Book Group

CAE Academic Mentoring is starting a book group! The first book we are going to read is Claude Steele's "Whistling Vivaldi". Let Aygul know if you are interested in participating and would like to pick up the book from her to read. The book group meeting(-s) will be held after spring break, in April. Here is more information on the book:

Claude M. Steele, who has been called “one of the few great social psychologists,” offers a vivid first-person account of the research that supports his groundbreaking conclusions on stereotypes and identity. He sheds new light on American social phenomena from racial and gender gaps in test scores to the belief in the superior athletic prowess of black men, and lays out a plan for mitigating these “stereotype threats” and reshaping American identities.
This could be a great professional development and learning opportunity for everyone, whatever path you decide to pursue beyond graduation!

If you'd like to preview the first chapter and see if you are interested in exploring the topic, please follow the link below:
http://lpeet.weebly.com/uploads/2/8/0/0/2800056/an_introduction.pdf 

Example of Peer Learning Session Plan

Hey Academic Mentors,

You made it through a third of the semester! We hope everything is going really well. Sometimes it's hard to find inspiration in the middle of the semester. Below is an example of a Peer Learning session plan for Chemistry 343. Though designed for a group session, it was actually implemented with only two students. Potential takeaways from this example session plan include the "letter to self", the writing down worries activity (could be really helpful with midterms coming up), and the "grab bag" matching game.

Hopefully this plan can help you think about ways to implement strategy cards, icebreakers, games, and knowledge into a great session. Please leave a comment about what you found most helpful, and suggestions for how you will use some of these ideas in your session!

~CAE Academic Mentoring

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Chemistry 343 Peer Learning Plan

Session 1 – January 28, 2015

Opening:

1.      Welcome

·        Introduction of myself and my background in Chem 343 (professor, when I took it, etc.)

·        Introductions to the whole group: Name, major, future plans and goals, and fun fact

·        Fun fact: Where is the coolest place you have traveled, and where is one place that you would like to travel?

·        Icebreaker: Talk to your partner and find 5 things you have in common. Together, use the things that you have in common to determine what kind of shop/store/business you would open (ie: both love coffee and staying up late? Open a 24 hour coffee shop)

2.      Intro of Peer Learning and Session Plans

·        Ground Rules - have everyone brainstorm and compile a list of rules and expectations for students and me. Take a picture of the list and type up after, and send out with an email reminding them of the importance of these expectations.

·        Distribute “Welcome to Peer Learning” sheet and ask for any questions

·        Talk about the attendance policy – show sign-in sheet and set up “buddy system” for absences. Have buddies exchange phone numbers and email addresses.

·        Discuss snacks

3.      Letter to self

·        Have students outline their goals for the course (not only a letter grade) and what they feel they can gain from this course. They can also outline other goals if they feel inclined (emotional, social, etc.). They can include how they plan to achieve these goals throughout the semester (a certain amount of time per day, etc.). They can either seal these in envelopes and will be given back at midterms, or they can post them by their desk at home or in their planners to serve as constant reminders.

Core:

4.      Organic Chemistry 343: Not scary!

·        Discuss how Chem 343 is typically seen as a “weed out” class, but it doesn’t need to be

·        Ask students if they have worries about the course, lecture or discussion schedule, materials, or other worries that are bugging them so far

·        Activity: Write any worries, anxieties, or negative things they’ve heard about 343 on provided pieces of paper. Put them in a bag. Have students pick a few and read them aloud. Discuss and then tear up these pieces of paper. Get the negativity out, and focus on the positive!

·        Important to emphasize that I was very nervous going in but worked hard, went to office hours, and practiced every day and got through it - very attainable if you stay on top of it

5.      O-chem Study Schedule

·        Ask students how they typically study, and if it seems to work out well for them

·        Brainstorm a “study schedule” for the Peer Learning group to follow (ie 20 minutes per morning reviewing 343, attend professor review sessions, extra Peer Learning session 7 days before exam). Have students write proposed schedule on whiteboard.

·        Go over important dates (quizzes, exams) and encourage use of planner or google calendar. Ask if they would like me to create a Google calendar with important dates and invite them to sync on their computers/phones

·        Encourage a commitment to a study schedule now, and if it needs to change we can be flexible!

6.      Counting Carbons

·        Activity: Provide 1 molecule per student for them to figure out the number of equivalent carbons and hydrogens

·        Once they have given it their best, have them switch with a partner and discuss

·        Each group of partners can explain how they figured out equivalent numbers to the group and draw it up on the board

7.  Grab Bag Matching

·        Prepare ~20 names of molecules (and their corresponding drawn-out molecules) on pieces of paper or post-its. Have students work together to match the molecule drawing and the name of the molecule together on the board. Ask if there are any questions about naming molecules or how to draw the structures.

7.      Other content questions

·        Discuss any topics that have come up in lecture so far that they don’t feel solid about yet. Will incorporate these questions and things we went over today into a quiz for next session!

Closing:

·         Have each student go around the table and say one thing that they are excited about for the semester of 343 and Peer Learning, and one thing they learned today that they didn’t know.

·         Ask for any topics or questions that they would like to discuss next session

·         Remind them that they can email or text me day or night and I can add or remove things to the session plan, or answer any content questions instead of waiting until Wednesday

·         Ask for any last questions/concerns

·         Fill out evaluations for the first session!

 

 

Andragogy and Peer Assistance

Your goal as academic mentors is to develop independent, responsible, lifelong learners. The table below is a nice illustration of the differences between teaching (pedagogy) and guided learning (andragogy), and how this applies to your sessions.

	Pedagogy: learning as a child	Andragogy:  learning as an adult	Examples for peer educators
Self-concept	Students are dependent on instructors to manage learning.	Students are independent and self-directed. Instructors guide students toward assuming responsibility for their learning.	Students bring at least one question to each session.
Experience	Students have narrow ranges of experiences. Students receive information from the experienced instructors.	Students have wider ranges of academic and personal experiences, which are valuable resources in a learning setting.	Pairs of students work together on an activity.
Readiness for learning	Instructors employ standard, step-by-step curricula based on students’ developmental readiness according to age and grade.	Students’ social and career interests determine content. Instructors include relevant, real-life activities, as well as social interaction.	Leader presents a complicated, multi-step problem that students solve.
Orientation toward learning	Students acquire knowledge for future use. Instruction is organized according to subject and difficulty levels.	Students expect learning to be for current use. Instruction includes problem-centered content and higher-level thinking.	Leader presents a complicated, multi-step problem that students solve.
Motivation to learn	Students are motivated by external rewards and punishments.	Students are motivated by curiosity and internal incentives to improve and master the content.	At the end of a session, students identify what they learned and what they need to improve on.

 

Welcome!

Please see below an exciting opportunity, also available to CAE academic mentors:

We are excited to share an exclusive opportunity for STEM students at the University of Wisconsin-Madison Center for Academic Excellence!  This year, Covance will be hosting an alternative spring break program at our Madison location the week of March 30^th. The program is designed as a shadowing opportunity for May 2015 graduating seniors who wish to explore career options with Covance and do something unique over their spring break.   A few highlights of the program are below.   

·         Gain industry exposure

·         Learn about professional development

·         Build your scientific and professional network

Available program openings are outlined below.

Madison Early Development Group

·         March 30^th – April 1^st, 2015

·         Seeking: Seniors majoring in Biology, Animal Science, Veterinary Technology, or within the Life Sciences.

·         12 program openings

Covance is committed to the principles of providing equal employment opportunities and strives to diversify its workforce by proactively attracting, developing, engaging and retaining women, people of color, persons with disabilities and veterans into our workforce.

All interested students should send a copy of their resume to wendy.yeong@covance.com. Eligible students will receive program application forms, due by 11:59pm Central Time on Friday, February 20^th. Selected applicants will be contacted the week of February 23^rd for phone screens. Final program acceptance will be announced by end of day, March 13^th.