Models that Predict Study Group Leader Personal and Professional Growth��Dr. David R. Arendale�University of Minnesota-Twin Cities

Definition of a Model in Educational Research

• Helps to explain the results of research, but itself is not “proven” by the research.
• They can guide practice and guide further research studies

Relationships Among Approaches to Peer Learning

Intervention Implementation Cycle

Tinto, V. (1993). Leaving College: Rethinking the causes and

cures of student attrition, 2^nd ed. Chicago: University of Chicago

Press. Pg. 114

Academic and Social Impact of Peer Groups

Alexander Astin Classics

Peer Group Most Potent Source of Influence

The student’s peer group is the simply most potent source of influence on growth and development during the undergraduate years.

Astin, A. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass

Astin Involvement Model

Astin Student Involvement�Input-Environment-Output Model

Inputs: These are the personal characteristics students bring with them when they enter college, including demographic factors, background, attitudes, values, skills, and prior experiences. Inputs set the baseline for assessing how much students change during their educational experience.

Environment: This encompasses the experiences students have within their educational setting, such as classes, faculty interactions, extracurricular activities, support services, and campus culture. The environment shapes the student’s experiences and plays a key role in their overall development.

Outcomes: These are the changes or developments in students that occur as a result of their time in the educational setting. Outcomes can include academic achievement, personal growth, career readiness, and the development of specific skills or attitudes.

Facilitator Change Model

• Precollege inputs to the Facilitators (demographics, life experiences, learning skills, academic knowledge and skills)
• College environment
• Facilitator professional development
• Facilitator job experiences (prepare, facilitate, reflect)
• Immediate outcomes for Facilitators needed to complete their work (managing groups, contact with faculty assessment, conflict resolution,)
• Long-term outcomes (character traits, communication skills, project management, cultural sensitivity, new career options, more prepared for work)

Professional Identity Model

Beijaard, D., Verloop, N. & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749-764

Novice Teachers

Experienced

Teachers

PAL Professional Identity Model

Leader Identity Development Stages�Komives, Owen, Longerbeam, Maniella, & Osteen

1. Awareness of leaders “out there”
2. Exploration/engagement
3. Positional leader identified
4. Leadership differentiated and influences rather than commands
5. Generativity of shifting leadership to others by developing their agency
6. Integration/synthesis by connecting with efforts of others for mutual goals

PAL Leader Identity Model

Vocational Identity Model�Social Cognitive Career Theory 1994

PAL Vocational Identity Model

Structural Elements Encouraging Identity Emergence

• Initial power differential inside sessions
• Feedback from participating students
• Risks and responsibilities as sole designated facilitator in the room
• Fear and uncertainty of the unknown during sessions
• Facilitator reflections on experience through team meetings and weekly journals

Implications

• Peer study group program is an incubator of co-curricular college student development outcomes for participants and facilitators
• Peer learning programs are a living laboratory to explore future vocational choices and reflect upon them
• Identity choice is a developmental process
• Identity emergence is a dynamic process
• Program supervisors can be intentional about exploring these issues and times of reflection (training, team meetings, reflective journals, and more.)��

What Models Helps to Explain Change with Your Facilitators?

Final Thoughts

Two View of Student Talent

“[Some] educators value being smart much more than . . . developing smartness.” (Astin 1998, p. 12)

Talent Identifiers: measure success by recruiting the best prepared students

Talent Developers: measure success through a value-added process that results in tremendous growth of students

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For More Information

• Peer learning program bibliography, https://z.umn.edu/peerbib download main bibliography, topical bibliographies, and more. Among topical bibliographies are those that list particular outcomes for participants and facilitators
• PAL YouTube Channel, https://z.umn.edu/peerlearningyoutube then click on “playlists” tab and select “PAL facilitator research” and “PAL facilitator interviews”
• PAL Podcast, https://palgroups.org Contains same items as on PAL YouTube channel plus information documents.
• David Arendale, Arendale.org; Arendale@umn.edu; 612-812-0032

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