenges for Learning AssistanceSummaryHistory of Learning Assistance in U.S. Postsecondary EducationPhase One: 1600s to 1820sPhase Two: 1830s to 1860sPhase Three: 1870s to Mid‐1940sPhase Four: Mid‐1940s to 1970sPhase Five: 1970s to Mid‐1990sPhase Six: Mid‐1990s to the PresentSummaryThe Current Nature and Scope of Learning AssistanceAnnual Scope of Learning AssistanceCost Estimates for Providing Learning AssistanceApproaches to and Systems of Learning AssistanceThe Institution's Requirements for ChangeSummaryBest Practices and Models in Learning AssistanceEducational Theories and PedagogiesEvidence‐Based Best PracticesCategories of Best PracticesThe Future of the FieldRecommendations for Future ResearchRecommendations for ChangeSummaryReferencesName IndexSubject IndexAbout the Author

Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies

“…Near-peer facilitators are selected based on success in the course that they will be working within; although not a requirement, many peer instructors have experienced peer-supported pedagogies in the course for which they are assisting. Near-peers guide students through individual and small group activities ranging from single classroom-response system questions (e.g., clicker questions), to back-of-the-chapter textbook problems, to multi-question guided learning worksheets (e.g., Tien, Roth, & Kampmeier, 2002;Michael, 2006;Arendale, 2010;Salomone & Kling, 2017;Freeman et al, 2014;Perera, Wei, & Mlsna, 2019). While peer instructors often answer questions, the goal of a near-peer is to 'facilitate' learning; therefore, they often respond to student questions with a different question to help guide students to their own answer (Wilson & Varma-Nelson, 2016;Tenney & Houck, 2003;Drane, Smith, Light, Pinto, & Stewart, 2005;Tien, Roth, & Kampmeier, 2002;Arendale, 2010;Salomone & Kling, 2017;Freeman et al, 2014;Perera, Wei, & Mlsna, 2019).…”

“…Near-peers guide students through individual and small group activities ranging from single classroom-response system questions (e.g., clicker questions), to back-of-the-chapter textbook problems, to multi-question guided learning worksheets (e.g., Tien, Roth, & Kampmeier, 2002;Michael, 2006;Arendale, 2010;Salomone & Kling, 2017;Freeman et al, 2014;Perera, Wei, & Mlsna, 2019). While peer instructors often answer questions, the goal of a near-peer is to 'facilitate' learning; therefore, they often respond to student questions with a different question to help guide students to their own answer (Wilson & Varma-Nelson, 2016;Tenney & Houck, 2003;Drane, Smith, Light, Pinto, & Stewart, 2005;Tien, Roth, & Kampmeier, 2002;Arendale, 2010;Salomone & Kling, 2017;Freeman et al, 2014;Perera, Wei, & Mlsna, 2019). Learning facilitation, in this way, requires confidence in facilitating learning as well as a belief that collaborative learning is an effective pedagogy.…”