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1. Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents

   https://doi.org/10.1177/13623613211005918  

   Chen, Yu-Lun; Senande, Laura L; Thorsen, Michael; Patten, Kristie (October 2021, Autism)

   Social interaction is inherently bidirectional, but research on autistic peer interactions often frames communication as unidirectional and in isolation from the peer context. This study investigated natural peer interactions among six autistic and six non-autistic adolescents in an inclusive school club over 5 months (14 45-min sessions in total) to examine the students’ peer preferences in real-world social interactions and how the preferences changed over time. We further examined whether social behavior characteristics differ between student and peer neurotype combinations. Findings showed that autistic students were more likely to interact with autistic peers then non-autistic peers. In both autistic and non-autistic students, the likelihood of interacting with a same-neurotype peer increased over time. Autistic and non-autistic students’ within-neurotype social interactions were more likely to reflect relational than functional purposes, be characterized as sharing thoughts and experiences rather than requesting help or objects, and be highly reciprocal, as compared with cross-neurotype interactions. These peer preferences and patterns of social interactions were not found among student-peer dyads with the same genders. These findings suggest that peer interaction is determined by more than just a student’s autism diagnosis, but by a combination of student and peer neurotypes. Lay abstract Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student’s autism diagnosis. 

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2. Work in Progress: PEERSIST – A Formation of Engineers Framework for Understanding Self-Efficacy and Persistence among Transfer Students

   Jenkins, C.D.; Ta, T.; Milcarek, R.J.; Lichtenstein, G.; Brunhaver, S.; Smith, K. (June 2023, ASEE annual conference exposition)

   Transfer students, who are disproportionately URM and first-generation, are a target population for boosting engineering representation. Transfer students in mechanical, aerospace and civil engineering at [the institution] take thermodynamics, a required gateway course, in their first or second term. This paper outlines the results from an observational study to determine how students interact in a peer-led learning environment. The PEERSIST (Peer-led, Student Instructed, Study group) model promotes academic competence through peer dialogue, in which disciplinary knowledge is socially co-constructed and refined over successive sessions. In order to help demonstrate that student interactions are the main source of learning in Peer-Led Study Groups (PLSGs), interactions between students were recorded and compared to those in traditional TA-led recitations using the observation protocol. Results show that students in PLSGs interact with their peers significantly more than students in the TA-led control group. The study also compares peer interactions by incoming course preparedness and finds a non-significant relationship between incoming GPA and peer-to-peer interactions. In contrast, the study finds a negative relationship between the rate at which students ask for and receive help and incoming GPA. 

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3. Peer-led team learning for introductory biology: relationships between peer-leader relatability, perceived role model status, and the potential influences of these variables on student learning gains

   https://doi.org/10.1186/s43031-020-00020-9  

   Winterton, Christina I.; Dunk, Ryan D.; Wiles, J. R. (February 2020, Disciplinary and Interdisciplinary Science Education Research)

   Student-instructor interactions have an influence on student achievement and perceptions of learning. In college and university settings, large introductory STEM courses are increasingly including Peer-Led Team Learning (PLTL), an evidence-based technique associated with improved student achievement, recruitment, and retention in STEM fields, especially for underserved populations. Within this technique, peer leaders hold a unique position in a student’s education. Peer leaders have relevant experience in that they have had recent success in the courses in which they facilitate student learning, yet, compared to student-faculty or student-teaching assistant relationships, there is minimal imbalance of authority or power. Students might find their peer leaders to be more relatable than faculty or graduate teaching assistants, and may even consider them to be role models. We explored students’ perceptions of peer leader relatability and role model status in relation to students’ achievement and their perceived learning gains in the context of an introductory biology course with an associated PLTL program. The final course grades and self-assessed learning gains of PLTL students who felt they related to their peer leader were compared to those who did not. We also compared final course grades and self-assessed learning gains between PLTL students who viewed their peer leader as a role model versus those who did not. Self-reported learning gains were significantly higher for students who relate to their peer leader, as well as for students who viewed their peer leaders as a role model. There is some support that this trend is stronger for STEM majors versus those who are not enrolled in a STEM program, though the interaction is not significant. Significant differences in overall course grade were only observed between students who reported that they related to their peer leader versus those who did not relate to their peer leader. 

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4. Context and content of teaching conversations: exploring how to promote sharing of innovative teaching knowledge between science faculty

   https://doi.org/10.1186/s40594-022-00369-5  

   Lane, A. Kelly; Earl, Brittnee; Feola, Stephanie; Lewis, Jennifer E.; McAlpin, Jacob D.; Mertens, Karl; Shadle, Susan E.; Skvoretz, John; Ziker, John P.; Stains, Marilyne; et al (December 2022, International Journal of STEM Education)

   Abstract Background Change strategies may leverage interpersonal relationships and conversations to spread teaching innovations among science faculty. Knowledge sharing refers to the process by which individuals transfer information and thereby spread innovative ideas within an organization. We use knowledge sharing as a lens for identifying factors that encourage productive teaching-related conversations between individuals, characterizing the context and content of these discussions, and understanding how peer interactions may shape instructional practices. In this study, we interview 19 science faculty using innovative teaching practices about the teaching-focused conversations they have with different discussion partners. Results This qualitative study describes characteristics of the relationship between discussion partners, what they discuss with respect to teaching, the amount of help-seeking that occurs, and the perceived impacts of these conversations on their teaching. We highlight the role of office location and course overlap in bringing faculty together and characterize the range of topics they discuss, such as course delivery and teaching strategies. We note the tendency of faculty to seek out partners with relevant expertise and describe how faculty perceive their discussion partners to influence their instructional practices and personal affect. Finally, we elaborate on how these themes vary depending on the relationship between discussion partners. Conclusions The knowledge sharing framework provides a useful lens for investigating how various factors affect faculty conversations around teaching. Building on this framework, our results lead us to propose two hypotheses for how to promote sharing teaching knowledge among faculty, thereby identifying productive directions for further systematic inquiry. In particular, we propose that productive teaching conversations might be cultivated by fostering collaborative teaching partnerships and developing departmental structures to facilitate sharing of teaching expertise. We further suggest that social network theories and other examinations of faculty behavior can be useful approaches for researching the mechanisms that drive teaching reform. 

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5. Engaging English Language Learners as Cultural Informants in the Design of a Social Robot for Education

   https://doi.org/10.3390/mti5070035  

   Björling, Elin A.; Louie, Belinda; Wiesmann, Patriya; Kuo, Annie Camey (July 2021, Multimodal Technologies and Interaction)

   Background: There are 4.9 million English Language Learners (ELLs) in the United States. Only 2% of educators are trained to support these vulnerable students. Social robots show promise for language acquisition and may provide valuable support for students, especially as we return to needing smaller classes due to COVID-19. While cultural responsiveness increases gains for ELLs, little is known about the design of culturally responsive child–robot interactions. Method: Therefore, using a participatory design approach, we conducted an exploratory study with 24 Spanish-speaking ELLs at a Pacific Northwest elementary school. As cultural informants, students participated in a 15-min, robot-led, small group story discussion followed by a post-interaction feedback session. We then conducted reflexive critiques with six ELL teachers who reviewed the group interactions to provide further interpretation on design feature possibilities and potential interactions with the robot. Results: Students found the social robot engaging, but many were hesitant to converse with the robot. During post-interaction dialogue students articulated the specific ways in which the social robot appearance and behavior could be modified to help them feel more comfortable. Teachers postulated that the social robot could be designed to engage students in peer-to-peer conversations. Teachers also recognized the ELLs verbosity when discussing their experiences with the robot and suggested such interactions could stimulate responsiveness from students. Conclusion: Cultural responsiveness is a key component to successful education in ELLs. However, integrating appropriate, cultural responsiveness into robot interactions may require participants as cultural informants to ensure the robot behaviors and interactions are situated in that educational community. Utilizing a participatory approach to engage ELLs in design decisions for social robots is a promising way to gather culturally responsive requirements to inform successful child–robot interactions. 

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