Abstract
This study explored the peer tutor and Supplemental Instruction (SI) Leader experiences in campus learning centers as seen through the perceived gains in three subcategories: 1) academic performance and learning, 2) non-academic skillsets, and 3) self-confidence and fulfillment. The peer tutors and SI Leaders surveyed in this study had experience in one or both of these roles and came from institutions across the nation and from several international institutions. In this quantitative study, participants completed a researcher-created survey. The major findings showed a significant difference in the peer educators’ perceived gains based on their roles, with tutors reporting greater perceived gains. Additionally, the study found that these peer educators perceived the most gains in non-academic skillsets, specifically related to increases in their communication and listening skills as well as skills for future careers. When examining the perceived gains in relation to the role and the length of time in that role, the peer tutor role was found to be significant in all three subcategories, whereas the length of time in that role did not present significant differences. Implications for practice support the need for increased resource allocation, showing that learning centers impact more than the students the peer educators serve.
Recommended Citation
Cofer, Rebecca; McBrayer, Juliann Sergi; Zinskie, Cordelia; Wells, Pamela; and Fallon, Katherine, Perceived Gains of Peer Educators in Campus Learning Centers: Academic Performance and Learning, Non-Academic Skillsets, and Self-Confidence and Fulfillment, Journal of Peer Learning, 15, 2022, 17-31.Available at:https://ro.uow.edu.au/ajpl/vol15/iss1/3
