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Award ID contains: 1432394

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  1. ; ; (, The Learning Assistant Review)
    Academic peer leadership positions provide opportunities for undergraduate students to develop content knowledge, Twenty- first Century Skills, and their beliefs about teaching and learning. To explore peer leaders’ (PLs’) epistemological development, the Epistemological Beliefs about Physical Sciences (EBAPS) survey was administered to 135 PLs three times a year, over a three-year period. This instrument was demonstrated to be valid and reliable for use with STEM PLs. Although the majority of positive shifts within instrument constructors occurred during the fall semester, responses did not regress by the end of the spring semester, demonstrating a retention of the new or altered beliefs over time. Implications for the design of PL development programs are discussed. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; (, The learning assistance review)
    The authors introduce the Preparation in STEM Leadership Program at Rutgers, The State University of New Jersey. This NSF-Funded program and research study creates a centralized training program for peer leaders that includes a battery of assessments to evaluate peer leaders' content knowledge, pedagogical knowledge, communication skills, and leadership practices over time. This article introduces readers to the program and its theoretical background, explains some lessons learned regarding the program design and implementation, and briefly describes preliminary findings on a broad-scale from peer leaders' assessments intended to measure skills and content development. 
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    Accepted Manuscript Full Text Available