Perspective Transformation in the Supplemental Instruction (SI) Leader

Abstract

This qualitative case study explores how former Supplemental Instruction (SI) leaders experienced perspective transformation as a result of serving in a peer leadership role at a 4-year, private university through a blended theoretical framework based on the principles set forth by Mezirow and Nohl. Through their participation in interviews and graphic elicitations, former SI leaders offered valuable insights concerning the transformative nature of student leadership and its impact on the emerging sense of self in social and learning contexts. This study also assists in filling the void in research on how undergraduate students benefit by serving in a leadership role within a peer-facilitated academic assistance program in higher education.

The Peer Tutor and Supplemental Instruction Leader Experience: Perceived Gains in Learning, Connection to Campus, and Fulfillment

“…Two of the themes found least were expressed little or no change in specific attitudes or beliefs and unsure of their gains. Results from this study support previous literature that found the experience of serving as either a peer tutor or an SI leader led to gains in the areas of learning and feelings of fulfillment and connection (Cofer, 2020;De-Backer et al, 2012;DeFeo & Caparas, 2014;Dioso-Henson, 2012;Hoiland et al, 2020;Lockie & Van Lanen, 2008;Lozada, 2017;Lozada & Johnson, 2018, 2019Malm et al, 2012;Moorehead, 2021;Stout & McDaniel, 2006;Unger et al, 2014;Wankiiri-Hale et al, 2021).…”

“…The second open-ended question in the current study related to connection to campus, a finding in several prior studies (Al Kharusi, 2016;Lozada & Johnson, 2019;Wawrzynski et al, 2011). Orsini and Kleinman's (2022) edited work discussed gains from the perspective of the writing tutor, as told through narratives.…”

“…Lockie and Van Lanen's (2008) qualitative study and then a questionnaire utilized by Malm et al (2012) reported increased self-confidence after completing their role as SI leaders. Using two unique sample groups of former SI leaders, researchers explored their experiences and found development in the role and unanticipated fulfillment (Eller, 2016;Lozada, 2017). In another study, one participant discussed this concept of fulfillment, stating that her work allowed her to have a legacy at her institution (Hoiland et al, 2020).…”

Diseño, desarrollo, implementación y evaluación del programa “E-Mentoring en programas de prácticas académicas”

“…Por otro lado, la puesta en marcha de un programa de mentoring puede llevar diferentes formatos, no obstante, uno de los más reconocidos es el modelo ADDIE (Dick, 2012) de diseño instruccional, el cual, permite identificar el análisis, como el reconocimiento a la metodología del programa; el diseño, el desarrollo y la evaluación, como el proceso; y la implementación, como el resultado. Es cierto que existen otros modelos de apoyo instruccional que pueden ser tenidos en cuenta a la hora de diseñar un programa de mentoring, como el AXLES (Labin, 2017), el modelo de Instrucción Suplementaria (IS) (Lozada, & Johnson, 2019); y el Esquema de Enseñanza Asistida por Pares (PATS) (Ross et al,2016); pero la relevancia del ADDIE frente a ellos radica en cada paso debe realizarse en ese orden exacto, las revisiones son parte integral del modelo general. Así que se está hablando de un patrón circular que se repite hasta que los mentees alcanzan los objetivos propuestos al principio del programa.…”

Effects of SI administration staffing and support on SI program outcomes in higher education

“…Levi (2017) suggests that cultivating a successful team focuses on group processes and organizational context. Lozada and Johnson (2019) found that creating a team environment in SI programs can assist in transformational learning on the part of the SI leader. This finding suggests that a critical component of SI program supervision is also developing a team atmosphere.…”