ABSTRACT

This article proposes a framework for strategically integrating peer learning to support the success of undergraduates and build targeted skills at each stage of their journey through university, which is regarded here as one that commences prior to enrolment, encompasses three years of undergraduate study, graduation and the alumni years. The framework incorporates three sets of factors that capture the broad tensions and challenges that need to be considered when integrating peer programs into the undergraduate journey: external or macro-level factors, such higher education policy, cultural attitudes and trends in higher education like the influx of international students and the greater demand for flexible study options; institutional or meso-level factors like an institution’s size, mission, structure, culture and characteristics of key student groups; and individual or micro-level factors including students’ socioeconomic status, enrolment status, age, motivations and attitudes, geographical and cultural orientations, learning and technological preferences. Higher education practitioners can use this framework as a planning tool to evaluate extant peer learning arrangements at their institutions and strategically position new programs to address the academic, social development and employability needs that emerge at different junctures of the undergraduate journey and improve student engagement, retention and success.

摘要

本文提出了一个战略性整合同伴学习的框架，以支持本科生的成功，并在他们大学旅程的每个阶段培养有针对性的技能，这里被认为是在入学前开始的，包括三年的本科学习、毕业和校友年。该框架包含三组因素，这些因素捕捉了在将同伴课程整合到本科课程中时需要考虑的广泛紧张和挑战：外部或宏观层面的因素，例如高等教育政策、文化态度和高等教育趋势，如涌入国际学生的数量以及对灵活学习选择的更大需求；制度或中观层面的因素比如一个机构的规模、使命、结构、文化和重点学生群体的特点；个人或微观层面的因素，包括学生的社会经济地位、入学状况、年龄、动机和态度、地理和文化取向、学习和技术偏好。高等教育从业者可以使用该框架作为规划工具来评估其机构中现有的同伴学习安排，并战略性地定位新计划，以解决在本科旅程的不同时刻出现的学术、社会发展和就业能力需求，并提高学生的参与度和保留率和成功。