BUILDING CONNECTIONS FOR SUCCESS
CSUN Title V Evaluation Report #2
ScottPlunkett
DaniYomtov
AlexReid
18111 Nordhoff Street
California State University Northridge
Northridge, CA 91330
Funded by the Developing Hispanic-Serving Institutions Program
Title V of the U.S. Department of Education
BUILDING CONNECTIONS FOR SUCCESS:
CSUN Title V Evaluation Report #2
PR/AWARD #PO31S100051
Prepared for
Rafi Efrat, J.S.D., J.D., C.P.A.
Project Director
Department of Accounting & Information Systems
California State University Northridge
By
Scott W. Plunkett, Ph.D.
Program Evaluator & Professor
Department of Psychology
California State University Northridge
Dani Yomtov
Alex Reid
Graduate Research Associates
General Experimental Psychology
California State University Northridge
SUGGESTED CITATION
Plunkett, S. W., Yomtov, D., & Reid, A. (2013, January). Building connections for success: CSUN Title V
evaluation report #2. California State University Northridge.
Report #2 covers the time period of October 1, 2010-June 30, 2012
ACKNOWLEDGEMENTS
The authors of this report would like to acknowledge the Developing Hispanic-Serving Institutions Program
-- Title V, U.S. Department of Education. Award # P031S1000051.
Also, the authors of this report would like to acknowledge and give thanks to the following:
 To the project personnel (see page 5) for their instrumental help in gathering the data from each of the
project programs.
 To the CSUN Office of Institutional Research, especially Dr. Bettina Huber, Director, for invaluable
help with the baseline and follow-up data.
 To the following students who helped with data coding, entry, and verification and/or report writing:
Miryam Sharon Arshadnia
Lauren Brown
Carla Camacho
Joseph Cardenas
Catherine Castillo
Athina Danilo
Christian Duarte
Alejendro Galvez Pol
Steve Garcia
Megan Garrett
Jessica Lasater
Federico Leguizamo
Samantha Liberman
Roza Manazyan
Sandra Michel
Undergraduate Students
Sevim Mollova
Bryan Montano
Calvin Montano
Noah Pasternak
Jacobo Picardo
Kimia Poosti
Lindsay Porter
Margaret Quin Lyons
Jacqueline Ramirez
Sunaz Rastegarpanah
Victoria Sherman
Marina Teo
Alina Valdez
Diana Velez
Graduate Students
Debora Gutierrez
Allison Kuether
Solange Petrosspour
Vivian Tran
Kayleigh Welsh
Paige Seegan
TABLE OF CONTENTS
Executive Summary ........................................................................................................................................... 1
CSUN Building Connections for Success Program Overview ........................................................................... 3
Program Evaluation ............................................................................................................................................ 6
Needs Assessment .............................................................................................................................................. 7
University Retention and Graduation Rates ....................................................................................................... 9
Peer Learning Facilitators (PLF) Program ....................................................................................................... 10
Expand Service-Learning Program .................................................................................................................. 25
Math Pre-Remediation Program ....................................................................................................................... 26
Faculty Mentorship Program ............................................................................................................................ 29
Discipline-Based Freshman Connection (DBFC) / Peer Mentor Program ....................................................... 33
Peer Mentor Program ....................................................................................................................................... 34
Career Advisement Program and Pathways ..................................................................................................... 52
High School Outreach (HSO) Program ............................................................................................................ 54
Faculty Learning Community (FLC)................................................................................................................ 59
Appendix 1: Other Helpful Strategies/Activities used in the PLF Workshops ................................................ 66
Appendix 2: Perceived Benefits of the PLF and/or workshops........................................................................ 79
Appendix 3: Suggestions for PLF and/or Workshops Improvements .............................................................. 99
Appendix 4: Outreach Ambassadors to High Schools ................................................................................... 119
Appendix 5: Benefits of the Peer Mentor Program ........................................................................................ 125
Appendix 6: Suggestions for Improvement of the Peer Mentor Program ...................................................... 136
Appendix 7: Building Connections for Success Binder.................................................................................. 145
Appendix 8: Peer Mentors’ Self-Reflections ................................................................................................. 151
Appendix 9: Faculty Learning Community .................................................................................................... 154
EXECUTIVE SUMMARY
The California State University Northridge (CSUN) was awarded a 5-year grant by the Developing HispanicServing Institutions Program -- Title V of the U.S. Department of Education (#PO31S100051).
Building Connections for Success aims at increasing academic and support services for Latino and lowincome undergraduate students and enhance faculty development so as to improve the six-year graduation
rates of students, to close the graduation rate gap for Latino students, and to increase retention of Latino
freshmen students.
Needs assessment indicated that CSUN lags behind other CSU schools in 6-year graduation rates and
freshmen retention rates. Barriers to graduation and retention were identified and included lack of math
proficiency, high failure rates in core courses, lack of sufficient faculty development, insufficient tutoring,
unsatisfactory peer mentorship, and inadequate professional skill development and career guidance. Thus, the
program was established to address these barriers.
As of Fall 2012, institutional data indicate (1) Latino graduation rates have gone up from 34% at baseline to
43.9%, (2) graduation rates of full-time freshmen students have gone up from 41% to 47.8%, and (3)
retention rate of full-time freshmen Latina/o students has gone up from 68% to 71.6%.
Peer learning facilitators (PLFs), comprised of 14 trained university students, were incorporated into six
courses with high failure rates in three colleges. The institutional data showed improvement in retention rates
from Fall 2010 (baseline) through Spring 2012. Also, self-report survey data (quantitative and qualitative)
from the students, PLFs, and faculty mentors indicated:
 The PLF workshops were beneficial, promoted learning and better grades, and increased confidence in
graduating;
 The PLFs provided helpful resources and were organized, knowledgeable, helpful, available, approachable,
and caring; and
 The PLF program could be improved by having the PLFs provide even more times for help, more review
sessions for students, better communication between the PLFs and instructors, and more input from faculty
in selecting the PLFs.
Service learning experiences were also added to 11 classes (5 in the first year, 6 in the second year) in an
effort to increase retention rate. Faculty submitted proposals, and those who were funded received training
and then instituted the service learning in their classes. The retention of students in these classes ranged from
Spring 2011 to Fall 2011 ranged from 76-97%.
Failure in math often leads to dropping out, thus a summer math pre-remediation program was partially
supported by the grant. In the first year, 68 students (50% Latino) successfully completed at least one of the
two math pre-remediation exams. Due to a change in policy in the CSU, the summer math program was
required of all students who needed math remediation and who planned on entering a CSU. The Building
Connections for Success program provided additional tutors for the students. In the second year, 142 students
(85 Latino) advanced in their math during the summer program.
Discipline-based freshmen connection and peer mentoring were offered to 497 students in the second year.
Institutional data found no increase in the retention rates of the treatment groups (those who received peer
mentoring) versus comparison groups. However, qualitative and quantitative data from the students, peer
mentors, and faculty indicated:
 The peer mentors were well-received by the students.
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 The students with peer mentors increased their learning, increased their knowledge of campus resources,
and felt more connected and integrated to the university.
 The peer mentors were viewed as helpful, respectful, supportive, available, approachable, and caring.
 The peer mentors felt they were more marketable and enjoyed the opportunity to help others.
 Suggestions for improvement included (1) more contact and communication between students, faculty and
mentors, (2) mentors should be more involved in the classes, (3) more organization, and (4) more
information about the role of the peer mentors.
The career advisement and pathways program was established to help students form concrete and long-term
career goals to improve student retention. In the first year, 239 students completed the strengths-based group
session, and in the second year, 950 freshmen students completed the strengths-based group session. Also, 87
career center workshops were offered to 2175 students in the second year. In addition, 46 freshmen students
received one-on-one career consultation
A high school outreach program was also offered to 300+ students in one local high school the first year and
487 students in two high schools and a youth conference during the second year. The purpose was to
encourage students to set and pursue educational goals beyond high school. The high school students rated
the university ambassador presenters very positively, and the vast majority of the students reported being
more motivated to start the admission process and attend college/university.
In summary, the various components of the Building Connections for Success program at CSUN seems to be
well-received by faculty, students, and program personnel (e.g., peer mentors, PLFs, ambassadors). A large
number of students at the university and high school students are benefitting from the programs. There is
some initial evidence that the PLF program is impacting the DUF rate in the targeted classes, and that the
retention and graduation rate of students in the service learning classes is increasing. However, there is less
evidence that the peer mentoring program is impacting the retention rate. However, quantitative and
qualitative data would suggest the students with mentors are feeling more connected and integrated to the
university.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
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CSUN BUILDING CONNECTIONS FOR SUCCESS PROGRAM OVERVIEW
FUNDER
The California State University Northridge (CSUN) was awarded a 5-year grant by the Developing HispanicServing Institutions Program -- Title V1 of the U.S. Department of Education2 (#PO31S100051).
BRIEF OVERVIEW
The Building Connections for Success initiative aims at increasing academic and support services for Latino
and low-income undergraduate students.
The goals follow: (1) To improve the six-year graduation rates of all students at the University, (2) To close
the graduation rate gap for Latino students, and (3) To increase fall-to-fall retention of Latino freshmen
students. Thus, the program attempts to accomplish the following measurable goals by September 2015:
 To achieve an 11% increase in the six-year graduation rate of full-time freshmen Latina/o students to 45%
over baseline of 34% and an 8% increase in the overall six-year graduation rate to 49% over a baseline of
41% as mandated by the CSU Board of Trustees.
 To achieve a 10% increase in the retention rate of full-time Latina/o students from freshmen to sophomore
year to 78% over retention baseline rate of 68%.
In an effort to meet these goals, three broad missions were established: (1) to strengthen student academic
services, (2) to strengthen student support services, and (3) to enhance faculty development.
STRENGTHENING STUDENT ACADEMIC SERVICES
To strengthen student academic services to the target population, four existing programs on campus were
expanded to meet the specific needs of the targeted students:
 Discipline-Based Freshman Connection Program,
 Peer Learning Facilitators (PLF) Program,
 Community Service-Learning Program, and
 Math Pre-Remediation Program.
STRENGTHENING STUDENT SUPPORT SERVICES
The following methods were used to strengthen student support services to the target population:
 Expand the Peer Mentorship Program,
 Expand the Faculty Mentorship Program,
 Launch the Career Advisement Program and Pathways; and
 Conduct outreach to local high schools.
ENHANCING FACULTY DEVELOPMENT
To enhance faculty development, two programs were implemented:
 Faculty Learning Community Program, and
 Faculty-to-Faculty Mentorship Program.
1
2
http://www2.ed.gov/programs/idueshsi/index.html
http://www.ed.gov
Report #2
www.csun.edu/BuildingConnectionsForSuccess
page4
Below is an organizational structure for the Building Connections for Success initiative.
BUILDING CONNECTIONS FOR SUCCESS
ORGANIZATIONAL STRUCTURE
Project Coordinator
Internal Evaluator
External Evaluator
Project Director
College Deans, Associate
Deans, Chairs,
Development Directors
Strengthening student
academic support
Career Center
Educational Opportunity Program
Recruitment & Outreach Office
Steering
Committee
College Leads (5)
Strengthening student
support services
Center for Innovative and Engaged
Learning Opportunities
Strengthening faculty
development
1st Year Experience Program
Community Engagement Program
Learning Resource Center
Developmental Math Program
On the following page, there is more information about each of the programs (mentioned above) along with
the project personnel and their contact information. And then, throughout the report, more information is
provided about the rationale behind each program, specific information on how each program is
implemented, and the initial evaluation of each program.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page5
BRIEF OVERVIEW OF PROGRAMS AND PROJECT PERSONNEL
Programs
Peer Learning Facilitators
Program
Latino Community Service
Learning Program
Math Pre-Remediation
Program
Faculty Mentorship Program
Discipline-Based Freshman
Connection Program
Peer Mentorship Program
Career Advisement Program
High School Outreach
Program
Faculty Learning Community
Program
Report #2
Coordinator &
Contact Info
Brief Description
Classes with typically high failure rates are assigned a Peer Learning
Facilitator that offers outside group review sessions on a weekly
basis for students struggling with course material.
Service-learning courses that target Latino students and are
discipline-based, facilitate study groups (familias), and network with
Latino partners in the community.
Karen Abramowitz
karen.abramowitz@csun.edu
Incoming students that struggle with mathematics are targeted for
participation in a self-paced math remediation course prior to
enrollment in their first semester at CSUN, to increase proficiency in
mathematics before attending classes.
Dr. Kate Stevenson
katherine.stevenson@csun.edu
Faculty teaching courses in the Freshman Connection Program
receive training in effective mentoring and serve as the faculty
mentors for their Freshman Connection students.
A discipline-based learning community made up of two courses
offered during the fall semester that are linked together. This cohort
experience is designed to assist incoming freshman students with
integrating into the CSUN community and with addressing academic
and career planning.
Upper-division peer mentors serve as a general resource for, act as a
source of support for, and participate in activities with the lowerdivision mentees in the Freshman Connection Program that they are
matched with.
Provides career advisement, group sessions, information, and
resources for freshmen and sophomores. Engages students in selfdiscovery and academic and career exploration using tools such as
Pathways, StrengthsQuestTM, and My Career Plan. Career Advisor
and Career Peer Mentors provide continuing support for academic
and career planning through programs and activities.
Outreach Ambassadors present twelve workshops a year at four
local high schools serving economically disadvantaged and firstgeneration junior and senior high school students that are designed
to encourage and motivate students to attend a higher education
institution.
A group of selected faculty regularly host discussions throughout the
school year regarding currently successful pedagogical practices on
CSUN campus, as well as other potentially effective methods to be
explored for possible implementation that facilitate student
achievement.
Merri Whitelock
merri.whitelock@gmail.com
Andrea Nemeth
andrea.nemeth.898@csun.edu
Dr. Glenn Omatsu
glenn.omatsu@csun.edu
Adriana Garcia Marin
adriana.garcia@csun.edu
Dr. Cheryl Spector
cheryl.spector@csun.edu
Lisa Riccomini
lisa.riccomini@csun.edu
Adriana Garcia Marin
adriana.garcia@csun.edu
Monique Corral
monique.corral@csun.edu
Adriana Garcia Marin
adriana.garcia@csun.edu
Dr. Tami Abourezk (year 1)
tami.abourezk@csun.edu
Dr. Frankie Augustin (year 2)
frankline.augustin@csun.edu
www.csun.edu/BuildingConnectionsForSuccess
page6
PROGRAM EVALUATION
RATIONALE FOR PROGRAM EVALUATION3
An important component of the Building Connections for Success initiative is evaluation. Effective program
evaluation is needed for numerous reasons:
 To determine how to improve the program;
 To show the effectiveness of the program;
 To produce data that can be used for public relations purposes;
 To produce data to enhance the learning of others (e.g., similar programs, scholars, lay audiences);
 To justify the funding for the program; and
 To serve as a basis for future funding/sponsorship.
TYPES OF EVALUATION USED IN THE REPORT
Various types of program evaluation were incorporated throughout the report (e.g., needs assessment,
formative evaluation, implementation evaluation, accountability, and outcome evaluation) as outlined below.
Needs assessment (pre-implementation assessment) is a purposeful, planned, and systematic strategy for
acquiring information to guide and justify program development.4 Valid and credible needs assessments form
the foundation of successful programs and are necessary to determine the type(s) of programs required within
a specific locality (in this case, CSUN).
Formative evaluation refers to ongoing evaluation throughout the project to determine how a program is
functioning, how well the goals are being implemented, and whether the perceived needs of the participants
are being met.5 Good formative evaluation can lead to program improvement and hopefully greater impact if
and when an effectiveness/impact evaluation is conducted.
A closely related type of evaluation is implementation evaluation (also called “process evaluation”) which
refers to an early check by the project personnel to assess whether the program and its components are
operating according to plan.
Accountability evaluation refers to (1) tracking program utilization rates, participation rates, and
characteristics of the participants, and (2) tracking how many people inquired about the service and how
many dropped out.
3
4
5
Ayers, J. B. (1989). Evaluating workshops and institutes. Practical Assessment, Research & Evaluation, 1(8). Retrieved from
http://PAREonline.net/getvn.asp?v=1&n=8.
McNamara, C. (1998). Basic guide to program evaluation. Retrieved on May 5, 2000 from
http://www.mapnp.org/library/evaluatn/fnl_eval.htm
Small, S. A. (1990). Some issues regarding the evaluation of family life education programs. Family Relations, 39, 132-135.
Ayers, 1989
Newman, F. L., & Tejeda. M. J. (1996). The need for research that is designed to support decisions in the delivery of mental health
services. American Psychologist, 51, 1040-1049.
Small, 1990
Frechtling, F. (2002, January). The 2002 user friendly handbook for project evaluation. Arlington, VA: The National Science
Foundation. Retrieved from http://www.nsf.gov/pubs/2002/nsf02057/start.htm
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page7
And finally, outcome evaluation assesses whether the program has an impact on the participants. Generally,
outcome studies should only be conducted after the program has been operating successfully for a time
period (i.e., long enough to eliminate implementation problems, shortcomings, etc.). However, with
increased pressure for accountability by funding sources, this report will also assess early evidence (or lack
there of) of program impact.
As shown in the diagram below, the evaluation will follow the project evaluation cycle where initial needs
assessment, in conjunction with formative and implementation evaluation, will guide any changes in project
implementation to facilitate program-induced changes in participants.
THE PROJECT EVALUATION CYCLE6
Project planning
and modification
Project
evaluation
Needs assessment and
collection of baseline data
Project
implementation
NEEDS ASSESSMENT
As previously stated, needs assessment is a purposeful, planned, and systematic strategy for acquiring
information to guide and justify program development.7 Prior to the inception of the plan, and as part of the
initial grant, a needs assessment was conducted. A summary of the needs assessment from the grant is below.
At baseline, the target population at CSUN was consistent with the Building Connections for Success
initiative:
 Almost half (i.e., 42%) of incoming freshmen were low income and received Pell Grants.8
 CSUN is a Hispanic Serving Institute with Latinos comprising the largest ethnic group (i.e., 32.7% of the
student body).9
CSUN lags behind other CSU schools:
 In 2008, CSUN was ranked 19th in its 6-year graduation rate of the 23 campuses in the California State
University (CSU) system.10
 CSUN was ranked 20th in its 6-year graduation rate among Latino students compared to the CSU system.
6
7
8
9
10
Frechtling, 2002
Ayers, 1989; Newman & Tejeda, 1996; Small, 1990
Data gathered from the National Center for Education Statistics (2008). nces.ed.gov/globallocator
CSUN Enrollment Report System – Student (ERSS)
CSU Analytic Studies. http://www.calstate.edu/AS/
Report #2
www.csun.edu/BuildingConnectionsForSuccess
page8
 More specifically, the graduation rate of Latino freshmen at CSUN (i.e., 34%) was significantly lower than
the rate for the overall CSU (i.e., 41%).
 CSUN ranked 18th in freshmen retention rate (71% for CSUN versus 79% for CSU), and 15th in Latino
freshmen retention rates (68% for CSUN versus 76% for CSU)
Barriers to retention and graduation at CSUN follow:
 Lack of adequate proficiency in math by incoming freshmen is linked to low timely graduation rates
among CSUN’s Latino students.11 In 2008, only 42% of CSUN students arrived proficient in math,
compared to 62% of students at other campuses in the CSU system. For Latinos, 30% arrived proficient in
math at CSUN compared to 47% in the CSU system.12
 Specific core courses (targeted by the project) in each of the five colleges at CSUN have high failure rates,
especially for Latino students, which impacts retention and graduation rates.13
 Supplemental instruction through CSUN’s Learning Resource Center is limited to 7 classes on the whole
campus.
 Budget cuts from State of California have resulted in dramatic cuts to faculty development programs.14
 In 2010, tutoring in difficult courses was rated as unsatisfactory by 65% of lower-division CSUN students
and by 80% of Latino, lower-division CSUN students.15 These same students indicated that tutoring would
have helped their academics. Also in 2010, 62% of lower-division dropouts at CSUN said tutoring might
have helped them remain at CSUN.
 The majority of lower-division CSUN students ranked peer mentorship as “unsatisfactory” (56% all
students, 63% Latino students).16 Similarly, faculty mentorship was also ranked “unsatisfactory” by 60% of
all students and 66% of the Latino students. A survey of recent dropouts of lower-division CSUN students
indicated that mentorship was the most frequently cited service that may have helped them remain at
CSUN.
 The majority (i.e., 70%) of CSUN freshmen and 69% of Latino freshmen ranked professional skill
development and career guidance as inadequate.17 Similarly, a survey of recent dropouts of lower-division
CSUN students identified “career networking and developing professional skills” as the second most
frequently cited asset that could have helped them remain in school.
 Although students (especially Latino students) who participate in Freshmen Connection have significantly
higher one-year retention rates than other students, the Freshmen Connection program is only attended by
approximately 13% of incoming freshmen.18 Thus, the CSUN rate of attendance is well below the national
rate (i.e., 29%) of attendance in 1st-year learning communities.19
And finally, the purpose of the grant is consistent with mandates, recommendations, and initiatives of
institutional reviews:
11
12
13
14
15
16
17
18
19
CSUN Institutional Research Office
CSU Analytic Studies. http://www.calstate.edu/AS/
CSUN Institutional Research Office
http://civilrightsproject.ucla.edu/research/college-access/diversity/two-studies-of-a-faculty-in-crisis/faculty-in-crisis-2-parts-05-1311v5w-survey.pdf
2010 lower-division undergraduate survey
2010 lower-division undergraduate survey
2010 freshmen survey
CSUN Institutional Research Office
Zhao, C., & Kuh, G. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2),
115–138.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page9
 The CSUN Reaccreditation Steering Committee extensive self-review (2006) led to the development of the
strategic goal to “increase persistence and graduation rates for first time freshmen and first time transfer
students.”
 In November 2008, the CSU Board of Trustees adopted a system-wide plan to halve existing achievement
gaps and made first-year retention rates a priority.
 In January 2010, the CSU Board of Trustees established a graduation rate improvement target for CSUN to
(1) increase its overall six-year graduation rate by 2016 by 8% and (2) to increase the six-year graduation
rate of underrepresented minorities (including Latinos) by 11%.
 In 2010, the Western Association of Schools and Colleges (WASC) reaccreditation team urged CSUN “to
continue work and to make progress on efforts already underway to improve student retention and
graduation rates.”20
 In March 2010, the CSU Board of Trustees’ Early Start Task Force mandated that each CSU campus
should develop and implement a plan to address deficiencies in math and English for incoming students by
2012.
The five colleges targeted for the grant had the lowest 6-year graduation rates at CSUN.
 Health and Human Development
 Business & Economics
 Science & Math
 Social & Behavioral Sciences
 Engineering and Computers Science
UNIVERSITY RETENTION AND GRADUATION RATES
GOALS & RESULTS21
 To achieve an 11% increase in the six-year graduation rate of full-time freshmen Latina/o students to 45%
over baseline of 34%.
o The Fall 2012 six-year graduation rate of full-time freshmen Latina/o students was 43.9%.
 To achieve an 8% increase in the overall six-year graduation rate to 49% over a baseline of 41% as
mandated by the CSU Board of Trustees.
o The Fall 2012 six-year graduation rate of full-time freshmen students was 47.8%.
 To achieve a 10% increase in the retention rate of full-time Latina/o students from freshmen to sophomore
year to 78% over retention baseline rate of 68%.
o The Fall 2012 retention rate of full-time freshmen Latina/o students was 71.6%.
20
21
WASC Reaccreditation Team Draft Report, April 2010
http://www.csun.edu/~instrsch/csunnumbersindex.html
Report #2
www.csun.edu/BuildingConnectionsForSuccess
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PEER LEARNING FACILITATORS (PLF) PROGRAM
PEER LEARNING FACILITATOR (PLF) PROGRAM OVERVIEW
Previous research suggests that participation in peer learning is positively related to improvement of grades
and retention rates of minority students.22 Students at a university in the United Kingdom who received
supplemental peer instruction experienced higher scores in math and science and had lower dropout rates
compared to a control group.23 Similarly, peer tutoring sessions positively predicted final exam scores in a
math class, and this effect was more pronounced for lower achieving students than higher achieving
students.24
Peer learning communities and peer tutoring can help students connect with each other. According to one
study, when high-risk students made connections with other students, they experienced higher levels of
academic achievement and persistence.25
The Peer Learning Facilitator (PLF) program’s goal is to provide students with academic support from peers
in an attempt to increase the engagement, performance, and retention of CSUN students. The PLF program
primarily reaches out to students enrolled in courses with low passage rates. Thus, the main objective of the
PLF program is to reduce the dropout and failure rates of CSUN courses through the implementation of peer
learning resources.
During the Spring 2011, Fall 2011, and Spring 2012 semesters, each course associated with the PLF program
was assigned a peer learning facilitator (PLF). The PLFs were comprised of upper-division undergraduate
students who had successfully completed the identified course. The PLFs were responsible for leading
review sessions for their specific course throughout the semester. Faculty members encouraged students
struggling with course material to attend the facilitator review sessions. The facilitators regularly attended
class in addition to holding review sessions outside of class.
College
Health & Human Development
Business & Economics
Science & Mathematics
Course
FCS 380: FCS/Foundations and Research
KIN 346: Physiology of Exercise
ACCT 220: Introduction to Financial Accounting
ACCT 230: Introduction to Managerial Accounting
BIO 106: Biological Principles 1
BIO 107: Biological Principles 2
Spring 2011
4 sections
2 sections
Fall 2011
5 sections
2 sections
5 sections
3 sections
Spring 2012
4 sections
2 sections
6 sections
3 sections
3 sections
2 sections
In the second year of the grant, 14 PLFs served 896 students and provided 783 sessions.
22
Drane, D., Smith, H. D., Light, G., Pinto, L., & Swarat, S. (2005). The gateway science workshop program: Enhancing student
performance and retention in the sciences through peer-facilitated discussion. Journal of Science Education and Technology,
14(3), 337-352.
23 Parkinson, M. (2009). The effect of peer assisted learning support (PALS) on performance in mathematics and chemistry.
Innovations in Education and Teaching International, 46(4), 381-392.
24 Hartman, S., Mencke, M., Uribe, G., Pinto, L., & Xu, Y. (2001). The effects of peer tutoring on undergraduate students' final
examination scores in mathematics. Journal of College Reading and Learning, 32, 22-31.
25 Schreiner, L. A., Noel, P., Anderson, E., & Cantwell, L. (2011). The impact of faculty and staff on high-risk college student
persistence. Journal of College Student Development, 52(3), 321-338.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
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INSTITUTIONAL DATA COMPARING FALL 2010 (BASELINE) TO CORRESPONDING CLASSES WITH PLFS
Institutional data were used to compare students’ failure rates in the baseline (i.e., Fall 2010) to
corresponding classes in Spring 2011, Fall 2011, and Spring 2012 with PLFs. As shown in the table, the
failure rates were higher at baseline for all students and Latino students (in comparison to the subsequent
semesters).
PERCENT OF STUDENTS WHO RECEIVED D, F, NC, OR U
Fall 2010
Course
(baseline) Spring 2011
FCS 380: FCS/Foundations and Research
21.1%
21.4%
KIN 346: Physiology of Exercise
31.3%
15.6%
ACCT 220: Introduction to Financial Accounting
37.2%
ACCT 230: Introduction to Managerial Accounting 24.3%
BIO 106: Biological Principles 1
22.3%
BIO 107: Biological Principles 2
41.6%
Total
30.0%
18.8%
Fall 2011
16.5%
16.1%
31.5%
18.6%
22.1%
Spring 2012
10.0%
15.3%
32.3%
25.0%
13.7%
38.4%
21.9%
D & F = Grades, NC = no credit, U = unauthorized withdrawal
PERCENT OF LATINO STUDENTS WHO RECEIVED D, F, NC, OR U
Fall 2010
Course
(baseline) Spring 2011 Fall 2011
FCS 380: FCS/Foundations and Research
23.7%
31.6%
13.9%
KIN 346: Physiology of Exercise
46.7%
21.9%
26.9%
ACCT 220: Introduction to Financial Accounting
51.0%
37.8%
ACCT 230: Introduction to Managerial Accounting 26.6%
BIO 106: Biological Principles 1
25.2%
25.9%
BIO 107: Biological Principles 2
47.6%
Total
36.1%
27.1%
26.7%
Spring 2012
17.9%
30.0%
34.1%
23.2%
18.0%
56.8%
29.7%
D & F = Grades, NC = no credit, U = unauthorized withdrawal
ATTENDANCE IN WORKSHOPS AND OFFICE HOURS
Of the sample that completed the surveys (demographics are given in next section), the majority of
participants (total sample and Latino subsample) in both years attended some of the PLF workshops. The
percentage of participants and the average number of PLF workshops attended was slightly higher in Fall
2012 than Spring 2011 (based on the students who completed the surveys). (Note: Attendance was not asked
on the survey in Spring 2012).
AVERAGE NUMBER OF WORKSHOPS ATTENDED BY TERM AND SAMPLE
Did Not
Attend Workshops
Attended Workshops
Sample
Term
N
%
N
%
Range M
Total sample
Spring 2011
31
22%
111 78% 1-15 8.6
Latino subsample Spring 2011
7
17%
35 83% 1-15 6.4
Total sample
Fall 2012
178
18%
811 82% 1-11 9.9
Latino subsample
Fall 2012
48
16%
252 84% 1-11 9.8
In the Fall 2012 semester, the students were also asked whether they attended PLF and faculty office hours,
and if so, approximately how many times they attended. As shown in the table below, approximately 80% of
Report #2
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page12
the students who completed the surveys said they attended faculty and PLF office hours. Most students said
they only attended office hours one time (mode and median = 1), but the mean was approximately 2.5 times
for each group since some students attended PLF and/or faculty members’ office hours as many as 11 times.
STUDENTS WHO ATTENDED PLF OFFICE HOURS AND FACULTY OFFICE HOURS
% Who
Sample Office Hours
N
Attended Mean
Total
PLF
792
80.1%
2.7
Latino
PLF
242
80.7%
2.5
Total
Faculty
792
80.1%
2.7
Latino
Faculty
240
80.0%
2.4
PRETEST POSTTEST STUDY DESIGN (FALL 2011, SPRING 2012)
In the Fall 2011 and Spring 2012 semesters, students in the classes with PLFs were given a pretest (i.e.,
paper/pencil) in class. Then at the end of the semester (i.e., posttest), the students were given another
paper/pencil survey in their class. Of the 2431 students who completed surveys, 1072 completed pretest, 723
completed posttest only, and 636 had matched surveys at pretest and posttest. There were more students who
should have been matched. However, at both pretest and posttest, some students did not put their student
ID#, or they put an incorrect student ID# (e.g., a class ID or social security number), or they put only their
first or last name instead of an ID#, or the evaluation team could not read their names/ID#s. These issues
decreased the number of surveys that could be matched. The demographics of students who completed
pretests (i.e., pretest only and matched) and posttests (i.e., posttest only and matched) are presented below. A
suggestion for the evaluation for the following years is to strategize ways to get more matched surveys.
PRETEST DEMOGRAPHICS
At the start of semester, 1707 students completed the pretest survey. Of these students, the following ethnic
groups were represented: Latino (31.5%), Caucasian / White (23.7%), Asian American / Pacific Islander
(20.9%), Armenian (7.4%), Middle Eastern (6.5%), African American / Black (5.3%), Native American
(.2%), and mixed (4.5%). Other demographics follow: age ranged from 17-68 years (M = 21.8, median =
21.0); 54.3% women, 45.7% men; and 46.3% were first-generation college students.
POSTTEST DEMOGRAPHICS
At posttest (end of the semester), 1358 students completed the posttest survey. Of these students, the
following ethnic groups were represented: Latino (31.5%), Caucasian / White (23.9%), Asian American /
Pacific Islander (21.4%), Armenian (6.1%), Middle Eastern (5.9%), African American / Black (5.5%),
Native American (.2%), and mixed (5.6%). Other demographics follow: age ranged from 17-68 years (M =
21.7, median = 21.0); 57.8% women, 42.2% men; and 42.4% were first generation college students.
The demographics of the students who completed posttests were very similar to those who completed
pretests.
CONNECTION TO THE UNIVERSITY AT PRETEST AND POSTTEST
Using the matched surveys, pretest and posttest scores on level of connection to CSUN were compared using
paired samples t-tests. The response choices ranged from “not connected” (1) to “extremely connected” (5).
As shown in the table below, there was a statistically significant (p < .001) increase on level of connection
from pretest to posttest for the total sample and the Latino subsample.
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PAIRED SAMPLES T-TEST COMPARING STUDENTS’ RATINGS OF CONNECTION TO UNIVERSITY (PRE/POST)
Before Semester End of Semester
How connected do you feel to CSUN?
N
M
SD
M
SD
t value
Total sample
636 3.13
.95
3.29
.97
-3.73***
Latino subsample
177 3.18
.88
3.41
.88
-2.82***
***p < .001. 1 = Not connected, 2 = Little connected, 3 = Somewhat connected, 4 = Connected, 5 = Extremely connected
Next, unpaired t-tests were conducted to examine the level of connection to CSUN by all students who
completed pretests to all students who completed posttests. Thus, the pretests and posttests were not matched
for this analysis. As shown in the table below, there was a statistically significant (p < .001) increase on level
of connection from pretest to posttest for the total sample and the Latino subsample.
UNPAIRED T-TEST COMPARING STUDENTS’ RATINGS OF CONNECTION TO UNIVERSITY (PRE/POST)
Before Semester End of Semester
How connected do you feel to CSUN?
N
M
SD
N
M
SD t value
Total sample
1697 3.17 .93 995 3.40 .90 6.34***
Latino subsample
535
3.15 .89 301 3.40 .86 4.02***
***p < .001. 1 = Not connected, 2 = Little connected, 3 = Somewhat connected, 4 = Connected, 5 = Extremely connected
One suggestion for the third year is to create more questions regarding connection to the university.
PERCEIVED ROLES OF PLFS AND FACULTY MEMBERS AT PRETEST AND POSTTEST
In the Spring 2012 semester, students in classes with PLFs were asked what a professor and peer learning
facilitator would be expected to do in the class (9 possible roles – see the next table). At the end of the
semester, the students were asked whether professors and PLFs engaged in those roles. The response choices
ranged from “definitely no” (1) to “definitely yes” (5).
Using matched pretest/posttest surveys from 340 students, paired samples t-tests were conducted. As shown
in the next table, the students’ ratings of the professors indicated that the reported expectations at pretest
went down at posttest in the areas of teaching course material, being available before and after class, giving
career advice, giving advice about major, mentoring students, being available outside of class to answer
questions about assignments (e.g., exams), and responding to emails. It should be noted that the expectations
at pretest for “teaching course material” and “responding to emails” were 4.83 and 4.77 on a 1 (definitely no)
to 5 (definitely yes) scale.
STUDENTS’ RATINGS OF PROFESSOR AND PLF ROLES PRE/POST (N = 340)
Ratings of Professor
Ratings of PLF
Expectations of professor and PLF
Pre
Post
t value
Pre
Post
t value
Teach course material.
4.83
4.27
9.68***
3.69
4.26 -7.76***
Be available before and after class.
4.27
4.15
1.92*
3.90
4.20 -3.98***
Give career advice.
3.60
3.39
2.74**
3.31
3.25
.68
Give advice about major.
3.87
3.44
5.32***
3.69
3.43
3.11**
Provide emotional support.
2.58
2.96
-4.55***
2.72
3.31 -6.77***
Provide campus resources.
3.59
3.43
1.83
3.69
3.58
1.31
Mentor students.
3.76
3.33
5.07***
4.07
3.80
3.50***
Be available outside of class to answer questions
4.42
4.15
4.33***
3.99
4.27 -3.94***
about assignments, exams, etc.
Respond to emails.
4.77
4.07
11.06***
4.45
4.35
1.63
*p < .05. **p < .01. ***p < .001. 1 = Definitely no, 2 = Mostly not, 3 =Somewhat, 4 = Mostly yes, 5 = Definitely yes
Report #2
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Thus, there was virtually no room for improvement. Similarly, on “be available before and after class” and
“be available after class to answer questions…”, the scores were 4.27 and 4.42, which again leaves little
room for improvement. It should also be noted that even at posttest, the average scores were above 4 (mostly
yes) on those items. And finally, the professors exceeded the students’ expectations at pretest in providing
emotional support (pretest = 2.58, posttest = 2.96).
The students’ ratings of the PLFs showed differing results, such that the students’ expectations at pretest
were surpassed at posttest in the areas of teaching course material, being available before and after class,
providing emotional support, and being available outside of class to answer questions about assignments
(exams, etc.). However at posttest, the PLFs did not meet the students’ expectations at pretest in giving
advice about major, mentoring students, and responding to emails.
STUDENTS’ RATINGS OF PLF AND PLF WORKSHOPS AT POSTTEST (SPRING 2011, FALL 2011, SPRING 2012)
In Spring 2011, Fall 2011, and Spring 2012, the students were asked at posttest to rate the PLF workshops
and PLFs.
DEMOGRAPHICS OF SPRING 2011 SAMPLE
The total Spring 2011 sample consisted of 142 students, 111 of which indicated that they had participated in
the PLF program. The sample of attendees was composed of 69.4% female and 19.8% male students (10.8%
declined to answer). Age of students ranged from 18-51 years (M = 23.11) with the majority of the sample
comprised of juniors and seniors (3.6% sophomores, 41.4% juniors, 44.1% seniors, 10.8% declined to
answer). The ethnicity of the sample follows: 2.5% Black, 16.7% Asian, 32.5% White, 33.3% Latino, .8%
South African, 3.3% Persian/Middle Eastern, and 10.8% other/mixed. The majority of PLF students were
born in the United States (77.5%), with the remainder originating from 7 other countries. Mothers and fathers
of PLF students both originated from 21 different countries. Less than half (46.8%) of the PLF students had
at least one parent with a college degree.
The Spring 2011 Latino subsample consisted of 43 students, 35 of which indicated that they had participated
in the PLF program. The sample of attendees was composed of 68.6% female and 31.4% male students. Age
of students ranged from 20-51 years (M = 23.7) with the majority of the sample comprised of juniors and
seniors (5.7% sophomores, 42.9% juniors, 51.4% seniors). The majority of PLF students were born in the
United States (91.4%), with the remainder originating from Mexico, Ecuador, and El Salvador. Mothers and
fathers of PLF students both originated from 7 countries. A majority (68.6%) of the PLF students did not
have at least one parent with a college degree.
The demographics for Fall 2011 / Spring 2011 samples were provided in the previous section.
RATINGS OF THE PLF AND PLF WORKSHOPS
As shown in the next table, over 90% of the total sample and Latino subsample ‘agreed’ or ‘strongly agreed’
that the PLF workshops and PLFs were worthwhile, increased learning/grades, increased confidence about
graduating, provided helpful information, were approachable, and cared about their success. Also, 100% of
the total sample and Latino subsample would recommend the PLF workshops to other students.
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Report #2
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SPRING 2011 STUDENTS’ RATINGS OF PLF & PLF WORKSHOPS
Total Sample (N = 111)
Latino Subsample (N = 35)
Strongly
Strongly Strongly
Strongly
Disagree Disagree Agree
Agree
Disagree Disagree Agree
Agree
The workshops started on time.
.9%
2.7% 13.5%
82.0%
2.9%
2.9% 17.1%
77.1%
An agenda is provided at each workshop.
.9%
7.2% 31.5%
58.6%
8.6% 40.0%
51.4%
You participate in class discussions.
4.5% 41.4%
52.3%
2.9% 51.4%
45.7%
The workshops helped me learn the
2.7% 17.1%
79.3%
5.7% 22.9%
71.4%
course material.
The workshops helped me make a better
4.5% 25.2%
69.4%
5.7% 31.4%
62.9%
grade.
A variety of activities were used to help
9.9% 39.6%
49.5%
14.3% 40.0%
45.7%
me learn the course material.
I would recommend the PLF workshops
16.2%
82.9%
14.3%
85.7%
to other students.
I feel more confident about graduating
from CSUN after attending PLF
.9%
7.2% 41.4%
47.7%
5.7% 42.9%
48.6%
workshops.
The PLFs provided helpful resources.
.9%
.9% 21.6%
75.7%
2.9% 20.0%
77.1%
The PLFs were available outside of the
2.7% 25.2%
70.3%
5.7% 28.6%
62.9%
workshop (e.g., email, phone, in person).
The PLFs were approachable.
.9% 18.9%
76.6%
20.0%
80.0%
Similar to the Spring 2011 data, the Fall 2011 / Spring 2012 results also found that the vast majority of the
students “agreed” or “strongly agreed” that the PLF workshops and PLFs were worthwhile, increased
learning/grades, increased confidence about graduating, provided helpful information, were approachable,
cared about their success, and would recommend the PLF workshops to other students.
FALL 2011/SPRING 2012 STUDENTS’ RATINGS OF PLF & PLF WORKSHOPS
Total Sample (N = 1358)
Latino Subsample (N = 213)
Strongly
Strongly Strongly
Strongly
Disagree Disagree Agree
Agree
Disagree Disagree Agree
Agree
The workshops started on time.
1.9%
1.6% 28.5%
68.0%
1.9%
1.4% 25.4%
71.4%
An agenda is provided at each workshop.
5.4%
12.7% 36.3%
45.6%
4.7%
11.8% 37.4%
46.0%
You participate in class discussions.
2.7%
8.7% 41.5%
47.2%
2.3%
11.6% 46.5%
39.5%
The PLFs provided helpful resources.
2.7%
5.8% 35.6%
55.9%
1.4%
8.0% 37.1%
53.5%
The workshops helped me learn the
3.6%
7.1% 31.8%
57.5%
1.4%
11.7% 32.7%
54.2%
course material.
The workshops helped me make a better
5.1%
11.1% 33.2%
50.6%
4.7%
15.9% 36.4%
43.0%
grade.
A variety of activities were used to help
4.1%
11.5% 37.7%
46.8%
2.3%
16.4% 41.6%
49.7%
me learn the course material.
The PLFs were available outside of the
3.2%
8.8% 38.3%
49.7%
1.9%
9.4% 42.0%
46.7%
workshop (e.g., email, phone, in person).
I would recommend the PLF workshops
5.3%
7.3% 27.4%
59.9%
1.6%
5.6% 26.4%
66.4%
to other students.
The PLFs were approachable.
2.5%
3.6% 27.4%
66.5%
2.4%
2.8% 31.6%
63.2%
The PLFs make me feel that people at
5.4%
9.9% 34.7%
50.0%
5.2%
11.9% 37.1%
45.7%
CSUN care whether I graduate or not.
I feel more confident about graduating
from CSUN after attending PLF
7.7%
15.3% 34.5%
42.5%
6.6%
17.0% 38.2%
38.2%
workshops.
Report #2
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page16
The students were also asked to rate the personal qualities of the PLFs. As shown in the next table, the vast
majority of the total sample (greater than 87%) and Latino subsample (greater than 88%) rated the PLFs
“high” or “very high” on the criteria listed in the tables, including the overall rating of the PLFs and the
overall rating of the PLF workshops.
SPRING 2011 STUDENTS’ RATINGS OF PLF & PLF WORKSHOPS
Total Sample (N = 111)
Latino Subsample (N = 35)
Very
Very Very
Very
The PLF…
Low Low
Avg
High
High
Low Low
Avg
High
High
Positive attitude toward participants.
5.8% 25.7% 68.5%
11.4% 14.3% 74.3%
Was respectful towards participants.
0.9%
3.9% 21.2% 73.9%
2.9%
5.7% 14.3% 77.1%
Prepared.
5.4% 27.0% 67.6%
2.9% 28.6% 68.6%
Organized.
5.4% 27.0% 67.6%
5.7% 25.7% 68.6%
Cared about my academic success.
6.3% 29.7% 64.0%
8.6% 25.7% 65.7%
Knowledge of the course material.
1.8% 19.8% 78.4%
20.0% 80.0%
Kept the workshop interesting.
12.6% 30.6% 55.9%
11.4% 34.3% 54.3%
Involved the students in the workshop.
7.2% 18.9% 73.0%
2.9% 20.0% 77.1%
Ability to explain the material.
5.4% 18.0% 75.7%
5.7% 14.3% 80.0%
Ability to answer questions.
4.5% 18.9% 75.7%
5.7% 20.0% 74.3%
Overall rating of the PLFs.
2.7% 13.0% 83.4%
2.9% 14.3% 82.9%
Overall rating of the PLF workshops.
4.5% 16.6% 78.0%
5.7% 14.3% 80.0%
Similar to the Spring 2011 semester, the vast majority of the total sample (78-92%) and the Latino subsample
(74-92%) rated the PLFs “high” or “very high” on the criteria listed in the table below.
FALL 2011/SPRING 2012 STUDENTS’ RATINGS OF PLF & PLF WORKSHOPS
Total Sample (N = 1358)
Latino Subsample (N = 213)
Very
Very
Very
Very
The PLF…
Low
Low
Avg
High
High
Low
Low
Avg
High
High
Positive attitude toward participants.
1.3%
.9%
9.8% 23.4% 64.5%
.5% 1.4% 10.7% 22.8% 64.7%
Was respectful towards participants.
1.1%
.4%
7.8% 22.5% 68.3%
.5%
.9%
7.0% 20.6% 71.0%
Prepared.
1.1% 2.0% 10.4% 22.7% 63.9%
.5% 1.9% 11.2% 18.6% 67.9%
Organized.
1.0% 2.2% 12.7% 22.7% 61.4%
.5% 1.9% 14.6% 18.4% 64.6%
Cared about my academic success.
1.4% 3.6% 13.5% 22.5% 56.0%
.5% 5.1% 18.1% 23.3% 53.0%
Knowledge of the course material.
.8%
.6%
7.1% 22.4% 69.1%
.5%
.5%
8.4% 18.2% 72.4%
Kept the workshop interesting.
2.9% 4.9% 14.3% 24.0% 54.0% 1.9% 6.0% 16.7% 22.8% 52.6%
Involved the students in the workshop. 1.2% 2.5% 11.0% 25.0% 60.3%
.9% 3.3% 12.3% 23.7% 59.7%
Ability to explain the material.
1.2% 1.5%
9.8% 23.3% 64.1%
.9% 3.3% 11.2% 21.9% 62.8%
Ability to answer questions.
1.2% 1.2%
9.1% 22.9% 65.6%
.9% 1.9% 11.7% 20.6% 65.0%
Overall rating of the PLFs.
1.3% 1.6% 11.2% 22.4% 63.6%
.9% 1.4% 13.0% 20.0% 64.7%
Overall rating of the PLF workshops.
2.8% 3.0% 13.0% 24.1% 57.2% 1.4% 2.8% 16.4% 23.8% 55.6%
STUDENTS’ RATINGS OF PLF WORKSHOP ACTIVITIES (SPRING 2011, FALL 2011, SPRING 2012)
Next, the students were asked about the helpfulness of the various learning strategies used in the PLF
workshops. They were also asked if there were other strategies that could be implemented (open-ended
question).
QUANTITATIVE RATINGS ABOUT WORKSHOP ACTIVITIES
As shown in the next table, in Spring 2011 the majority of the total sample (greater than 75%) and Latino
subsample (greater than 72%), rated “helpful” or “very helpful” the activities used in the PLF workshops.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
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Individual work in class
Small group work
Lecture
Homework
Board work
Quizzes
Games
Class discussion
SPRING 2011 STUDENTS’ RATINGS OF WORKSHOP ACTIVITIES
Total Sample (N = 111)
Latino Subsample (N = 35)
Not
Somewhat
Very
Not
Somewhat
Very
Helpful
Helpful
Helpful Helpful Helpful
Helpful
Helpful Helpful
5.6%
10.0% 33.3% 51.1%
6.7%
13.3% 43.3% 36.7%
12.9% 31.8% 55.3%
14.8% 29.6% 55.6%
6.4% 33.6% 60.0%
2.9% 50.0% 47.1%
3.1%
11.6% 31.6% 53.7%
3.2%
12.9% 32.3% 51.6%
1.0%
4.1% 31.6% 63.3%
3.2% 38.7% 58.1%
2.4%
12.9% 36.5% 48.2%
21.4% 46.4% 32.2%
3.4%
20.7% 20.7% 55.2%
7.1%
21.4% 28.6% 42.9%
4.7% 25.2% 70.1%
3.0% 30.3% 66.7%
In Fall 2011 / Spring 2012, the majority of the total sample (greater than 76%) and Latino subsample (greater
than 79%), rated “helpful” or “very helpful” the activities used in the PLF workshops.
FALL 2011/SPRING 2012 STUDENTS’ RATINGS OF WORKSHOP ACTIVITIES
Total Sample (N = 1358)
Latino Subsample (N = 213)
Not
Somewhat
Very
Not
Somewhat
Very
Helpful
Helpful
Helpful Helpful Helpful
Helpful
Helpful Helpful
Individual work in class
5.5%
14.2% 36.6% 39.3%
4.2%
18.9% 34.4% 39.2%
Small group work
4.7%
12.0% 32.3% 41.9%
3.7%
8.4% 31.9% 49.7%
Lecture
4.2%
11.2% 32.6% 49.7%
5.1%
10.2% 37.5% 46.3%
Homework
4.2%
12.5% 33.4% 42.2%
3.1%
13.9% 32.0% 45.4%
Board work
3.4%
10.0% 28.3% 53.0%
3.4%
9.8% 32.8% 51.0%
Quizzes
7.9%
15.5% 30.0% 39.3%
8.5%
12.6% 32.2% 43.2%
Games
8.2%
11.5% 24.2% 36.0%
4.2%
13.4% 21.8% 40.8%
Class discussion
3.4%
8.4% 27.7% 55.1%
2.4%
10.0% 28.7% 53.6%
QUALITATIVE RESPONSES ABOUT WORKSHOP ACTIVITIES
The students were asked “What other types of strategies/activities were used in the workshops that you found
were helpful?” The themes for Spring 2011 are in the table below. All of the responses from the students can
be found in Appendix 1.
SPRING 2011 STUDENTS’ FEEDBACK ON HELPFUL WORKSHOP ACTIVITIES
Themes (N = 129)
Worksheets, study guides/materials provided by the PLFs
Review sessions (e.g., practice questions and discussing answers)
Completing board work to discuss question answers
One-on-one discussions with the PLF
Puzzles
Visuals (e.g., drawings on white board)
In the Fall 2011 / Spring 2012 semesters the same question was answered. Since there was a large number of
students who answered this question (N = 577), the answers were coded for themes, and the percentage of
students who mentioned each theme was calculated. As shown in the table, approximately 31% of the
students mentioned wanting more review sessions and hands-on activities to help learn the material. All the
qualitative responses are in Appendix 1.
Report #2
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page18
FALL 2011 / SPRING 2012 STUDENTS’ FEEDBACK ON HELPFUL WORKSHOP ACTIVITIES
Themes (N = 577)
%
More review sessions, exercises / hands-on activities 30.8%
Games
19.9%
Group discussion / group work / group presentation
18.9%
Worksheets / handouts / flashcards
17.3%
Everything helpful, no other strategies needed
13.0%
More visuals and/or board work
11.3%
Quizzes / tests
9.0%
Lectures and explanations by PLFs
5.7%
Studying methods
1.9%
More one-on-one time
1.0%
PERCEIVED BENEFITS & SUGGESTIONS FOR PLF PROGRAM (SPRING 2011, FALL 2011, SPRING 2012)
PERCEIVED BENEFITS
Next, the students were asked, “What did you find was beneficial about the PLF and/or workshops?” The
themes mentioned in Spring 2011 are in the table below. All the qualitative responses are in Appendix 2.
SPRING 2011 STUDENTS’ FEEDBACK ON BENEFICIAL ASPECTS OF THE PLF PROGRAM
Themes (N = 139)
Reinforced the material covered in class
The extra practice material provided (e.g., practice questions, worksheets, study guides)
PLFs provided direction on where to focus study efforts
Beneficial for exam/test preparation
Provided a venue to receive answers to student questions
Beneficial for exam/test preparation
The opportunity to be given alternative perspectives on class material
Supportive, approachable environment provided
In the Fall 2011 / Spring 2012 semesters, approximately 41% of the students mentioned that the review
sessions and exam preparation were beneficial. Also, 37.5% of the students reported that the PLF sessions
helped clarify information and/or better understand the course material. All the qualitative responses are in
Appendix 2.
FALL 2011 / SPRING 2012 STUDENTS’ FEEDBACK ON BENEFICIAL ASPECTS OF THE PLF PROGRAM
Themes (N = 855)
%
Review, Q&A, Exam Preparation
40.9%
Clarification / explanation / guidance / better understanding of material 37.5%
One-on-one time / smaller group size
8.0%
All was beneficial
6.2%
Supplementary materials / notes / worksheets
5.8%
Group discussion / group work
5.0%
No benefits and/or did not attend
4.7%
Improves grades and/or assignment completion
2.8%
Games and fun activities to learn material
2.3%
Availability and office hours
1.5%
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Report #2
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SUGGESTIONS FOR IMPROVEMENT
Next, the students were asked, “How could the PLF and/or workshops be improved for next year?” The
themes mentioned in Spring 2011 are in the table below. All the qualitative responses are in Appendix 3.
Although suggestions were made by many students, a number of students indicated they had no complaints
about the program and had greatly benefited from the opportunity to participate in the PLF program as it
stands.
SPRING 2011 STUDENTS’ SUGGESTIONS FOR IMPROVING THE PLF PROGRAM
Themes (N = 119)
More availability in times and days (approximately 39% of student suggestions were regarding PLF session time slots provided)
More communication between PLFs and instructors to better integrate classroom material and expectations with PLF sessions
Utilize a variety of review strategies versus just going over lecture notes
Provide PLF sessions with a more efficient space
More games
Conflicted with school and work schedules
Live too far away to accommodate the few available workshop times
Extra credit for attending should be offered as incentive
Better organized/more structure
In the Fall 2011 / Spring 2012 semesters, the most frequent response was no improvement needed (23%).
Approximately 20% of the students suggested that more PLF sessions and/or different time slots should be
given. Also, about 12% mentioned more reviews, lectures, and/or explanations. All the qualitative responses
are in Appendix 3.
FALL 2011 / SPRING 2012 STUDENTS’ FEEDBACK ON SUGGESTED IMPROVEMENTS OF THE PLF PROGRAM
Themes (N = 855)
%
No Improvements needed
22.9%
More available PLF sessions and/or different times for sessions
19.9%
More reviews, lectures, and explanations
11.9%
Increase supplementary material (e.g., worksheets, practice tests, homework, outlines)
8.2%
Better PLF training. Increased PLF and professor collaboration so PLF can be more prepared.
8.0%
More group discussion and class participation
6.5%
Make the PLF non-mandatory and/or remove or modify the grading aspect of the PLF
6.1%
Make PLF count as lab credit or extra credit
5.8%
Longer PLF sessions
5.3%
Better organization, have an agenda and/or lesson plan
4.7%
Make students aware of PLF before enrollment. List PLF session times during class enrollment
4.2%
More quizzes / fewer quizzes
3.8/3.2%
More games and make the sessions more fun and/or interesting
3.0%
Waste of time, useless, cancel PLFs
2.5%
PLFs should be more accessible outside of class for individual attention
1.3%
More online help and resources
0.9%
PEER LEARNING FACILITATORS’ SELF-REFLECTION
Although the primary emphasis of the PLF program is to facilitate change in the students, it is also possible
that the PLFs themselves might benefit from helping and mentoring students. Research has found that when
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page20
students make a connection with other students, they have higher retention and academic achievement.26
Thus, this should include the mentors themselves.
The PLFs in the Spring 2011 were surveyed also. The sample consisted of two female and two male PLFs.
Age of PLFs ranged from 22-27 years (M = 23.3) with the sample comprised of three college seniors and one
graduate student. In regards to ethnicity, there was one White, mixed, Armenian, and undisclosed The PLFs
were all born in the United States. Three of the mentors had at least one parent with a college degree.
As shown in the table below, 100% of the PLFs agreed or strongly agreed on the statements in the table.
PEER LEARNING FACILITATORS’ VIEWS OF BEING A PLF
Strongly
Being a PLF…
Disagree Disagree Agree
Enhanced my learning of course content.
25%
Motivated me academically.
25%
Increased my desire to help others.
Increased my sense of connection to CSUN.
50%
Increased my marketability to future employers.
25%
Was a worthwhile experience.
Strongly
Agree
75%
75%
100%
50%
75%
100%
As shown in the table below, 100% of the peer learning facilitators rated their self-performance in each of the
areas high or very high, with the exception of “kept the workshop interesting” (75%) and “involved students
in the workshop” (50%).
PLFS’ SELF-PERFORMANCE RATINGS
Very
Please rate your performance as a PLF.
Low Low Average
Positive attitude toward participants.
Respectful towards participants.
Prepared.
Organized.
Cared about my students’ academic success.
Knowledge of the course material.
Kept the workshop interesting.
25%
Involved the students in the workshop.
50%
Ability to explain the material.
Being able to answer questions.
Overall rating.
High
50%
75%
25%
50%
25%
25%
25%
50%
Very
High
100%
100%
50%
25%
75%
50%
50%
50%
75%
75%
50%
A shown in the next table, most of the PLFs rated “helpful” or “very helpful” all of the activities. The only
exception was games, which were rated as “somewhat helpful.”
26
Hernandez, J. C., & Lopez, M. A. (2004). Leaking pipeline: Issues impacting Latino/a college student retention. Journal of College
Student Retention, 6, 37-60.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
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STUDENTS’ VIEWS OF PERCEIVED HELPFULNESS OF THE PLF WORKSHOP ACTIVITIES
Please rate how HELPFUL the different
Not
Somewhat
Very
types of learning strategies were to you. Helpful
Helpful
Helpful Helpful
Individual work in class
100%
Small group work
33.3%
66.7%
Lecture
100%
Homework
100%
Board work
25%
75%
Quizzes
100%
Games
100%
Class discussion
100%
Next, the PLFs were asked four questions about the program to ascertain the benefits of the program as well
as ways to improve the program. First, they were asked, “What other types of strategies/activities were used
in the workshops that you found were helpful?” One PLF recognized the value of facilitating student
participation. Specifically, the PLF said, “I did an interactive participative teaching technique. Towards the
end of the semester, instead of just giving the students the answers, I had the students give the group the
answers and I facilitated in the process. This way they were forced to do and think about the work. Before, I
found that many students were not doing the worksheets or doing the reading and just waiting for the
answers. I decided that the only way to get them to do the work is to actually make them do the work.
The PLFs were then asked, “What was rewarding about being a PLF?” The primary themes are shown in the
next table, followed by the qualitative responses.
PLFS’ PERCEIVED REWARDS OF BEING A PEER LEARNING FACILITATOR
Primary Themes
Demonstrating the PLFs passion
Receiving positive student feedback
Seeing student improvement in grades
Providing additional material for students in need of help
PLFS’ PERCEIVED REWARDS OF BEING A PEER LEARNING FACILITATOR (ALL QUALITATIVE RESPONSES)
 Yes, it was very rewarding. However, to succeed in FCS 380, one must do all the readings and take notes from lecture and study.
Even after warning and reminding them, very few students would actually do this. I feel that next year, a plan must be implemented
around that weakness. It was frustrating to watch perfectly capable students fail or not do as well on the exams and assignments.
 Responsibility of providing supplemental instruction to students who need it.
 I was able to demonstrate my passion in a professional manner.
 Hearing the thanks and appreciation of the students and seeing their grades improve.
The PLFs were also asked, “What was challenging about being a PLF?” The primary themes are shown in
the next table, followed by the qualitative responses.
PLFS’ PERCEIVED CHALLENGES OF BEING A PEER LEARNING FACILITATOR
Primary Themes
Getting students to commit to the work
Re-learning concepts
Scheduling conflicts
Time management
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PLFS’ PERCEIVED CHALLENGES OF BEING A PEER LEARNING FACILITATOR (ALL QUALITATIVE RESPONSES)
 At times it was challenging, however the overall experience was more positive than negative. It was sometimes challenging to go
back and relearn the concepts and find a way to explain them to the class (teaching is on a whole different level of understanding).
But it became easier once I built up more confidence. At times, it made me feel less sympathetic for the class because here I am, a
full time grad student, taking a full load in health sciences, planning a wedding, doing two internships, commuting two hours a
day, and still finding time for myself and my family while taking the time on my lunch break to go through their readings and teach
them 30 minutes later. One student asked me on Thursday, "How do you do it." I told her that it's all about planning your time and
committing to it. I would continuously tell the class throughout the entire semester, "If I can do this, you can do this," not to make
them feel bad about any disappointing grades, but to let them know that the course is not based solely on intelligence (because
even the most intelligent person can fail the course), but it is really a test to the individual's ability to read and follow directions.
 Taking so many units and outside work. Preparing and explanation w/question
 Balancing school work, graduation, applications, and life.
 Juggling two sections of the class who are on 2 different schedules.
Finally, the PLFs were asked, “How could the workshops and/or PLF training be improved for next year?”
The primary themes are shown in the next table, followed by the qualitative responses..
PLFS’ SUGGESTIONS FOR IMPROVING THE PLF PROGRAM
Primary Themes
Required attendance to a minimum number of workshops
Incentive for attending workshops
Have students take turns teaching the weekly worksheets in groups
Finding ways to get students read material, study
STUDENTS’ SUGGESTIONS’ FOR IMPROVING THE PLF PROGRAM (ALL QUALITATIVE RESPONSES)
 There are many things about the workshops that can be improved. First, is the incentive. I feel if the coming to a minimum amount
of times to workshops was a requirement for students, then there will be greater outreach to the class (sometimes students need an
extra "push"). I also feel that I was doing too much of the work for them this semester. Next semester, I will have the class get into
PLF groups and students will take turns in groups teaching the class the worksheets for the week. I will be there to mentor and
make sure that the information is correct and clearly communicated to the course. This way, students will be somewhat "forced" to
do the reading and learn the information to teach the classes. I suppose the details for this can be discussed over the summer.
However, I think the primary focus for next semester should be based on finding ways to get the students to do all of the readings
and study for exams.
 Electronic attendance keeping.
 I thought it was fine.
 Focus more on our duties not S.I.
COMMENTS FROM FACULTY MENTORS / SUPERVISORS OF THE PILFS
At the end of the Spring 2012 semester, the PLF coordinator sent a survey to the faculty who supervised the
PLFs. The survey asked the faculty to respond (open-ended) about whether and how they met the tasks listed
in the next table. As shown in the next table, most of the faculty members (60-100%) were accomplishing all
designated tasks.
TASK COMPLETION BY PLF PROGRAM FACULTY
Tasks
Actively promote students' attendance and participation in Peer Learning Facilitators Program's weekly sessions by
integrating the program into the syllabus
Regularly communicate and meet once per month with Peer Learning Facilitators to discuss progress in implementing the
Peer Learning Facilitator's Program
Provide input in developing a set of support materials for the Peer Learning Facilitators Program
Assign a percentage of the grade in the course for participating in the PLF program
Collaborate with Karen Abramowitz in implementing the Peer Learning Facilitators Program
www.csun.edu/BuildingConnectionsForSuccess
%
100.0%
100.0%
90.0%
90.0%
80.0%
Report #2
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The faculty members in each semester were asked to discuss any obstacles or problems they experienced in
meeting the objectives of your activity and whether they had any concerns or issues which should be
addressed to be effective in making progress toward meeting objectives. In addition, other reports submitted
to the PLF coordinator were examined for themes. And the report from the PLF coordinator was examined.
The themes from all of the documents appear in the table below. The most frequently cited challenges
revolved around problems with logistics (e.g., arranging rooms, equipment for PLF study sessions). The next
two most frequently cited challenges were and (1) PLFs who took the course with a different instructor often
understood the material differently or had not covered certain materials, and (2) when the PLFs don’t attend
the lectures they may not know the material or know what is expected in the class.
CHALLENGES PERCEIVED BY PLF PROGRAM FACULTY
Issues/Challenges
Logistical concerns: scheduling of sessions, room availability, lack of appropriate equipment in room (e.g., white board)
PLF didn’t take the course with the same professor, so understands the material in a different way.
PLF does not attend all lectures, so doesn’t know everything going on in the class. Lack of coordination between what happens in
the classroom with faculty mentor and the PLF in the PLF sessions.
PLF seems to be more beneficial to better and/or marginal students than the D, U, F students.
Attendance at PLF sessions is lower than in the past.
Students did not use PLF office hours as much as expected.
Other obligations (e.g., work) keep students from attending PLF sessions.
PLF does not seem to conquer “lack of motivation” by some students
PLF payment was delayed.
Some PLFs did not take direction very well.
Administering PLF program is time consuming.
The most frequently cited suggestion corresponds to one of the challenges above. Specifically, the suggestion
is that the instructors should help recommend or recruit appropriate PLFs. If they can help select the PLF,
then they can ensure the PLF has taken the class with them and knows the material presented. Other
suggestions are mentioned in the table below.
SUGGESTIONS BY PLF PROGRAM FACULTY
Suggestions
Ask instructors to recommend PLFs.
Contact professors and other (honor societies, advisors) to identify potential PLFs.
Create a PLF webpage with (password protected) links to materials.
Professionally videotape selected PLF workshops.
Provide additional incentives to the PLFs (e.g., priority registration).
Put a note in SOLAR that an additional hour per week is required for the class and to check Moodle for additional information after
registration in the class.
Have new PLFs attend workshop of current PLFs.
Do a walk-through of the classroom where the PLF sessions are held is necessary to insure that the equipment is working properly.
Corresponding to the reports by the students, the faculty also perceived that the PLF program was benefitting
the students (as shown in the next table). Faculty also believed that the PLF program seemed to be helping
with the DUF rate, which is consistent with faculty views in the first year of the grant (see report #1)
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page24
BENEFITS PERCEIVED BY PLF PROGRAM FACULTY
Benefits
PLF sessions were well received by students.
PLF sessions seem to be helping with DUF rates.
PLF sessions seem to be helping students master material.
PLF seems to be successful.
Finally, faculty members were asked what aspects of the program seemed to work. Their top four comments
are presented in the next table.
THINGS THAT WORKED PERCEIVED BY PLF PROGRAM FACULTY
Things that Worked
Frequent communication between faculty members and PLFs.
Posting assignments, quizzes, study sheets, handouts, etc. on Moodle.
Providing alternative assignments for those who could not attend PLF sessions.
Making attendance at PLF session or alternative assignment worth points in the class.
SUMMARY OF COMMENTS FROM FACULTY MENTORS
The faculty who supervised the PLFs provided information to the PLF coordinator about suggested
improvements. A few major themes were identified. One theme is that the PLF did not take the course with
the same professor, so there might be inconsistency between how the PLF and instructor understand and
convey the material. Another concern raised by some faculty was that some of the PLFs did not attend all the
lectures. Thus, the PLF may not know everything going on in the class; which in turn, makes it more difficult
to help the students in the class. Also, there were some logistical concerns mentioned, such as scheduling of
sessions and/or room availability. There was mention that the attendance at the PLF sessions seemed to be
lower than the previous year. Additionally, another faculty member was concerned about the lack of
motivation from students; yet, the faculty member mentioned that there was not much the PLFs or instructors
could do about motivation after a certain point.
In general, the faculty members highlighted the strengths of the program and felt that the DUF rate was
decreasing. One faculty member stated “I think that the PLF program is an excellent part of the Title V grant
that gives Biology students the additional instructional time that they need to get the concepts and
information in meaningful ways. I hope that this program will be considered in the future to continue helping
our students at this early stage of their science careers so that they can continue through our program with a
solid foundation.” Another faculty member stated, “`The PLF sessions are very well received and appreciate
by students. They like having a ‘peer’ type person to go to.”
In summary, it appears the faculty members felt the PLFs added to the class, but that they would like to have
PLFs who had taken their class before and/or who attended their lectures.
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Report #2
page25
EXPAND SERVICE-LEARNING PROGRAM
Research supports the idea that by providing students with faculty support, students will have a more positive
adjustment to college, thus enhancing their overall academic experiences.27 A way to increase faculty support
is to implement service-learning courses, which can improve the quality of faculty-student interactions and
student retention rates.28 Studies show that the benefits of service-learning courses are especially apparent in
the persistence rates of Latino college students.29
SERVICE LEARNING PROGRAM
The goal of CSUN’s service-learning program is to increase retention rates of CSUN students, especially
Latino undergraduates. Training sessions for the faculty members were conducted by the director of the
Center for Community Engagement at CSUN (http://www.csun.edu/csl). The participating faculty members
also attended collaboration meetings related to the service-learning courses they individually taught.
During the first year of this grant, five new service-learning courses were established at CSUN. As shown in
the table below, the retention rate (which includes students who graduated) was 89.5%.
RETENTION OF STUDENTS ENROLLED IN SELECTED SPRING 2011 COURSES
Section
Bachelor
Fall 2011
Course
#
Enrolled Degree Recip.
Enroll
HSCI 412: Medical Care Organization in the U.S.
15616
23
1
21
HSCI 412: Medical Care Organization in the U.S.
16300
29
27
HSCI 438: International Health
17712
31
4
22
KIN 325: Motor Development
15737
39
19
14
KIN 325: Motor Development
15739
40
26
11
Total
162
50
95
Retention
Rate*
95.7
93.1
83.9
84.6
92.5
89.5
*Combines students who had either graduated by Fall 2011 or were still enrolled at the university.
During the second year of this grant, six classes incorporated service-learning into the curriculum.
A description of the service learning projects in Year 2 follows.
 In FCS 255: Fashion Industry and FCS 471/L Draping for Apparel, collaborated to offer an integrated
project that connected classroom learning, real work practice, and community service. Working as teams
targeting potential customers at Sylmar High School (a primarily Latino school), students gained
practical experience to prepare them for jobs in the fashion industry while serving Latino high school
students.
27
28
29
Keup, J. R. (2005-2006). The impact of curricular interventions on intended second year re-enrollment. Journal of College Student
Retention: Research, Theory & Practice, 7(1-2), 61-90.
Vogelgesang, L. J., Ikeda, E. K., Gilmartin, S. K., & Keup, J. R. (2002). Service-learning and the first-year experience: Outcomes
related to learning and persistence. In E. Zlotkowski (Ed.), Service-learning and the first-year experience: Preparing students
for personal success and civic responsibility (Monograph Series No. 34; pp. 15-26). Columbia, SC: University of South
Carolina, National Resource Center for the First-Year Experience and Students in Transition.
Woodward Jr., D. B., Mallory, S. L., & DeLuca, A. M. (2001). Retention and institutional effort: A self-study framework. NASPA
Journal, 39(1), 53-83.
Hernandez, J. C., & Lopez, M. A., (2004-2005). Leaking pipeline: Issues impacting Latino/a college student retention. Journal of
College Student Retention: Research, Theory & Practice, 1(6), 37-60.
Report #2
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page26



HSCI 439 is an introductory course in community organizing and community building. Through a series
of formal service learning community health action and advocacy activities, students conducted
community advocacy assessments providing students with civic engagement experiences.
In KIN 314/L: Creative Dance for Children (and lab), students worked in small groups to plan, teach and
reflect upon children’s folk (including Latino), creative folk, and creative dance lessons in elementary
schools in low socioeconomic Latino communities that had no arts or physical education instruction.
FCS 496S: Sustainability in Family and Consumer Sciences provides students theoretical and technical
knowledge of sustainability in Family and Consumer Sciences. Students developed the ability to apply
sustainability principles and practices to their personal and professional life and through their actions
impact sustainability at the persona, family, and community levels.
As shown in the table below, the retention rate (which includes students who graduated) was 87.8% (87.2%
for Latino students).
RETENTION OF STUDENTS ENROLLED IN SELECTED FALL 2011 / SPRING 2012 COURSES (LATINOS IN PARENTHESES)
Section
Bachelor
Fall 2011
Retention
Course
#
Enrolled Degree Recip.
Enroll
Rate*
FCS 255: Fashion Industry
15811
24 (8)
2 (0)
21 (8)
95.8%
FCS 255: Fashion Industry
16164
24 (3)
2 (0)
17 (3)
79.2%
FCS 471L Draping for Apparel
16067
21 (3)
10 (1)
6 (3)
76.2%
HSCI 439: Community Health Action
16051
29 (4)
16 (5)
8 (4)
82.8%
KIN 314L: Creative Dance for Children and lab
16068
31 (8)
9 (0)
21 (8)
96.8%
FCS 496S: Sustainability in FCS
16908
18 (2)
1 (1)
16 (2)
94.4%
Total
147 (28)
40 (7)
89 (24) 87.8% (87.2%)
*Combines students who had either graduated by Fall 2012 or were still enrolled at the university.
MATH PRE-REMEDIATION PROGRAM
MATH PRE-REMEDIATION PROGRAM OVERVIEW
Prior research has outlined the importance of remediation in a student’s college career. Remediation has been
linked to increased retention rates of students in undergraduate programs,30 and completion of remedial work
early in a student’s career has been identified as a promising practice for responding to shortcomings in the
remediation process.31 In addition, research has found that the comprehensive academic achievement attained
by students who successfully complete remedial math programs is comparable to the educational
achievements demonstrated by students who were not in need of math remediation.32
30
31
32
Hagedorn, L. S., Chi, W. Y. F., Cepeda, R. M., & McLain, M. (2007). An investigation of critical mass: The role of Latino
representation in the success of urban community college students. Research in Higher Education, 48(1), 73-91. doi:
10.1007/s11162-006-9024-5
Bahr, P. R. (2010). Revisiting the efficacy of postsecondary remediation: The moderating effects of depth/breadth of deficiency.
The Review of Higher Education, 33(2), 177-205. doi:10.1353/rhe.0.0128
Bahr, P. R. (2008). Does mathematics remediation work? A comparative analysis of academic attainment among community
college students. Research in Higher Education, 49(5), 420-450.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page27
SUMMER 2011 FLC PROGRAM
CSUN’s Building Connections for Success initiative addressed the need for remediation by teaming up with
CHAMPS (“Choose A Math Path to Success”), a math pre-remediation program for students to begin before
matriculation. The program was designed to increase CSUN retention and graduation rates through math
remediation, as well as addressing the CSU Board of Trustee's mandate to increase incoming freshmen's
proficiency prior to beginning their freshman year. CHAMPS was established and launched at CSUN by the
Developmental Math Program in the Summer of 2009, during which 47 incoming freshman enrolled in the
program. During the Summer of 2010, enrollment increased to 100 students.
The Building Connections for Success program offered additional resources including: funding the licensing
costs for the ALEKS software (a program used for the advanced placement of students), paying for the math
tutors, and paying the peer mentors to encourage incoming freshmen to sign up for the program. These
resources were established to expand the program's capacity to serve more students needing math
remediation. Thus, Building Connections for Success and CHAMPS partnered efforts began in the Spring of
2011.
In Spring 2011, the CHAMPS program contacted incoming freshmen who were identified as in need of math
remediation to invite them to participate in the program during the summer before starting college. Students
had the option of choosing an entirely online remediation program, or they could choose a hybrid
remediation option. The online program offered personal tutoring as well as a tutorial that is self-paced, and
the hybrid option provided the online self-paced tutorial in combination with on-campus assistance and
tutoring to help the students in their preparation for their upcoming freshman year.
The Year 1 target for the CHAMPS program was 68 Latino students. In the Summer of 2011, 353 ethnicallydiverse students signed up for CHAMPS online, and 256 (72.5%) of them logged into ALEKS (i.e., the
online math program). As shown in the next two sections, 68 students successfully completed one of the preremediation math courses (i.e., M 092 or M 093), and one student passed both courses. Of those 68 students,
34 (50%) were Latino, 21 (30/9%) were Caucasian (this group was likely comprised of many Middle Eastern
and Armenian), 5 (11.1%) were African American, 4 (8.9%) were Asian, and 4 (8.9%) were non-disclosed.
M 092: DEVELOPMENTAL MATHEMATICS I
M 092 is a basic math/pre-algebra course. This course is designed for students who scored below 34 on the
ELM (Entry Level Mathematics). These students must successfully complete Math 092 before they can take
Math 093: Developmental Mathematics II. In the Summer of 2011, 101 students signed up for M 092. Of
those 101 students, 52 (51.5%) students used the lab. The total hours in the lab by the students was 496.5
hours (M = 9.5 hours per student). Of those 52 students, 14 (26.9%) just came into the lab to take the final
exam. Of those 101 students, 34 (i.e., 33.7%) passed from M 092 to M 093 (see next table). Of those who
signed up and participated, 82.9% passed. Thus, the program (when completed) seems to be very effective.
PASSAGE RATES FOR M 092
Total sample
Signed up, but did not participate or gave up at some point
Signed up, participated but did not pass the final assessment
Passed from M 092 to M 093
N
101
60
7
34
%
100%
59.4%
6.9%
33.7%
Range of
Time on ALEKS
0-125.7 hours
0-47.7 hours
26.5-70.2 hours
16.4-125.7 hours
Average
Time on ALEKS
20.7 hours
7.6 hours
41.9 hours
39.5 hours
The median overall time on ALEKS = 16.4 hours. All students who were below the median were students who did not participate or gave up.
Report #2
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M 093: DEVELOPMENTAL MATHEMATICS II
M 093 is an elementary algebra course. This course is designed for students who (1) scored below 34 on the
ELM (Entry Level Mathematics) but later passed M 092 or (2) scored 34 or above on the ELM but below 50
(the passing score). These students must successfully complete Math 093 before they can enroll in the
freshman level math course. In the Summer of 2011, 155 students signed up for M 093. Of those 155
students, 64 students used the lab. The total hours in the lab by the students was 591 hours (M = 9.2 hours
per student). Of those 64 students, 13 (20.3%) just came into the lab to take the final exam. Of those 155
students, 34 (i.e., 21.9%) passed M 093 (see next table). Of those who signed up and participated, 87.2%
passed. Thus, the program (when completed) seems to be very effective in regards to passing M 093. It
should be noted that one student passed both M 092 and M 093.
PASSAGE RATES FOR M 093
Total sample
Signed up, but did not participate or gave up at some point
Signed up, participated but did not pass the final assessment
Passed from M 092 to M 093
N
155
116
5
34
%
100%
74.8%
3.2%
21.9%
Range of
Time on ALEKS
0-61.5 hours
0-47.7 hours
32.1-97.2 hours
28.0-96.4 hours
Average
Time on ALEKS
21.7 hours
11.96 hours
53.2 hours
50.4 hours
The median overall time on ALEKS = 12.2 hours.
SUMMER 2012
In Summer 2012, the Math Pre-Remediation Program underwent a change when the strictly voluntary
program was transformed into a mandatory requirement for all incoming CSU students who needed
developmental mathematics coursework. Specifically, the CSU’s Board of Trustees started requiring all
incoming students to take a pre-remediation mathematics course if they scored below 50 on the entry-level
mathematics (ELM) exam. They could take the course(s) at any CSU in the summer prior to officially
starting school in fall; thus they had to enroll pay tuition for the one unit course. The 1-unit course, ESM
096LI, is equivalent to math 092, and ESM 096LII is equivalent to math 093.
The Building Connections for Success program paid for tutors for the students. The tables below shows,
2,838 students were served, with 72 students (43 Latino) moving beyond ESM 096LI and 70 students (40
Latino) moving beyond ESM 096LII.
PASSAGE RATES FOR ESM 096LI
Did not complete
Completed minimal requirements but did not progress
Original ELM score was < 34 and student moved into M 093 placement
Student placed into GE math (either M 092 or M 093)
Total N
49
511
68
4
Total %
7.8%
80.9%
10.8%
.6%
Latino N
36
353
42
1
Latino %
8.3%
81.7%
9.7%
.2%
Note: 62.2% of the students were on Pell grant, and 73.8% of the Latino students were on Pell grant.
PASSAGE RATES FOR ESM 096LII
Did not complete
Completed minimal requirements but did not progress
Student placed into GE math (either M 092 or M 093)
Total N
35
682
70
Total %
4.4%
86.7%
8.9%
Latino N
22
398
40
Latino %
4.8%
86.5%
8.7%
Note: 51.8% of the students were on Pell grant, and 63.0% of the Latino students were on Pell grant.
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FACULTY MENTORSHIP PROGRAM
FACULTY MENTORSHIP PROGRAM OVERVIEW
The literature suggests that student retention rates can be heavily influenced by integrating faculty and
student interactions into academics, especially with Latino undergraduate students.33 Students paired with
faculty mentors for one year experienced higher academic achievement and were less likely to drop out,
compared to students with no faculty mentoring.34 Similar results were found for a cohort of minority
undergraduates who were assigned both a peer mentor and a faculty mentor.35
The CSUN Building Connections for Success initiative seeks to improve freshman retention rates by building
upon the faculty mentorship program in a similar fashion. Faculty mentors consist of the faculty members
teaching the freshman seminar courses, as part of the Discipline-Based freshman Connection Program. Each
faculty participant mentors the students in their respective freshman seminars (approximately 25 students per
class), attends a training for faculty mentors provided by the Educational Opportunity Program (EOP) office,
and works alongside peer mentors in facilitating various class discussions on achieving success at CSUN.
2011/2012 FLC PROGRAM
COLLEGE OF HEALTH & HUMAN DEVELOPMENT
Nineteen faculty members in the College of Health and Human Development participated in the faculty
learning community (FLC) program this past year. Data were collected from 5.3% males and 94.7% females.
The majority of the participants were Caucasians (55.6%), followed by Asian Americans (22.2%), Latinos
(11.1%) and African Americans (5.6%). It should be noted that the Caucasians were from various ethnic
cultural groups (e.g., Armenian, Persian).
The faculty members were asked to rate their level of agreement with a variety of statements regarding the
FLC. As shown in the next table, all of the faculty participants “agreed” or “strongly agreed” that
participating in the FLC gave them new ideas for working with students, helped them understand students
better, was worthwhile, and was worthy of recommendation to other faculty members.
FACULTY MEMBERS’ RATINGS OF THE FLC
Strongly
Being a part of the Faculty Learning Community (FLC)… Disagree Disagree
Increased my pedagogical knowledge.
11.8%
Gave me new ideas for working with students.
Helped me understand students better.
Made me a more effective educator.
5.6%
Was worthwhile to me.
I would recommend the FLC to other faculty members.
Agree
29.4%
38.9%
27.8%
38.9%
16.7%
16.7%
Strongly
Agree
58.8%
61.1%
72.2%
55.6%
83.3%
83.3%
33
Bordes, V., & Arredondo, P. (2005). Mentoring and 1st-year Latina/o college students. Journal of Hispanic Higher Education, 4,
114-133.
34 Campbell, T.A., & Campbell, E.D. (1997). Faculty/Student mentor program: Effects on academic performance and retention.
Research in Higher Education, 38, 727–742.
35 Thile, E.L., & Matt, G.E. (1995). The Ethnic Mentor Undergraduate Program: A brief description and preliminary findings.
Journal of Multicultural Counseling and Development, 23(2), 116-126.
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Approximately 88% “agreed” or “strongly agreed” that participating in FLC increased their pedagogical
knowledge, and 94.4% “agreed” or “strongly agreed” that participating in FLC made them a more effective
educator.
Next, the faculty participants were asked to rate the FLC components. As shown in the table below, the
majority of the faculty participants found the trainings, handouts, group discussions, networking, and support
group atmosphere were “useful” or “very useful.”
FACULTY MEMBERS’ RATINGS OF THE FLC COMPONENTS
Please rate the usefulness of the
Not
Little Bit Somewhat
following components of the FLC Useful
Useful
Useful
Trainings
5.3%
5.3%
Handouts
5.3%
10.5%
Group discussions
5.3%
Networking
Support group atmosphere
10.5%
Useful
36.8%
42.1%
21.1%
31.6%
5.3%
Very
Useful
52.6%
42.1%
73.7%
68.4%
84.2%
Next, the faculty participants were asked to rate the facilitator of the FLC. As shown in the table below, the
100% of the faculty participants rated the facilitator as “high” or “very high” on having a positive attitude,
being prepared and organized, being available for questions/advice, and being enthusiastic. Also, 100% gave
a “high” or “very high” overall rating of the facilitator.
FACULTY MEMBERS’ RATINGS OF THE FLC FACILITATOR
Please use the following scale to rate Very
the FLC Facilitator
Low Low Average
Positive attitude toward participants.
Prepared and organized
Available for questions/advice.
Enthusiastic.
Overall rating of the FLC Facilitator
High
10.5%
5.3%
5.3%
5.3%
5.6%
Very
High
89.5%
94.7%
94.7%
94.7%
94.4%
Next, the faculty participants were asked, “Has your involvement in FLC changed how you teach or interact
with students?” The vast majority (i.e., 94.1%) said ‘yes’, while 5.9% said ‘no’. When prompted to explain
their answer, the faculty gave a variety of responses. The primary themes are shown in the table below.
FACULTY MEMBERS’ PERCEPTIONS OF INVOLVEMENT IN FLC
Primary Themes
Understanding first generation and/or Latino students
Enjoyed the workshops
Learning new teaching strategies and methodologies
More empathy for students’ personal struggles
Having more compassion for students while still holding them to high
standards
Adapting a professional demeanor while in class
Appreciate diversity and cultural differences
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ALL RESPONSES BY FACULTY REGARDING PERCEPTIONS OF INVOLVEMENT IN FLC
 Greater understanding of first generation students.
 I have a greater understanding of non-traditional/Latino student's needs and how they learn. Good variety. Dr. Montez was wonderful! That FLC
session was probably the greatest workshop or presentation! Excellent.
 Getting more info on illegal students who might benefit from an on-campus HB540 community. 1. we have to get help (Marrin Villanueva) 2. April
session done by Dr. Montez & Dr. Stout was pretty good! 3. Also Dr. Carrie Rothestein (the first FLC session) was very beneficial too.
 Made me more sensitive to their roles in life - other than as students - that might be influencing their academic performance.
 More empathetic to student circumstances. know not to enable
 Yes, I believe I have a better understanding of our students and their needs. I've learned that you can interact with them with care and
understanding while maintaining high expectations.
 Adjustments to my syllabi & how I launch each semester, shifts in approach as to how I language things with the students represented by the
areas we've explored.
 I understand our student body better, in nature of students with diversity.
 Absolutely. I have become more aware of how my demeanor, my actions, my own personal biases and assumptions affect the way I interact with
students. I always thought that I had such a high level of cultural competence and this experience has opened my eyes to the truth. Now, right
before I walk into the classroom, I check myself FIRST. I'll be in my office with the door closed and check my attitude, make sure that any
tensions i experienced are left in the office, and I replace the scowl with a pleasant smile. This last bit is not always easy but the outcome is
definitely well worth it.
 Participating in FLC has given me the chance to learn through lectures and workshops given by various experts, new teaching methodologies as
well as how to come with various sensitive situations. I hope I became a more effective teacher.
 The session where the woman from DRES came was very helpful to me in terms of knowing what accommodations I am and am not expected to
provide for students.
 My involvement has given me a lot of support especially with handling current situations with students by enhancing my understanding of the
needs and psyche of today's student population. I am able to respond to students better.
 Yes, definitely. It has made me more aware of their needs and different circumstances and I have tried to adapt to these in my teaching and
interactions.
 Not really, I am more aware of cultural differences and try to ensure that I am considering these areas when I plan my teaching.
 I understand the students better and I am able to modify my pedagogy in such a way that makes me more effective and the students more
engaged.
 Yes, I changed my approach in the classroom. I became more sensitive to the barriers and cultural differences among our students and how this
may affect there learning environment.
 I have become more aware of the challenges our students face and have become more empathic, while at the same time maintaining high
expectations and not enabling students.
Next, the faculty participants were asked, “What skills learned in the FLC did you try this year? How did
they work?” The primary themes are shown in the table below.
FACULTY MEMBERS’ PERCEPTIONS OF SKILLS LEARNED IN FLC
Primary Themes
Increased awareness of cultural differences and diversity
Encouraging self sufficiency, accountability, among students (e.g.,
checking syllabus instead of emailing teacher)
How to limit technology use in class (texting, internet)
Stress management
Reaching out to students on a personal level
Being more approachable and accessible
ALL RESPONSES BY FACULTY REGARDING PERCEPTIONS OF SKILLS LEARNED IN FLC
 Stress management and shared non-traditional student info in both graduate & undergraduate students.
 Group discussion after each session taught me a lot how to work with students based on their strengths & weaknesses! Different cultures, ethnic
backgrounds & etc. should be considered & respected significantly when we are all dealing with student at CSUN.
 Approaching group work "collectivistically".
 Being protective of my time and dealing with stress strategically
 Again communicating with students with a greater degree of sensitivity & understanding.
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 Deepened understanding around the Dream Act, first generation college students, privilege; all have improved my comfort level and
strengthened my confidence.
 Cultural background diversity application. Every student has a different approach to solve the problem. I tried to understand different phases.
 I changed my syllabus' format because I realized that it wasn't really "student user friendly." Again, I made certain assumptions based on how I
was when I was a college student but I've come to realize that the 21st century learner needs things spelled out and they need the information
repeated. so not only did i spell it out in my syllabus, I made sure to utilize Moodle. I also made it a habit to pull out the syllabus and Moodle at
certain points in the semester to make announcements and to review the details for upcoming projects. This worked out very well...especially
when those few students who didn't follow through on deadlines or projects tried the "I didn't know" excuse. It was very comforting to be able to
say to them with confidence that I went over it in class, it's in the syllabus AND it's posted on Moodle. What was even more validating is when I
would hear other students say things like "Dude, it's in your syllabus!" or "It's on Moodle!" Satisfaction, indeed!
 The lectures and discussion groups at FLC definitely exposed me to new and interesting ideas about cultural differences, the psychology of the
student and techniques and strategies I can employ to help students overcome obstacles. 1) Encouraging student. 2) Using empathy to build
relationships 3) Making my self more available for advising and tutoring students 4) I make myself available by phone and email to all my
students so they feel I am responsive and they are supported. 5) It is important to me that my students feel that I care about them personally as
well as academically.
 I did try empowering students a bit more by holding them accountable for things like finding documents on Moodle, or not replacing a worksheet
if they lost it.
 Several classroom strategies were discussed during presentations and I was able to incorporate, not necessarily some skills, but anecdotes
shared during these sessions to my interaction with students. This enhanced my interaction with them and their belief in my understanding of
their standing and needs.
 Being more aware of cultural differences and listening to students more carefully. It's been very interesting. Set limits on accessibility to email,
internet, etc., so that students could focus more on class. Also, setting limits on my availability to students via email. It's been very productive.
 Limits on technology use in my classroom.
 Time management, improving interpersonal relationships with students, work-life balance They all were very helpful!!!
 Peer to peer mentoring. Having students establish study buddies at beginning of class that were mixed culturally
Next, the faculty participants were asked, “Do you have any suggestions for how to improve the FLC?
AND/OR Any suggestions for the FLC Facilitator?” The primary themes are shown in the table below.
FACULTY MEMBERS’ SUGGESTIONS FOR IMPROVEMENT OF FLC
Primary Themes
Sometimes felt too general, so more practical information
Having more meetings, or holding them during school hours instead of
in the evening
Have students participate in some of the sessions
Maintain momentum throughout the year, not just at the beginning
Match mentors more closely with mentees based on similar
backgrounds, interests
Identify resources outside of CSUN
Utilize moodle more instead of forwarded emails
ALL RESPONSES BY FACULTY REGARDING SUGGESTED IMPROVEMENTS
 It seems that we would all benefit from having our students (minority) participate in the sessions, so we get real life stories - and situations on
how to understand what our students need.
 More concrete examples of effective strategies to enhance first generation students skills in classroom.
 Maybe more student representation (from their perspective) and any community resources (like LAUSD for example coming in to speak). Maybe
have refreshments (ok if potluck or just fruit). More teaching ideas.
 A lot of what we discussed felt more general and abstract. Though helpful - and eye opening - I feel I would have benefitted from a greater
emphasis on practical changes I could make in the classroom.
 not get so many forwarded emails. Post things on moodle forum instead to look on own time.
 Clarity on how the mentoring piece will work. But overall it has been a wonderful experience.
 Nothing comes to mind at this point. It was helpful to have a standing meeting day/time in Spring.
 Would like to have some more activity, especially applied activity, which will help for me to apply to class.
 Open discussion format is great. Keep doing that. Tami is wonderful.
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 We need to identify high risk students as early as possible and establish a relationship with them that will help the students adjust to the
demands of academic life. Help them understand the importance of commitment and graduating from a university with a degree. Continue to
promote student peer mentorship and student group programs that can support fellow students and expand their participation in university life.
 I feel like we lost touch in the spring. There was so much interaction in the fall, and then it dropped off in the spring. Even if we had just one get
together it would be nice.
 These sessions worked out really well. Continue the presentations by faculty whose research focuses on the needs, requirements, and psyche of
the current student population.
 Keep up the good work!
 I feel it was very successful as is.
 Perhaps a few more meetings (I know this can be hard with everyone's schedules, but I loved and looked forward to the gatherings!!)
 Continue conflict resolution group discussions.
 Before sending out this survey, remind us what the main meetings consisted of (especially because this survey is one semester removed). It
would be nice to have a $25 gift card to Freudian Sip (or something like that) so the mentor/mentees don't feel awkward about who pays during
the semester during our meetings. This also encourages new faculty to try the establishments on campus. I appreciated the networking group
meetings, but it would have been more accessible if it was during school hours. Taking into consideration family time and commuting, I wasn't
able to attend the dance or other activities. I appreciate the peer network establishing peers beyond one's department. Perhaps the pairing of
mentors could be more strategic. For example, a quick survey to the mentees to ask about their hobbies may help find a mentor that has similar
interests, family situation, or concerns. I find that bonding at some personal level is key than simply being at the same college. If I believe I
connect with someone at a personal level, I am more likely to ask them questions or advice.
Finally, the faculty participants were asked, “Do you have any additional comments?” Their responses are
shown below:







I really enjoyed being part of this group! Thank you :)
Workload was just right. Not too much - not too little.
Frankie is amazing.
Frankie is great! Wish people would arrive on time.
Thank you so much for this investment in our evolving development, and our capacity to serve all students.
Thank you!
I loved it!! It definitely made this year much more manageable!
FUTURE GOALS OF THE FACULTY MENTORSHIP PROGRAM
Based on feedback provided at the end of the 2011-2012 Faculty Mentorship Program experience, a couple
of new goals and areas for future development were identified. Specifically, the program might work with
the faculty to find more times to meet that fits their schedules and keeps the momentum going throughout the
semester. Also, it might help to utilize Moodle more for sharing information (e.g., resources outside of
CSUN). And, the mentors might be matched with mentees based on similar backgrounds and interests.
DISCIPLINE-BASED FRESHMAN CONNECTION (DBFC) / PEER MENTOR PROGRAM
DBFC PROGRAM OVERVIEW
The Discipline-Based Freshman Connection (DBFC) program was designed to improve student persistence
by promoting a positive freshman experience for incoming students as well as establishing CSUN as a
learning community. Studies show that when freshman are provided with a supportive academic environment
they often return for their sophomore year and beyond,36 resulting in higher graduation rates.37 Literature also
36
Miller, J. W., Janz, J. C., & Chen, C. (2007). The retention impact of a first-year seminar on students with varying pre-college
academic performance. Journal of the First-Year Experience & Students in Transition, 19, 47-62.
Starke, M. C., Harth, M., & Sirianni, F. (2001). Retention, bonding, and academic achievement: success of a first-year seminar.
Journal of the First-Year Experience & Students in Transition, 13(2), 7-35.
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suggests that the addition of a discipline-based focus to freshman seminars and learning community
programs will promote retention and timely graduation rates.38
Thus, the DBFC program aims at creating a supportive academic environment by introducing a disciplinebased freshman seminar and a disciplined-based learning community to CSUN freshman. The disciplinebased program offers additional information to students interested in a particular discipline and students who
are interested in social networking within their academic major. To provide a full cohort experience, students
in DBFC enroll as a group during the fall semester in a learning community composed of at least two
courses. The two courses are linked by the faculty teaching those courses through integrating a joint project,
integrating assignments, or adopting a common theme.
The DBFC program provides freshmen students with information about their discipline and attempts to
prepare students for the future demands surrounding that discipline or future profession early in their
undergraduate career. The program also sponsors faculty-facilitated sessions that focus on how students can
achieve academic success in their major and how students can develop a career strategy. In addition, DBFC
gives freshmen the opportunity to gain faculty mentorship as early as their first year in college. In sum, the
DBFC program provides students with social, academic, and career related opportunities that are aimed
toward guiding students through their undergraduate career, culminating in their graduation and solidification
of each individual student’s intellectual interests and career plans.
The DBFC program sections are led by faculty members related to the discipline of focus. In addition to
leading the sections, the faculty members facilitated discussion sessions instructing students on how to
achieve academic success and how to transfer that success into developing a career strategy.
Because of the overlap between the participants in the DBFC program and the Peer Mentoring Program, the
evaluation will be discussed in the Peer Mentoring section (next).
PEER MENTOR PROGRAM
VALUE OF PEER MENTOR PROGRAM
Research has demonstrated the importance of peer support in low socio-economic and first-generation
college student populations for maintaining a level of persistence throughout their education.39 First-
37
38
39
35
36
Keup, J. R., & Barefoot, B. O. (2005). Learning how to be a successful student: Exploring the impact of first-year seminars on
student outcomes. Journal of the First-Year Experience & Students in Transition, 17(1), 11-47.
Lang, D. J. (2007). The impact of a first-year experience course on the academic performance, persistence, and graduation rates of
first-semester college students at a public research university. Journal of the First-Year Experience & Students in Transition,
19(1), 9-25.
Keup & Barefoot, 2005
McKinney, D., & Denton, L. F. (2006). Developing collaborative skills early in the CS curriculum in a laboratory environment.
ACM SIGCSE Bulletin, 38(1), 138-142.
Hernandez & Lopez, (2004)
Padilla, R. (2007) Camino a la Universidad: The Road to College. Lumina Foundation: Indianpolis, IN.
Person, A. E., Rosenbaum, J. E., & Deil-Amen, R. (2006). Student planning and information problems in different college
structures. Teachers College Record, 108, 374-396.
Potts, M. (2010, June 10). Getting low income students to graduate. The American Prospect. Retrieved September 27, 2012 from:
http://prospect.org/article/getting-low-income-students-graduate-0
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generation students and/or those from a low socioeconomic background often lack proper guidance and
resources to succeed in college.35 Peer mentoring programs are an effective way of negating these
disadvantages. For example, participants in a peer mentoring program for low income students at one
university were 17% more likely to graduate compared to a control group.36
Another peer mentoring program was implemented to meet the needs of either economically disadvantaged,
disabled, or first-generation college students.37 By the end of the next academic term, 91% of the student
mentees were in good academic standing, while 100% of the eligible seniors graduated. The success of the
program was attributed to an intrusive, aggressive effort to involve mentees with their mentors.
Another peer mentoring program targeting first-generation and low income freshmen reported that the firstgeneration freshmen had higher retention rates, grade averages, and number of credits completed compared
to freshmen not in the program.38 Participants in another peer mentoring program who had academically
underperformed in high school earned higher grade averages and were less likely to be on academic
probation compared to a non-mentored cohort.39
CSUN PEER MENTOR PROGRAM OVERVIEW
The CSUN Building Connections for Success initiative provides added student support for freshmen students
by providing peer mentors in a UNIV 100 freshmen course. In doing so, it is believed that the Peer Mentor
Program will be able to provide students with the academic services and support necessary to increase
retention and decrease dropout rates of undergraduate mentees.
GOALS & OBJECTIVES
The goal of the peer mentor program is to provide incoming freshman students with the opportunity to
connect with student mentors who are pursuing the same area of interests and can serve as a source of
support, encouragement, and connectedness to the CSUN community.
The main objective of the peer mentor program is to increase freshmen retention rates and academic success
through the support and resources provided by the peer mentor role models. The features of the peer mentor
program can be seen in the table below.
37
38
39
Shea Correll, M. (2005) Peer mentoring: An intrusive approach. Essays in Education, 14.
Collier, P. J., & Fellows, C. (2009). Improving first-generation, low-income student retention in higher education: Examining the
persistence of role-mastery based advising and telementoring intervention effects. Portland, OR: National Academic Advising
Association Research Grant Program Final Report. Portland State University.
Salinitri, G. (2005). The effects of formal mentoring on the retention rates for first-year, low achieving students. Canadian Journal
of Education, 28(4). 853-873.
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Mentoring on the Run
Have peer mentors be available to mentor
their mentee before, during, and after their
mentee’s University 100 class.
FEATURES OF THE PEER MENTORSHIP PROGRAM
Community of Mentors
Offer support to freshmen mentees that
incorporates peer mentorship, faculty
mentorship, and a referral to student
advisement center.
Peer mentors are regularly available to meet
individually with their mentees in informal
settings (e.g., student lounge).
Peer mentor’s use of technology for timely
responses and feedback.
Peer mentors identify students with
absenteeism/tardiness and strategize with
faculty for appropriate follow-up.
Peer mentors model note taking in class and
help students understand how to take notes.
Peer mentors utilize each other as a
resource to aid their student mentees.
Peer mentors working with faculty
mentors when students are having
difficulty with academic and personal
issues.
Peer mentors attend monthly meetings to
discuss effective strategies for working
with students.
Bi-weekly debrief sessions with
mentorship coordinator to discuss
student mentees’ progress and
difficulties encountered.
Promoting a Culture of Mentoring
Extend peer mentorship into the 2nd
semester of the freshmen year with a
focus on career development.
Have mentees participate in other
mentors’ activities (e.g., attending the
event of peer mentor that is not his/her
assigned mentor).
Peer mentors collaborate with each
other to attend extra-curricular CSUN
events.
Student mentees become mentors as
they progress in their academic
program at the university.
Peer mentors model good college classroom
behavior (e.g., no texting, cellphones,
sleeping, side talking).
ROLES
The peer mentor program is composed of peer mentor leads, peer mentors, and career peer mentors. The peer
mentor leads are responsible for assisting the mentorship coordinator with mentoring the peer mentors, as
well as monitoring and evaluating them. The peer mentor leads also co-facilitate monthly mentor meetings
and training sessions. They meet individually with peer mentors who are joining the program for the first
time. The peer mentors provide mentorship to incoming freshmen. This is achieved through regular contact
with their mentees throughout the semester, as well as collaboration with their faculty mentor (UNIV 100
instructor). The career peer mentor acts as a role model to motivate and engage students in exploring career
options. They are responsible for creating and carrying out program activities (e.g., popcorn hours); for
conducting outreach to students, faculty, staff, and employers; and for participating in Career Center events.
Peer Mentor
Lead
Mentorship Coordinator
Adriana Garcia Marin
Peer Mentor
Mentees
Project Director
Rafi Efrat
Career Advisor
Monique Corral
www.csun.edu/BuildingConnectionsForSuccess
Career
Peer Mentor
Report #2
page37
PEER MENTOR PROGRAM
Freshmen at CSUN are given the opportunity to enroll in The Freshmen Connection, which places them into
a cohort of 20-25 students who take classes together during their first semester. One of the available classes
is University (UNIV) 100, an introductory course designed to acclimate freshmen to a college environment
and help them prepare for the rest of their academic career. The program aims to increase the retention rate
of Latino/a students by 25% from 2010 to 2015, in yearly increments of five percent. It is expected that the
program will benefit all students who participate, but only retention rates of Latino/a students are tracked.
Topics covered in UNIV 100 include study skills, time management, learning the CSUN course catalog,
learning the university’s core values, critical thinking, effective university discourse, ethical thinking and
behavior, and tutorials in financial aid and planning. Students are required to complete work sheets,
reflection papers, essays, and a group project. They are also assigned one novel that is read by all CSUN
freshmen in each fall semester, under the university’s Freshman Common Reading Program.
Each cohort consists of about twenty to twenty-five students, divided equally between two mentors. Some
cohorts receive only one mentor, if the mentor has a great deal of experience. The peer mentored sections of
UNIV 100 are structured such that mentors actively model effective in-class behaviors for their mentees to
follow. For instance, the mentors will show up on time to class, sit up straight in their chair, take initiative in
asking questions of the instructor, and keep their cell phones out of sight. The UNIV 100 classes meet twice
a week, with mentors being required to attend at least once a week. The mentors are trained to spot warning
signs that the students are not doing well, such as consistently showing up late to the UNIV 100 class, or not
participating in class activities. If deemed necessary, the mentor will intervene and help the student to get
back on track.
Other than participating in class, there are three specific activities throughout the semester in which the
mentors engage their mentees. The first is a one on one meeting between the mentor and each of his or her
mentees. The meeting lasts about a half hour and the mentor takes the opportunity to get acquainted with the
mentee, such as learning about their background, hobbies and interests, career goals, and so on. The second
activity has the mentor work together with each of his or her mentees to identify one academic resource on
campus that the mentee would like to utilize, such as the library, counseling services, or academic
advisement. The mentor then helps familiarize the mentee with their selected resource. For the third activity,
the mentor arranges for a group of three to four mentees to attend an event on campus that is not part of the
actual Building Connections For Success Program. For instance, the group will attend a CSUN sporting
event, a free musical concert on campus, or take a tour of the campus art gallery.
The mentee cohorts are discipline based, meaning that the mentees are grouped together according to their
intended majors within each department. Participating departments include the College of Health and Human
Development, the College of Science and Mathematics, the College of Social and Behavioral Science, and
students of Business and Pre-Accountancy. There are also cohorts for students who have not yet declared a
major. While most of the mentors are undergraduates, the cohorts within the College of Social and
Behavioral Sciences is unique in that its mentors are graduate students in a counseling Master’s program.
Potential mentors are recruited either after successfully completing the Building Connections For Success
program as mentees, or by responding to flyers in the EOP office or various advisement offices. They are
required to have a cumulative grade average of at least 3.0 and to have strong interpersonal skills. It is
desirable but not necessary that applicants have prior experience in mentorship roles. Additionally, mentors
are screened based on the major they are in so that they can be matched with the appropriate discipline based
cohort, unless they are assigned to a cohort of undecided freshmen. Once they are hired, mentors undergo
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training not only to effectively meet the needs of their mentees, but also to address the specific needs of
Latino/a students, as per CSUN being designated a Hispanic Serving Institution under the Title V grant. The
mentors are required to keep daily logs of their mentoring activities. UNIV 100 instructors also give
feedback on the mentors’ performance. Mentors are paid an hourly wage and generally work about five or
six hours a week for the program, which totals from fifty to sixty hours over the whole semester.
INSTITUTIONAL DATA COMPARING RETENTION RATE OF TREATMENT GROUPS TO COMPARISON GROUPS
In Spring 2011 (Year 1), the peer mentorship program was delivered in classes in two departments in the
College of Health and Human Development: (1) Child & Adolescent Development (CADV), and (2)
Kinesiology (KIN). Institutional data were used to compare the retention rate in courses that received peer
mentors in the Spring 2011 to those same courses in the same semester who did not receive peer mentors and
the same courses in the previous year. The next two tables show the results for CADV and KIN for the
freshmen as well as the Latino freshmen. Mixed results were found with slightly better results for the
comparison groups in CADV than the treatment groups.
SPRING 2011: PERCENT OF STUDENTS WHO RETURNED IN THE FOLLOWING FALL SEMESTER (CADV 350)
Treatment groups (CADV 350) % returned Comparison groups (CADV 350) % returned
Spring 2011 Freshmen
Spring 2011 Freshmen
#18713 (n = 20)
#16071 (n = 32)
81.3%
80.0%
#16070 (n = 121)
91.7%
Spring 2011 Latino Freshmen
Spring 2011 Latino Freshmen
#18713 (n = 12)
#16071 (n = 14)
92.9%
75.0%
#16070 (n = 48)
87.5%
Spring 2010 Freshmen
#16899 (n = 120)
89.2%
#16901 (n = 38)
78.9%
Spring 2010 Latino Freshmen
#16899 (n = 36)
86.1%
#16901 (n = 15)
80.0%
SPRING 2011: PERCENT OF STUDENTS WHO RETURNED IN THE FOLLOWING FALL SEMESTER (KIN 200)
Treatment groups (KIN 200) % returned Comparison groups (KIN 200) % returned
Spring 2011 Freshmen
Spring 2011 Freshmen
#16493 (n = 56)
#16213 (n = 73)
89.0%
83.9%
#16156 (n = 65)
86.2%
Spring 2011 Latino Freshmen
Spring 2011 Latino Freshmen
#16213 (n = 24)
87.5%
#16493 (n = 17)
88.2%
#16156 (n = 27)
81.5%
Spring 2010 Freshmen
#17046 (n = 59)
91.5%
#17127 (n = 55)
72.7%
#19018 (n = 43)
88.4%
Spring 2010 Latino Freshmen
#17046 (n = 22)
95.5%
#17127 (n = 29)
72.4%
#19018 (n = 10)
90.0%
For Year 2, institutional data was used to compare all of the sections of UNIV 100 that had peer mentors to
the baseline of the 2010 UNIV 100 students. As shown in the table below, the continuation rate was actually
lower for those students in UNIV 100 sections with peer mentors compared to all UNIV 100 students in
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page39
2010. It is possible that this is because the sections of UNIV 100 with peer mentors were offered in colleges
with lower retention rate in general.
COMPARING STUDENTS IN UNIV 100 IN FALL 2010 TO THE SECTIONS OF UNIV 100 WITH PEER MENTORS IN FALL 2011 (TOTAL AND LATINO)
Total
Latino
Year
Total Students
Continuation
1 Yr Rate
Total Latino
Continuation
1 Yr Rate
2010
679
507
74.7%
292
215
73.6%
2011
235
171
72.8%
126
87
69.0%
From institutional research
As another comparison, the continuation rate of all incoming CSUN freshmen was compared across 2010
and 2011. As shown in the table below the continuation rate stayed the same.
ONE-YEAR CONTINUATION RATE FOR ALL INCOMING CSUN FRESHMEN (TOTAL AND LATINO COMPARISON GROUP)
Total
Total
Latino
Year
Students
Continuation
1 Yr Rate
Total Latino
Continuation
1 Yr Rate
2010
5183
3854
74.4%
2444
1757
71.9%
2011
5265
3919
74.4%
2722
1949
71.6%
http://www.csun.edu/~instrsch/csunnumbersindex.html
DEMOGRAPHICS OF FRESHMEN MENTEES IN SPRING 2011 AND FALL 2011
Self-report survey data (quantitative and qualitative) were collected in Spring 2011 (one-shot, posttest study
design) and Fall 2011 (pretest/posttest design & one-shot, posttest study design). In the Spring 2011
semester, the data were split between those students who had undergraduate student mentors (i.e., Health &
Human Development, Business & Economics, Science & Mathematics) and graduate student mentors
(College of Social and Behavioral Sciences [CSBS]). The demographics for each sample of freshmen
students and Latino freshmen students are presented below.
SPRING 2011 FRESHMEN
The freshmen students who completed the survey consisted of 44 first-year, undergraduate mentees (72.7%
female, 27.3% male). Age of the mentees ranged from 18-20 years (M = 18.6). In regards to generation
status, 6.8% were 1st generation, 59.1% were 2nd generation, and 34.1% were 3rd generation. The majority of
mentees (93.2%) were born in the United States. The parents were born in 14 countries. The majority of the
mentees (65.1%) did not have parents with college degrees.
SPRING 2011 LATINO FRESHMEN
The Latino freshmen subsample that completed the survey consisted of 23 first-year, undergraduate Latino
mentees (73.9% female, 26.1% male). Age of mentees ranged from 18-20 years (M = 18.6). In regards to
generation status, 4.3% were 1st generation, 91.3% were 2nd generation, and 4.3% were 3rd generation. The
majority of mentees (95.7%) were born in the United States. Approximately half of the mentees had parents
born in Mexico, 17% had parents born in El Salvador and 12% had parents born in Guatemala. The
remaining parents were born in 5 other countries. The majority of the mentees (87%) did not have parents
with college degrees.
FALL 2011 FRESHMEN
The total sample consisted of 343 undergraduate mentees (57.4% female, 42.6% male). Age of mentees
ranged from 17-25 years (M = 17.91). The ethnicity of the sample follows: 10.2% Black, 19.6% Asian,
11.2% White, 47.5% Latino, 0.6% Native American, 2.8% Armenian, 1.6% Persian/Middle Eastern, and
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6.5% other/mixed. In regards to generation status, 14.7% were 1st generation, 61.6% were 2nd generation, and
23.8% were 3rd generation. The majority of mentees originated in 21 different countries. The parents of the
mentees originated from 47 different countries. The majority of the mentees (62.9%) did not have parents
with college degrees.
FALL 2011 LATINO FRESHMEN
The Latino freshmen subsample that completed the survey consisted of 153 first-year undergraduate Latino
mentees (56.4% female, 43.0% male). Age of mentees ranged from 17-25 years (M = 17.85). In regards to
generation status, 7.9% were 1st generation, 83.6% were 2nd generation, and 8.6% were 3rd generation. The
majority of mentees (92.2%) were born in the United States. Approximately half of the mentees had parents
born in Mexico, 13.5% had parents born in El Salvador and 10% had parents born in Guatemala. The
remaining parents were born in 11 other countries. The majority of the mentees (92.1%) did not have parents
with college degrees.
FALL 2011 CSBS FRESHMEN
The total sample consisted of 128 undergraduate mentees (73.4% female, 26.6% male). Age of mentees
ranged from 17-26 years (M = 18.11). The ethnicity of the sample follows: 6.3% Black, 5.5% Asian, 4.7%
White, 78.1% Latino, 0.8% Armenian, 2.3% Persian/Middle Eastern, and 2.3% other/mixed. In regards to
generation status, 7.9% were 1st generation, 79.5% were 2nd generation, and 12.6% were 3rd generation. The
majority of mentees originated in 6 different countries. The parents of the mentees originated from 24
different countries. The majority of the mentees (79.7%) did not have parents with college degrees.
FALL 2011 CSBS LATINO FRESHMEN
The Latino freshmen subsample that completed the survey consisted of 100 first-year undergraduate Latino
mentees (74.0% female, 26.0% male). Age of mentees ranged from 17-26 years (M = 18.14). In regards to
generation status, 8.1% were 1st generation, 85.9% were 2nd generation, and 6.1% were 3rd generation. The
majority of mentees (91.0%) were born in the United States. Approximately 60% of the mentees had parents
born in Mexico, 9.5% had parents born in El Salvador and 9% had parents born in Guatemala. The remaining
parents were born in 11 other countries. The majority of the mentees (90%) did not have parents with college
degrees.
FALL 2011 PRETEST POSTTEST DESIGN
In the Fall 2011 semester, peer mentees were given a survey in their classes at the beginning and end of the
semester. The purposes of the survey follow:
1. To determine whether there were changes in mentees connection to the university from pretest to posttest;
2. To determine whether there were changes in mentees knowledge regarding university resources from
pretest to posttest; and
3. To ascertain general attitudes towards the peer mentor program which can (a) guide the program in the
future as part of formative evaluation, and (b) explore whether involvement in the program enhances
connection to CSUN and learning.
CONNECTION TO THE UNIVERSITY
The freshmen mentees were asked at the beginning and end of the Fall 2011 semester about their connection
to CSUN. As shown in the table below, the freshmen and Latino freshmen who had undergraduate peer
mentors or graduate peer mentors (CSBS) reported significantly (p < .001) higher connection to CSUN at the
end of the semester.
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FALL 2011 PEER MENTEES’ CONNECTION TO CSUN AT START OF SEMESTER (PRE) AND END OF SEMESTER (POST)
All Freshmen
Latino Freshmen
How connected do you feel to CSUN?
N
Pre Post
t value
N
Pre Post
t value
Other Colleges
273 2.90 3.63 -13.54*** 129 2.90 3.63 -13.54***
College of Social & Behavioral Sciences (CSBS) 128 3.34 4.06
-8.60***
99 3.42 4.21
-8.24***
1 = Not connected, 2 = Little connected, 3 = Somewhat connected, 4 = Connected, 5 = Very connected, ***p < .001
KNOWLEDGE OF UNIVERSITY RESOURCES
The freshmen mentees were asked at the beginning and end of the Fall 2011 semester about their familiarity
with various campus resources at the start of the semester (pretest) and again at the end of the semester
(posttest). From pretest to posttest, the freshmen mentees and Latino freshmen mentees indicated significant
increases (p < .001) in knowledge of all campus resources identified in the survey. This finding was true for
both groups of students (CSBS and other colleges) – see next two tables.
FALL 2011 PEER MENTEES’ KNOWLEDGE OF UNIVERSITY RESOURCES AT START OF SEMESTER (PRE) AND END OF SEMESTER (POST)
How familiar are you with the following campus
All Freshmen (N = 273)
Latino Freshmen (N = 129)
resources?
Pre
Post
t value
Pre
Post
t value
Career Center
1.83
3.74 -26.90***
1.86
3.81
-17.76***
Disability Resources and Educational Services
1.41
2.51 -16.29***
1.41
2.57
-11.39***
Writing Center
1.61
3.57 -23.86***
1.59
3.54
-17.20***
Financial Aid Office
2.90
3.80 -12.06***
3.09
4.15
-10.48***
Academic Advisement
2.50
4.00 -18.11***
2.51
4.17
-15.73***
Klotz Student Health Center
1.88
3.75 -22.74***
1.85
3.72
-15.69***
Fitness Center
2.04
3.45 -17.44***
2.04
3.51
-12.82***
Matador Involvement Center
1.85
3.32 -17.74***
1.88
3.43
-12.45***
University Counseling Services
1.77
3.15 -17.02***
1.80
3.40
-14.07***
Associated Students
2.09
3.38 -15.16***
1.99
3.54
-13.62***
University Student Union
2.67
4.18 -18.19***
2.61
4.27
-13.92***
Tutor lab, online tutoring, and/or math homework lab
2.14
3.91 -21.04***
2.20
4.05
-16.55***
1 = Not familiar, 2 = Little familiar, 3 = Somewhat familiar, 4 = Familiar, 5 = Very familiar, ***p < .001
FALL 2011 CSBS PEER MENTEES’ KNOWLEDGE OF UNIVERSITY RESOURCES AT START OF SEMESTER (PRE) AND END OF SEMESTER (POST)
All Freshmen (N = 124)
Latino Freshmen (N = 99)
How familiar are you with the following campus
resources?
Pre
Post
t value
Pre
Post
t value
Career Center
1.31
3.85 -27.13***
1.34
3.94
-24.00***
Disability Resources and Educational Services
1.11
2.67 -14.48***
1.13
2.80
-13.16***
Writing Center
1.15
3.76 -22.57***
1.17
3.80
-20.06***
Financial Aid Office
1.86
4.03 -18.69***
1.86
4.19
-17.90***
Academic Advisement
1.80
4.20 -20.74***
1.78
4.18
-17.85***
Klotz Student Health Center
1.29
4.08 -28.82***
1.26
4.11
-26.15***
Fitness Center
1.54
3.67 -18.84***
1.47
3.66
-16.93***
Matador Involvement Center
1.32
3.44 -18.46***
1.32
3.48
-15.88***
University Counseling Services
1.19
3.42 -20.29***
1.18
3.52
-19.11***
Associated Students
1.35
3.46 -19.84***
1.35
3.60
-18.31***
University Student Union
1.54
4.28 -25.62***
1.55
4.27
-22.49***
Tutor lab, online tutoring, and/or math homework lab
1.25
3.80 -24.47***
1.25
3.91
-23.45***
1 = Not familiar, 2 = Little familiar, 3 = Somewhat familiar, 4 = Familiar, 5 = Very familiar, ***p < .001
Report #2
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PEER MENTEES’ VIEWS OF PROGRAM: ONE SHOT POST-TEST STUDY DESIGN
The peer mentees were given a survey regarding the Peer Mentor Program at the end of their classes in the
Spring 2011 and Fall 2011 semesters. The primary purpose of the survey was to ascertain general attitudes
towards the peer mentor program which can (1) guide the program in the future as part of formative
evaluation, and (2) explore whether involvement in the program enhances connection to CSUN and learning.
RATINGS OF MENTORS
The peer mentees were asked to rate their mentors’ helpfulness (see next tables). The vast majority “agreed”
or “strongly agreed” that the mentors provided mentees with helpful resources and helped them learn course
materials and earn better grades in the class. The majority of the mentees “strongly agreed” or “agreed” that
the mentors made themselves available for assistance outside of the classroom, were supportive, and made
them feel as though the CSUN community cared if they graduated or not. The majority of the mentees also
“strongly agreed” or “agreed” that their peer mentors helped them understand requirements for their major,
kept them informed about CSUN events, and made them feel more connected to CSUN.
SPRING 2011 PEER MENTEES’ VIEWS OF PEER MENTORS
All Freshmen (N = 44)
Latino Freshmen (N = 23)
Strongly
Strongly Strongly
Strongly
How frequently have you used the…
Disagree Disagree Agree
Agree
Disagree Disagree Agree
Agree
Provided helpful resources.
4.5% 38.6%
56.8%
4.3% 47.8%
47.8%
Helped me learn the course material.
2.3%
9.1% 47.7%
40.9%
13.0% 56.5%
30.4%
Helped me make a better grade.
2.3%
9.3% 39.5%
48.8%
13.0% 56.5%
30.4%
Was available outside of the class
2.3% 13.6%
84.1%
17.4%
82.6%
through email, phone, in person, etc.
Was supportive.
18.2%
81.8%
21.7%
78.3%
Makes me feel that people at CSUN care
40.9%
59.1%
52.2%
47.8%
whether I graduate or not.
Helped me understand the requirements
6.8% 43.2%
50.0%
8.7% 56.5%
34.8%
of my major.
Informed me about CSUN events (Big
27.3%
72.7%
26.1%
73.9%
Show, plays, sport events, carnivals)
Made me feel more connected to CSUN.
4.5% 31.8%
63.6%
3.9% 27.3%
68.8%
FALL 2011 PEER MENTEES’ VIEWS OF PEER MENTORS
All Freshmen (N = 343)
Latino Freshmen (N = 153)
Strongly
Strongly Strongly
Strongly
How frequently have you used the…
Disagree Disagree Agree
Agree
Disagree Disagree Agree
Agree
Provided helpful resources.
.3%
2.8% 33.1%
63.8%
29.7%
70.3%
Helped me learn the course material.
1.7%
19.7% 48.3%
30.3%
.8%
14.1% 48.4%
36.7%
Helped me make a better grade.
2.1%
15.2% 41.5%
41.2%
.8%
11.8% 40.2%
47.2%
Was available outside of the class
.7%
.3% 17.2%
81.7%
12.5%
87.5%
through email, phone, in person, etc.
Was supportive.
.7%
2.8% 20.4%
76.1%
.8% 16.4%
82.8%
Makes me feel that people at CSUN care
1.0%
6.6% 27.9%
64.5%
.8%
2.4% 27.6%
69.3%
whether I graduate or not.
Helped me understand the requirements
1.7%
12.2% 37.8%
48.3%
1.6%
10.2% 35.4%
52.8%
of my major.
Informed me about CSUN events (Big
.3%
3.1% 23.1%
73.4%
2.3% 18.0%
79.7%
Show, plays, sport events, carnivals)
Made me feel more connected to CSUN.
.7%
6.6% 29.5%
63.2%
3.1% 28.1%
68.8%
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FALL 2011 CSBS PEER MENTEES’ VIEWS OF PEER MENTORS
All Freshmen (N = 128)
Latino Freshmen (N = 100)
Strongly
Strongly Strongly
Strongly
How frequently have you used the…
Disagree Disagree Agree
Agree
Disagree Disagree Agree
Agree
Provided helpful resources.
.8%
1.6% 25.2%
72.4%
1.0% 21.4%
77.6%
Helped me learn the course material.
.8%
11.9% 43.7%
43.7%
7.1% 42.9%
50.0%
Helped me make a better grade.
.8%
15.9% 46.8%
36.5%
11.2% 46.9%
41.8%
Was available outside of the class
.8%
13.4%
85.8%
10.2%
89.8%
through email, phone, in person, etc.
Was supportive.
.8%
.8% 11.8%
86.6%
11.2%
88.8%
Makes me feel that people at CSUN care
2.4%
1.6% 27.6%
68.5%
1.0% 25.5%
73.5%
whether I graduate or not.
Helped me understand the requirements
.8%
14.3% 38.9%
46.0%
11.2% 36.7%
52.0%
of my major.
Informed me about CSUN events (Big
.8%
3.2% 27.8%
68.3%
2.1% 25.8%
72.2%
Show, plays, sport events, carnivals)
Made me feel more connected to CSUN.
.8%
3.9% 32.3%
63.0%
1.0% 30.6%
68.4%
The peer mentees were asked about their perceptions of their mentors’ attitude and overall demeanor towards
them. Responses indicated an overall highly satisfactory experience for the vast majority of the mentees by
exhibiting a positive attitude toward students, being respectful toward students, caring about students’
academic success, involving students, being approachable, answering questions, and being responsive.
Additionally, over 89% of the mentees’ overall ratings of their mentors were “very high” or “high”.
SPRING 2011 PEER MENTEES’ RATINGS OF PEER MENTORS
All Freshmen (N = 44)
Latino Freshmen (N = 23)
Very
Very Very
My peer mentor…
Low
Low
Avg
High
High
Low Low
Avg
High
Had a positive attitude toward students.
6.8% 22.7% 70.5%
8.7% 30.4%
Was respectful towards students.
4.5% 15.9% 79.5%
4.3% 17.4%
Cared about my academic success.
2.3% 2.3% 11.4% 18.2% 65.9%
4.3% 17.4% 26.1%
Involved the students.
2.3%
6.8% 20.5% 70.5%
13% 26.1%
Was approachable.
2.3%
15.9% 81.8%
26.1%
Answered questions.
2.3%
2.3% 20.5% 75.0%
4.3% 30.4%
Was responsive.
2.3%
4.5% 13.6% 79.5%
8.7% 17.4%
Overall rating of the peer mentor.
2.3%
4.5% 15.9% 77.3%
8.7% 17.4%
Very
High
60.9%
78.3%
52.2%
60.9%
73.9%
65.2%
73.9%
73.9%
FALL 2011 PEER MENTEES’ RATINGS OF PEER MENTORS
All Freshmen (N = 343)
Latino Freshmen (N = 153)
Very
Very Very
Very
My peer mentor…
Low Low
Avg
High
High
Low Low
Avg
High
High
Had a positive attitude toward students. .3% 1.0% 5.8% 14.4% 78.4% .3% 1.0% 5.8% 14.4% 78.4%
Was respectful towards students.
.3% 1.4% 3.8% 13.7% 80.8% .3% 1.4% 3.8% 13.7% 80.8%
Cared about my academic success.
3.4% 7.9% 15.5% 73.2%
3.4% 7.9% 15.5% 73.2%
Involved the students.
2.1% 6.2% 16.9% 74.8%
2.1% 6.2% 16.9% 74.8%
Was approachable.
.3% 1.7% 5.5% 13.4% 79.0% .3% 1.7% 5.5% 13.4% 79.0%
Answered questions.
.7% 6.2% 16.2% 77.0%
.7% 6.2% 16.2% 77.0%
Was responsive.
2.1% 4.5% 13.7% 79.7%
2.1% 4.5% 13.7% 79.7%
Overall rating of the peer mentor.
.3% 1.4% 4.5% 14.1% 79.7% .3% 1.4% 4.5% 14.1% 79.7%
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FALL 2011 CSBS PEER MENTEES’ RATINGS OF PEER MENTORS
All Freshmen (N = 128)
Latino Freshmen (N = 100)
Very
Very Very
Very
My peer mentor…
Low Low
Avg
High
High
Low Low
Avg
High
High
Had a positive attitude toward students.
3.1% 11.8% 85.0%
3.1% 13.3% 83.7%
Was respectful towards students.
1.6%
8.7% 89.8%
1.0%
9.2% 89.8%
Cared about my academic success.
.8%
4.7% 15.7% 78.7%
1.0%
4.1% 15.3% 79.6%
Involved the students.
12.6% 14.2% 73.2%
14.3% 15.3% 70.4%
Was approachable.
.8%
1.6% 11.8% 85.8%
2.0% 11.2% 86.7%
Answered questions.
2.4% 10.2% 87.4%
2.0% 11.2% 86.7%
Was responsive.
.8%
.8% 11.8% 86.6%
1.0% 13.3% 85.7%
Overall rating of the peer mentor.
1.6%
9.4% 89.0%
1.0% 10.2% 88.8%
CAREER INFORMATION, BOOKLET, AND BINDER
The freshmen mentees were also asked how frequently they used their Building Connections for Success
binder and My Career Plan booklet. Their response pattern was very similar to that of the overall freshmen
mentee sample. The vast majority of the Latino CSBS freshmen reported using these resources at least once
or “a few times”, while a moderate number of Latino CSBS freshmen reported never using their BCFS
binder or “My Career Plan” booklet.
FALL 2011 PEER MENTEES’ RATINGS OF CAREER BOOKLET AND BINDER
All Freshmen (N = 343)
Latino Freshmen (N = 153)
Not
A Few
Not
A Few
How frequently have you used the…
At All
Once Times
Frequently
At All
Once
Times Frequently
Building Connections for Success binder
21.0% 32.5% 41.4%
5.1% 14.7% 29.5% 51.2%
4.7%
My Career Plan booklet
23.7% 32.2% 37.6%
6.4% 18.6% 27.9% 45.0%
8.5%
FALL 2011 CSBS PEER MENTEES’ RATINGS OF CAREER BOOKLET AND BINDER
All Freshmen (N = 128)
Latino Freshmen (N = 100)
Not
A Few
Not
A Few
How frequently have you used the…
At All
Once Times
Frequently
At All
Once
Times Frequently
Building Connections for Success binder
16.4% 41.4% 38.3%
3.9% 14.1% 39.4% 43.4%
3%
My Career Plan booklet
32.5% 31.0% 31.7%
4.8% 28.9% 29.9% 35.1%
6.2%
The freshmen peer mentees were asked to respond “true”, “false”, or “not sure” to statements regarding
career information. Their responses were very similar to those of the overall freshmen sample. The vast
majority of the CSBS freshmen mentees affirmed that the Career Center at CSUN is able to help them clarify
their career goals. The vast majority of the CSBS freshmen mentees affirmed that it is essential to spend time
thinking about what is important to them and what they like to do, and that they know how to use their
strengths and interests to make academic and career decisions.
FALL 2011 PEER MENTEES’ COMMENTS ABOUT THE CAREER INFORMATION
All Freshmen (N = 343)
Latino Freshmen (N = 153)
Not Sure
True
False
Not Sure
True
False
The Career Center at CSUN can help me clarify my
10.8% 87.1%
2.0%
6.2%
92.3%
1.5%
career goals?
It is essential to spend time thinking about what is
1.7% 97.3%
1.0%
.8%
98.5%
.8%
important to me and what I like to do?
I know how to use my strengths and interests to make
13.9% 84.8%
1.4%
15.4%
83.8%
.8%
academic and career decisions?
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FALL 2011 CSBS PEER MENTEES’ COMMENTS ABOUT THE CAREER INFORMATION
All Freshmen (N = 128)
Latino Freshmen (N = 100)
Not Sure
True
False
Not Sure
True
False
The Career Center at CSUN can help me clarify my
10.2% 88.2%
1.6%
6.1%
91.8%
2.0%
career goals?
It is essential to spend time thinking about what is
1.6% 98.4%
1.0%
99.0%
important to me and what I like to do?
I know how to use my strengths and interests to make
11% 88.2%
.8%
9.2%
90.8%
academic and career decisions?
QUALITATIVE RESPONSES BY PEER MENTEES
Next, the peer mentees were asked two questions about the program to ascertain the benefits of the program
as well as the ways to improve the program. First, they were asked “What did you find was beneficial about
the peer mentors?” The next two tables show the primary themes for both years (see Appendix 5 for all
qualitative responses).
SPRING 2011 PEER MENTEES’ PERCEIVED BENEFITS OF THE PEER MENTORS
Themes
Information (on courses, and in general)
Supplied information
Gave valuable advice
Answered mentee questions
Showed mentees resources they didn’t know about at CSUN
Helped students
Provided support
Always available for various kinds of help
Guidance in staying on track with academic work
Motivated students
FALL 2011/ SPRING 2012 PEER MENTEES’ PERCEIVED BENEFITS OF THE PEER MENTORS
Themes (N = 367)
General characteristics of mentor
Available/Frequent Communication
Answered questions
General advice
Approachable/Comfortable
Emotional Support/Encouragement
Increased knowledge/Information (major, courses)
Increased knowledge about CSUN
Could relate, similar experiences, went through same stuff
Increase school involvement/participation
Better grades/academic performance/success
Future/life/after college/career success
Increased my confidence/efficacy/esteem
Facilitated knowing other students
%
22.7%
16.4%
15.6%
15.2%
13.9%
12.5%
12.1%
12.0%
11.0%
6.4%
3.7%
2.4%
1.5%
0.7%
Next the peer mentees were asked “How could the peer mentors be improved for next year?” The primary
themes for both years are in the tables below (see Appendix 6 for all qualitative responses). Although
suggestions were made by many students, a number of students also indicated that they had no complaints
about the program and had really enjoyed the experience with their mentors.
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SPRING 2011 PEER MENTEES’ SUGGESTIONS FOR IMPROVING THE PEER MENTOR PROGRAM
Primary Themes
More activities and/or workshops with mentor
Mentors as more involved in the classes
More group activities (often cited for the purpose of
getting to know others better)
Make more activities required
Better organization of activities in advance
More time with mentors
Meet more often
More communication of mentors with mentees
More time allotted to answer questions
Smaller groups
More information on the purpose of the program and
activities
Mentors as being more approachable and informative,
and having a better attitude
FALL 2011/ SPRING 2012 PEER MENTEES’ SUGGESTIONS FOR IMPROVING THE PEER MENTOR PROGRAM
Themes (N = 409)
Nothing to improve
More meetings/communication/ involvement with mentor
Better organization
More activities/events
More academic advice, major advice, career advice
Need to motivate students better / have better attitude
More supportive/approachable
More mentors
Smaller groups
Better public speaking skills
Clearer information/direction
Make mentor activities required
More info about purpose/role of mentor
Only have seniors give advice?
%
28.6%
25.1%
16.9%
12.3%
3.3%
2.7%
2.7%
1.9%
1.6%
1.4%
0.5%
0.5%
0.3%
0.0%
Next, the peer mentees were asked whether they used the Building Connections for Success binder, and if so,
what their thoughts were regarding the binder. The next table shows the primary themes that were found (see
Appendix 7 for all qualitative responses).
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FALL 2011/ SPRING 2012 PEER MENTEES’ COMMENTS ABOUT THE BUILDING CONNECTIONS FOR SUCCESS BINDER
Themes (N = 288)
Used it
Career planning/setting goals/reflection/decision-making
Didn’t use it/don’t plan to use because too big/have other binders/etc.
Staying organized with academic work/assignments/career resources
Academic/college planning/performance/progress/major
Increased connection to CSUN/career/academics/major/resources
With questions/general information
Provided opportunities for personal growth
Plan to use it as future resource/reference/guide
Not sure/don’t know
Helpful in general (no specifics for how it was helpful)/
General planning (didn’t specify type)
%
62.5%
18.4%
13.2%
9.7%
8.7%
8.7%
8.0%
5.6%
5.2%
3.5%
1.7%
1.0%
UNDERGRADUATE PEER MENTOR SELF-REFLECTION
In addition to examining peer mentee feedback, the peer mentors themselves were given an opportunity to
evaluate the Peer Mentor program and their experience within it. Although the primary focus of the data
collection and evaluation of the Peer Mentor program is on the mentees’ resulting experience, it is possible
that the peer mentors also gained a sense of personal growth and connectedness to the CSUN community. In
addition, their reflections serve as a platform to further evaluate plausible improvements to the Peer Mentor
program.
DEMOGRAPHICS
Spring 2011 – The sample consisted of 13 university student peer mentors (92.3% female, 7.7% male). Age
of mentees ranged from 19-24 years (M = 21.5) with the majority of the sample made up of college juniors
and seniors (7.7% sophomores, 30.8% juniors, 46.2% seniors, 7.7% graduate students). The ethnicity of the
sample follows: 7.7% Asian, 38.5% White, 46.2% Latino, and 7.7% Persian/Middle Eastern. In regards to
generation status, 15.4% were 1st generation (foreign born youth and parents), 46.2% were 2nd generation
(native born youth but foreign born parent(s), and 38.5% were 3rd generation (native born youth and parents).
The mentors were born in 3 different countries and the parents were born in 7 different countries. Slightly
over half of the mentors (53.8%) had at least one parent with a college degree.
Fall 2011 – There were 26 student peer mentors (96.2% female, 3.8% male) who completed surveys prior to
the peer mentor training. Age of the mentors ranged from 19-26 years (M = 21.5) with the majority of the
sample made up of college juniors and seniors (23.1% juniors, 73.1% seniors, 3.8% graduate students). The
ethnicity of the sample follows: 3.8% African American, 19.2% Asian, 19.2% White, 26.9% Latino, 3.8%
Native American, 15.4% mixed ethnicity, and 11.5% Armenian. In regards to generation status, 19.2% were
1st generation (foreign born youth and parents), 57.7% were 2nd generation (native born youth but at least one
foreign born parent), and 23.15% were 3rd generation (native born youth and parents). The mentors were
born in 6 different countries and the parents were born in 13 different countries. Slightly over half of the
mentors (53.8%) had at least one parent with a college degree.
QUANTITATIVE DATA FROM PEER MENTORS
As shown in the table below, a vast majority of the peer mentors agreed or strongly agreed on the following
statements regarding their views of being a peer mentor: made me feel like I was helping others (100%),
motivated me academically (91-92%), increased my sense of connection to CSUN (100%), increased my
marketability to future employers (91-100%), and was a worthwhile experience (95-100%).
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Being a peer mentor…
Made me feel like I was helping others.
Motivated me academically.
Increased my sense of connection to
CSUN.
Increased my marketability to future
employers (e.g., for my resume)
Was a worthwhile experience.
PEER MENTORS’ VIEWS OF BEING A PEER MENTOR
Spring 2011 (N = 13)
Strongly
Strongly Strongly
Disagree Agree
Disagree
Agree
Disagree
38.5%
61.5%
7.7% 46.2%
46.2%
4.5%
7.7%
92.3%
30.8%
69.2%
30.8%
69.2%
Fall 2011 (N = 22)
Disagree
Agree
4.5%
31.8%
54.5%
Strongly
Agree
68.2%
36.4%
22.7%
77.3%
4.5%
22.7%
68.2%
4.5%
18.2%
77.3%
4.5%
As shown in the table below, a vast majority of the peer mentors rated their self-performance as a peer
mentor high or very high on the following statements: positive attitude toward students (92-100%), respectful
towards students (92-100%), prepared (85-87%), organized (73-77%), cared about my students’ academic
success (85-100%), involved the students in the activities (69-99%), being approachable (92-100%), being
available (77-82%), and overall rating (92-95%).
My peer mentor…
Positive attitude toward students.
Respectful towards students.
Prepared.
Organized.
Cared about my students’ academic
success.
Involved the students in the activities
Ability to answer questions.
Being approachable
Being available
Overall rating
PEER MENTORS’ SELF-PERFORMANCE RATINGS
Spring 2011 (N = 13)
Very
Very
Low Low
Avg
High
High
7.7% 69.2% 23.1%
7.7% 38.5% 53.8%
15.4% 76.9%
7.7%
23.1% 53.8% 23.1%
15.4%
30.8%
53.8%
30.8%
15.4%
53.8%
38.5%
30.8%
61.5%
53.8%
38.5%
53.8%
46.2%
30.8%
7.7%
7.7%
23.1%
7.7%
Fall 2011 (N = 22)
Very
Low
Low
Avg
13.6%
27.3%
9.1%
13.6%
18.2%
4.5%
High
36.4%
22.7%
59.1%
40.9%
Very
High
63.6%
77.3%
27.3%
31.8%
18.2%
81.8%
31.8%
50.0%
22.7%
22.7%
36.4%
59.1%
36.4%
77.3%
59.1%
59.1%
In Fall 2011, the mentors were asked how often the students used their Building Connections for Success
binder, as well as their My Career Plan Booklet.
PEER MENTORS’ PERCEPTIONS OF USE OF BINDER AND BOOKLET
Did you see your students using the:
Building Connections for Success binder
My Career Plan Booklet
No
66.7%
71.4%
Yes
33.3%
28.6%
Based on mentors’ observations of their students, only about a third of the students used the Building
Connections for Success binder or My Career Plan booklet. However, it is not the mentors’ primary
responsibility to ensure that the students use these resources. Also, in the third year of the program, there are
mentors who are specifically assigned to advise students on career options. Therefore, the results might be
different in Year 3.
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QUALITATIVE RESPONSES BY PEER MENTORS
Next, the peer mentors were asked questions about the program to ascertain the benefits and challenges of
the program as well as ways to improve the program. First, they were asked “What did you find was
beneficial about the peer mentors?” The following primary themes were found in Spring and Fall 2011 (see
Appendix 8 for all qualitative responses).
PEER MENTORS’ PERCEIVED BENEFITS OF BEING A PEER MENTOR
Spring 2011 & Fall 2011
Helping others (mentees)
Giving back to the CSUN community
Learning to be a resource to the mentees
Growing as a professional (mentors)
Building confidence as well as leadership, communication, and
organization skills (mentors)
Next, they were asked, “What challenges did you encounter as a peer mentor?” The following primary
themes were found in Spring and Fall 2011 (see Appendix 8 for all qualitative responses).
PEER MENTORS’ PERCEIVED CHALLENGES OF BEING A PEER MENTOR
Primary Themes of Spring 2011 and Fall 2011
Time management
Accommodating other people’s schedules
Coordinating getting everyone together at one time
Being available/remaining in communication with mentees
Not having students be responsive to the mentor or interact within the peer mentor program
Not receiving feedback from students
Finally, they were asked to suggest any improvements for the peer mentoring program. The following
primary themes were found (see Appendix 8 for all qualitative responses).
PEER MENTORS’ SUGGESTIONS FOR IMPROVING THE PEER MENTOR PROGRAM
Primary Themes of Spring 2011 and Fall 2011
More activities (group activities, in-class activities, and activities in general)
Organize activities better
More information/training on how to better facilitate groups
Feedback on how to encourage participation from mentees, especially from mentees who do not want to participate
More interaction with other peer mentors for peer mentor support, as well as increased networking of mentees with other mentees
Focus on freshman/sophomores; they may benefit more
COMMENTS FROM FACULTY MENTORS/SUPERVISORS OF THE PEER MENTORS
At the end of the Fall 2011 semester, the Freshmen Connection coordinator sent a survey to the faculty who
supervised the peer mentors. The survey asked the faculty to respond (open-ended) about whether and how
they met the tasks listed in the next table. Twenty-four (24) faculty members responded to the survey. As
shown in the table below, 71%-100% of the faculty engaged in the activities.
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FACULTY MEMBERS’ TASKS
Tasks
Integrate a goal setting assignment / lesson plan linking academic goals and long-term professional goals (e.g., Strengths
Quest, Career and Academic Pathways)
Attend collaboration meetings
Develop at least one linked assignment/lesson plan for linking the classes (to be adapted by other faculty in the future
who may be teaching these cohorts)
Collaborate and integrate into the classroom the services offered by the Career Pathways Advisor
Participate in faculty mentor training sessions
Engage in activities related to your role as faculty mentor consistent with the faculty mentorship training
Work closely with your peer mentors and the Peer Mentor Advisor during the semester
Build in peer mentor participation into your syllabus and provide Peer Mentor Advisor with dates for peer mentor
attendance (at least 1X per week, additional dates by arrangement)
Include peer mentor activities as assignments (i.e., designate points)
Participate in faculty collaboration Moodle discussions and faculty assessment
Work individually with linked class partner (informal meeting, email, regular check-ins) and PLF program coordinator
Share curriculum materials and upload syllabus on Moodle.
Closely use the Peer Mentor Guidelines
Share common language on syllabus regarding the Freshman Connection
Add peer mentors to your Moodle and Peer Mentor Advisor
%
100.0%
95.8%
95.8%
93.3%
92.9%
92.9%
92.9%
92.9%
92.9%
91.7%
91.7%
87.5%
85.7%
75.0%
71.4%
Next, the faculty members were asked to “Discuss any obstacles or problems you are experiencing in
meeting the objectives of your component. Are there are concerns or issues which you feel need to be
addressed in order to be effective in making progress toward meeting objectives?” Nineteen (19) of the
faculty responded. Most of the respondents gave positive accolades about the program. The primary themes
of their suggestions are shown in the next table, and all the qualitative responses are below the table.
FACULTY MEMBERS’ SUGGESTIONS FOR THE PEER MENTOR PROGRAM
Primary Themes
More communication (including face-to-face) and/or guidance between linked professors
More communication between all the participating faculty members (e.g., meetings to evaluate students’ and/or mentors’ progress)
Concern about students in linked classes being in class with non linked students.
Have students give feedback on peer mentors (e.g., mid semester)
Personal issues of students interfered with goals of program (e.g., working full time and go to school, stressed out with assignments,
family problems, feeling overwhelmed).
Be paired with same faculty in future semesters.
Peer mentors could be more vocal/proactive in class and/or make more contact with students (e.g., email).
FACULTY MEMBERS’ SUGGESTIONS’ FOR IMPROVING THE PROGRAM (ALL QUALITATIVE RESPONSES)
 As this was my first experience, I was a little unsure of what to expect but I thoroughly enjoyed having the freshman cohort in my class and felt
the coursework and material in BLANK COURSE linked quite well to BLANK’s class.
 As unique as this program is, the grading curve still has students not working and completing assignment. These students seemed to be
identified early in both of the linked classes and even though both BLANK and I worked individually with these students, they continued to be
unproductive. These several students were observed to interact with others on a friendly basis leading me to believe that they were not isolated
socially from others in program’s grouping. Their unproductiveness leads one to a possible conclusion that their high school grades could not
possibly reflect any scholastic challenges.
 For us to be considered as faculty mentors since I believe we have a special level of connection with the cohort students. Eg. I know all my 40
students by first and last name. They have my private email and cell number.
 I am concerned about the fact that some students are not part of the linked courses and that this might put them at a disadvantage. The work
done in the university course would be helpful to all students in my class. But, I also think that it was good for the “linked” students to be with
those that were not “linked”. A difference? I am not sure. I think that it worked out because they did learn to trust each other and to help and
encourage one another. I cannot stress enough the importance of advisement and counseling.
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 I did not experience many obstacles or problems in meeting the objectives of my class. This was my first time teaching BLANK and UNIV 100 in
future semesters.
 I didn’t have any problem. I think however, it would be great if we could be paired up again with the same faculty, since this was my first time
working with another faculty in this type of set up. I believe that was the same for BLANK It took us a little while to figure out how to use each
other as resources more effectively,
 I very much enjoyed my experience with the peer mentors this semester. I know they sometimes struggled with conflicting student schedules, so
in the future, I might build in more time for peer mentors to meet with students in the class (study groups, etc). The continued pressure on our
students to work and go to school fulltime has really impacted their availability. I also am glad we are using the moodle system, because I
learned a lot from other faculty feedback during the collaboration discussion, as well as looking at their assignments. I also think it would be very
beneficial for the linked faculty to also participate in the faculty mentor program and somehow also connect (informally even) with the work of the
peer mentors. I wish this was a one-year class. There is so much more we could do with the students help them really be academically
competitive in college and beyond. Thank you for this opportunity.
 I very much enjoyed the experience of teaching the Freshman Connection. It would have been helpful for me to have additional, clear guidance
as to the expectations regarding the connection with my partners. I was not sure how much sharing was expected or desirable. I was not sure if
we should share about individual students or about the assignments. This was my first semester using moodle and this was very challenging. I
was not sure where to look and how often. Each time I approached moodle, it was time consuming. I am sure this will get easier as time goes on,
but it proposed a significant obstacle for me. I find face to face meetings much more productive. Requiring one face to face meetings of the
partners would have been very helpful. I do not find communication through moodle to be as rich or meaningful.
 I was able to learn a lot, and I was very thankful that I had help from my mentor and from Lisa. However it seems that what was needed were
more in-person meetings with the entire faculty in the program. Maybe incorporate mid semester meetings, or brown-bad lunch meetings to help
us keep in touch and see how we were incorporating what we were learning into the class. That way we could adapt new assignments as the
course was developing. Also, the co-hort class, BLANK was bigger than my u100 class. This affected the way students were able to create
relationships with other students. I asked my students if they talked to anyone from my u100 class in their BLANK class and some would tell me
that they didn’t even know where the other students sat in that class. It seems that it will be better if the co-hort class was the same size as the
u100 class.
 I wouldn’t say that there were any true obstacles but I was concerned at the number of projects our students were responsible for. Some of the
students felt overwhelmed and to be frank so did I. Also, I would like to incorporate more activities that are more related to their discipline. For
instance, a meeting with Marcia Henry, the health sciences library, I think would be beneficial.
 Just want to say great program!
 No major obstacles. I’ve some minor suggestion for continuous improvement if we intended to repeat this structure in the Fall 2012.
 Obstacles included students who did not complete assignments on time, or who had excessive absences. I worked closely with the peer mentors
on strategies to apply to the situation. We were able to effectively communicate and come up with a plan that included mentors contacting the
students via text to remind them of deadlines and check in with them when they didn’t attend class. I think that it would be a great idea to have
the students give the peer mentors feedback during mid-semester so they can express what they think about the peer mentors, what is working
for them, and if they need anything changed before the end of the semester, so maybe a half way through the semester “check-in”. I think it
would be great to have peer mentors do this as well with me (the professor) to let me know if they need any additional support for me or
suggestions for me that I can apply to the second half of the semester. Last, I think I would have liked to have more time to meet and collaborate
with my linked class partner. We were able to communicate several times throughout the semester, but I feel like we could have benefited better
if we had more time to meet in person and collaborate assignments, discuss students, etc.
 Overall, the semester went pretty smoothly. Sometimes I wish the peer mentors were a little more proactive and verbal during discussions. But
other than that, they did great. They came to almost all of the class sessions. One thing that caught me off guard was the goal setting
assignment. I did not know about it until I did this report. Luckily I did a goal setting assignment, although I would have done it differently if I had
known it was a requirement. I’m not sure how I missed it, but it was likely my error.
 The objectives required were easy to meet- I wish it was a two semester program. I would have loved to continue with this cohort.
 The only issue was trying to have the students meet with their mentors by the deadlines set by the program.
 The only problem involved the career binder. This was delivered as promised but no one came to explain to the students or myself what we were
to do with them. We brought them to both sessions in the career center, but were not used. One career center graduate assistant assumed
students were utilizing them all semester. I never received a binder myself so I did not have nay reference to include in the class. The grad
assistant indicated (early November) that the advisor just hadn’t gotten to us yet. I am sure these were expensive and they did seem useful so I
am sad they were not fully utilized. I did assign a written response to Pathways.
 There really weren’t any concerns, problems, or issues that came up for this cohort. There were a few students who had family problems that
impacted their progress in the course but BLANK and I were able to work with them to identify resources on campus to aid them in getting
through these times. We also had a student who decided to drop out and will not be returning to CSUN in spring 2012. This was a little
disconcerting but we did everything within our power to discuss alternative options with the student, and she still opted to not return next
semester. Besides this, I fell that all objectives were met.
 There were vey few obstacles that I encountered. However, not every student enrolled in my BLANK courses that were part of the “Freshman
Connection” so I would encourage the next time these courses are offered that only students who are part of the program be allowed to enroll. In
addition, I would suggest that the professors meet at least twice a month to evaluate the progress of their students.
Report #2
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SUGGESTIONS FROM THE QUANTITATIVE AND QUALITATIVE EVALUATION
In general, the responses by the peer mentors, mentees, and faculty members were very positive. One
suggestion was to increase communication between the faculty members and peer mentors and to add more
structure to the program’s curriculum (e.g., articulating the role of the peer mentor better). Thus, another
suggestion was to increase the number of individual contacts between mentors and mentees. There was some
concern that there were not enough mentors. Thus, a possible recommendation is to increase the number of
peer mentors and/or the number of group activities with mentors. Finally, past research has suggested that the
positive effects of peer mentor programs targeting freshmen students tapper off in the years following their
freshman experience.40 The researchers found that positive effects of the peer mentor program were
significant during and immediately after the program was completed, but those positive effects appeared to
wean over the years. Ultimately, student graduation and retention rates of participants in the freshman peer
mentor program did not appear to be significantly different than their non-mentored counterparts. Thus, the
suggestion could be made to consider extending peer mentor efforts into later years to further secure
increased student retention rates. Though recommendations can be asserted, the positive impact of the peer
mentor program is evident in the suggestions provided that reflected a desire to see more interactions in
general through the peer mentor program, as well as mentee feedback that indicated their appreciation for
and happiness with their experience as participants in the program.
CAREER ADVISEMENT PROGRAM AND PATHWAYS
CAREER ADVISEMENT PROGRAM AND PATHWAYS OVERVIEW
Assisting students in forming concrete and long-term career goals is important to student retention. Research
indicates that the likelihood of students graduating positively correlates with the breadth of the career goals
that they hold.41 In addition, Latino college students who expressed well-established career goals were found
to have a higher probability of persisting in their degree program than students expressing unclear career
goals.42
For these reasons, the Career Advisement Program was implemented to assist students in developing their
academic and career goals. The program provides career advisement, group sessions, information, and
resources to engage students in self-discovery and academic and career exploration using career development
tools such as Pathways, an online academic and career planning tool where students explore interests, values,
skills, majors, and occupations, as well as search for internships, jobs, and career-related information and
experiences; StrengthsQuestTM and a strengths-based group session that guides students to self-understanding
and application of their talents and strengths to academic and career decision-making; and My Career Plan, a
tool that provides opportunities for students to engage in a career-related reflection and decision-making
process.
40
41
42
Sanchez, R. J., Bauer, T. N., & Paronto, M. E. (2006). Peer-mentoring freshmen: Implications for satisfaction, commitment, and
retention to graduation. Academy of Management Learning & Education, 5(1), 25-37.
Swail, W. S. (2003). Retaining minority students in higher education: A framework for success. San Francisco: CA San Francisco,
CA: Jossey-Bass.
Tinto, V. (1993). Leaving college: Rethinking the causes and curses of student attrition (2nd ed.). Chicago, IL: University of
Chicago Press.
Tinto, V. (2007). Research and practice of student retention: What next? Journal of College Student Retention, 8, 1-19.
Hull-Blanks, E. et al, (2005). Career goals and retention-related factors among college freshmen. Journal of Career Development,
32 (1), 16 – 30.
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Report #2
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The Career Advisement Program and Pathways aims to serve the following purposes: (1) assist students in
connecting information on interests, values, skills, and talents with degree majors and career choices, (2)
provide information on various courses of study at CSUN and coinciding career pathways, (3) provide
general job information and requirements, and (4) provide information on ways to connect with the campus,
peers, events, campus services, and CSUN programs.
In order to meet the stated goals, Career Advisement Program’s Career Advisor performed several related
duties. The Career Advisor engaged
freshmen
enrolled
in freshman
seminar classes in the Career Advisement
Building
Connections
for Success
Program:
Program by way of two one-hour groupCareer
sessions.
In
the
first
group
session,
students were introduced to the
Advisement Component
Career Center and its resources, as well as engaged
in
an
in-depth
personal
career
exploration process.
2011-2012 Activities
Fall 2011
•Career Center 2-part sessions in
Freshman Connection Title V
sections (total presentations = 40):
•Part 1: Career Center Orientation
and Career Exploration Lesson:
Self-discovery activities on interests
and strengths, overview and
application of career theory model,
review of Career Center resources,
Pathways demonstration (takes
place at Career Center)
•Part 2: Strengths-based Lesson and
StrengthsQuest Assessment
Interpretation: Foster
understanding of talents, strengths,
and theory of Positive Psychology;
guided strengths application to
career and academic decisionmaking
Career Center Sessions
Fall 2011-Spring 2012
Spring 2012
My Career Plan
•Assist students with completion of
My Career Plan, provide support,
answer questions, and refer to
Career Center resources
•Plan activities to keep students on
path to career success
•At Career Center during Spring
•My Career Plan is a tool that
provides opportunities for students
to engage in a career-related
reflection and decision-making
process (2 year plan)
•Introduced in Part 1: Career Center
Orientation and Career Exploration
Lesson sessions
•Students get a copy of My Career
Plan in customized binders provided
by Title V
Career Peer Mentors
Revised 8.18.2011
In the second group session, the same students participated in a strengths-based lesson and interpretation of
the StrengthsQuestTM assessment. The Career Advisor will further ensure the persisting impact of the Career
Advisement Program on student retention rates by maintaining frequent contact with the freshman seminar
students throughout their first two years at CSUN. In this way, the Career Advisor could serve as a resource
for students in encouraging progress of their career plans. Prior research has suggested that freshman
retention rates can be impacted by follow-ups with career advisors during students’ sophomore year.43
43
Anderson, E., & Schreiner, L. A. (2000). Advising for sophomore success. In L. A. Schreiner & J. Pattengale (Eds.), Visible
solutions for invisible students: Helping sophomores succeed (No. 31, pp. 55-66). Columbia, SC: University of South Carolina,
National Resource Center for the First Year Experience and Students in Transition.
Report #2
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page54
STRENGTHS-BASED GROUP SESSION
LEARNING OUTCOMES
The overall learning outcome of the strengths-based group session was for students to make life choices
that are congruent with their abilities, values, and beliefs.
Four specific outcomes were identified:
 Students will better understand their individual strengths.
 Students will better understand their strengths as they relate to others.
 Students will think more broadly about life and career goals from knowing their strengths.
 Students will feel more confident and hopeful about their ability to be academically successful.
STRENGTHSQUEST SURVEY FALL 2010 / SPRING 2011
In Fall 2010, 239 students completed strengths-based group session. While in the Spring 2011, 185 students
completed the strengths-based group session. The majority of the students felt the session made them more
aware of their strengths, confident, and hopeful about their futures. Also around half of the students felt the
session helped them understand and relate to others better. Almost all of the students felt the group session
should be offered to all students.
FALL 2011/SPRING 2012 CAREER SERVICES
In the second year of the grant, 87 career workshops were offered to freshmen students. Specifically, these
workshops served 2,175 freshmen students. In regards to the StrengthQuest, 950 freshmen completed a
strengths-based session. Also, 46 freshmen students received one-on-one career consultation.
HIGH SCHOOL OUTREACH (HSO) PROGRAM
HSO PROGRAM OVERVIEW
High school students are advised to start obtaining information regarding education opportunities after
graduation by their sophomore year.44 College retention rates have been found to be significantly higher for
students who developed strong education aspirations by their sophomore year in high school.45 In order to
assist in facilitating this early aspiration formation in high school students, CSUN’s Building Connections for
Success initiative began a collaboration with other campus programs (i.e., Student Outreach and Recruitment
Services,46 Educational Opportunity Program47) to expand the current outreach efforts.
Senior undergraduate students at CSUN were selected to serve as Outreach Ambassadors to conduct
presentations at local high schools regarding the importance of post-secondary education and the subsequent
career opportunities available once a higher education degree is obtained. The Outreach Ambassadors were
trained and supervised by the Mentorship Program Coordinator. Their training covered the value of higher
44
45
46
47
Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (July, 2006). What matters to student success: A review of
the literature. National Postsecondary Education Cooperative (NPEC). Commissioned report for the National Symposium on
Postsecondary Student Success: Spearheading a dialog on student success.
Arbona, C., & Nora, A. (2007). The influence of academic and environmental factors on Hispanic college degree attainment.
Review of Higher Education, 30(3), 247-269.
www.csun.edu/outreach
www.csun.edu/eop
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page55
education, career opportunities, how to give engaging presentations, networking opportunities, community
resources, and financial aid resources.
In addition to conducting the workshops, the Outreach Ambassadors served as a point of contact for students
who attended the workshops, remained in contact with the students, and acted as a source of student
encouragement in pursuing higher education goals. Local high schools were targeted. Each of the targeted
high schools is largely comprised of low socioeconomic status, Latino students and first-generation
prospective college students.
Research suggests that sophomores who develop strong educational goals in high school exhibit higher
retention rates in college.48 In order to address the implications of this finding, the High School Outreach
Program seeks to instill motivation in high school students to attend college and provides them with valuable
information regarding post-secondary educational opportunities in an effort to promote future college success
and retention.
GOALS & OBJECTIVES
The goal of the High School Outreach Program is to encourage high school juniors and seniors to create
strong educational goals for themselves. The purpose of the presentations and outreach ambassadors is to
provide high school students with academic resources and opportunities that will promote future success in
college.
ACTIVITIES
The Outreach Ambassadors worked together to complete 30-minute workshops at two different schools and a
youth conference. In addition, at San Fernando High School in the Spring 2012, outreach ambassadors also
handed out EAP Scores (Early Assessment test for CSU admissions) and talked to 70 students about the
value of education.
HIGH SCHOOL OUTREACH ACTIVITIES
School
San Fernando High School
San Fernando High School
Birmingham Charter High School
Raza Youth Conference
Year
Spring 2011
Fall 2011 / Spring 2012
Fall 2011 / Spring 2012
Fall 2011 / Spring 2012
#
Presentations
14
12
1
2
#
Students
229
271
20
6
The high school outreach ambassadors also participated in a school wide panel where they discussed the
importance of college and what role higher education has played in their lives and in the lives of those closest
to them. This presentation was provided to 100 students. And finally, the mentorship coordinator participated
in mock interviews with 11th grade students who were interested in pursuing higher education and wanted to
prepare for interviews.
48
Arbona, C., & Nora, A. (2007). The influence of academic and environmental factors on Hispanic college degree attainment.
Review of Higher Education, 30(3), 247-269.
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page56
ONE-SHOT POST-TEST STUDY DESIGN
The high school students were given a survey in their classes at the end of the presentations. The primary
purpose of the survey was to ascertain general attitudes towards the Ambassadors and the presentation which
can guide the program in the future as part of formative evaluation and to see if the program influenced
attitudes about attending college/university.
HIGH SCHOOL STUDENTS’ DEMOGRAPHICS
Spring 2011 – The sample consisted of 229 high school students (59.4% female, 39.7% male). The age of
the students ranged from 14-19 years (M = 16.6) with the majority of the sample made up of juniors and
seniors (9.6% freshmen, 1.3% sophomores, 49.4% juniors, 28.4% seniors). The ethnicity of the sample
follows: 92.1% Latino, .4% White, .9% Asian, 2.2% African American, 1.3% Native American, and 2.6%
other/mixed.
Fall 2011 – The sample consisted of 254 high school students (47.6% boys, 52.4% girls). The age of the
students ranged from 15-19 years (M = 16.5) with the 83.1% juniors and 15.3% seniors. The ethnicity of the
sample follows: 90.5% Latino, 1.2% White, .8% Asian, 3.6% African American, .4% Native American, and
3.6% other/mixed. Data were received from three presenters at two schools in 10 classes.
HIGH SCHOOL STUDENTS’ VIEWS OF THE AMBASSADOR PRESENTATIONS
The high school students were asked to rate their agreement with six items about the ambassador
presentation. The response choices ranged from “strongly disagree” (1) to “strongly agree” (4).
As shown in the next table, over 89% of the high school students “agreed” or “strongly agreed” that the
presenter was knowledgeable, informative, friendly, approachable, and could relate to their current situation.
Also, over 94% of the high schools students “agreed” or “strongly agreed” that the presentation increased
their desire to attend college/university, increased their motivation to start the college/university admission
process, and that they planned to attend college/university after high school.
HIGH SCHOOL STUDENTS’ VIEWS OF THE AMBASSADOR PRESENTATIONS
Spring 2011 (N = 229)
Fall 2011 (N = 254)
Strongly
Strongly Strongly
Disagree Disagree Agree
Agree
Disagree Disagree Agree
The presenter was knowledgeable and
1.3%
0.9% 26.2%
71.6%
.8%
.4% 20.9%
informative.
The presenter was friendly and
1.3%
14.4%
83.8%
.8%
10.5%
approachable.
I was able to relate my current situation
1.7%
8.3% 48.0%
41.5%
2.0%
6.1% 42.4%
with the presenter.
This presentation increased my desire to
1.7%
2.6% 37.1%
58.1%
1.2%
3.7% 28.9%
attend college/university.
I feel motivated to start the
1.7%
2.2% 38.9%
56.8%
.8%
3.7% 30.0%
college/university admission process.
I plan to attend college/university after
1.3%
1.9% 16.8%
79.9%
1.2%
1.6% 15.1%
high school.
Strongly
Agree
77.9%
88.9%
49.4%
66.2%
65.4%
82.0%
QUALITATIVE RESPONSES BY HIGH SCHOOL STUDENT RESPONDENTS
Next, the high school students were asked questions about the Ambassador program to ascertain ways to
improve the program as well as any additional comments. In regards to suggestions, the themes in the
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Report #2
page57
following table were found. In addition, some of the students mentioned “saying ‘um’ too much”. Most of
the students indicated the presentation was fine and/or good.
SUGGESTIONS FOR IMPROVEMENT
Spring 2011 Themes
Presentation was great / No improvement needed
More information about costs and financial aid / scholarships / loans
More visuals (e.g., PowerPoint) and handouts
More information about different types of higher education institutions
(UC, CSU, community colleges, private schools)
More personal experiences
More information about majors/careers
More information about campus life, sports
Ask students about barriers to going to college, and then address them
More information about application process and entrance requirements (e.g., SAT)
Ask students if they have questions
Fall 2011 / Spring 2012 Themes
Ditto
Ditto
Ditto
Ditto (bring brochures from colleges)
Ditto
Ditto
Speak louder
Next, the high school students were asked if there were any additional comments. The themes and actual
responses follow.
ADDITIONAL COMMENTS
Spring 2011 Themes
Fall 2011 / Spring 2012 Themes
Presentation was great / No improvement needed Ditto
Very informative
Ditto
Increases interest
Ditto
Be more professional
Do presentation earlier
Friendly and approachable
All of the responses to the open ended questions can be found in Appendix 4.
AMBASSADOR SELF-RATINGS
The outreach Ambassadors were asked to rate their own performance in each presentation. Specifically, they
were asked to rate how well they think their presentation went and how much the students liked the
presentation. In the second year, the lowest scores and the mean were higher on both ratings. Also, a trend
across both years was that the ratings got higher later in the semester, indicating that the Ambassadors felt
their presentations were better received after practice.
AMBASSADOR SELF-RATINGS
How connected do you feel to CSUN?
On a 1-100 scale, how well do you think your presentation went today?
(1 = the worst it could be, 100 = the best it could be)
On a 1-100 scale, how much do you think the students liked the presentation?
(1 = they hated it, 100 = they loved it)
Year 1 (N = 229)
Range
M
Year 2 (N = 254)
Range
M
70-98
86.2
75-97
90.0
60-100
83.4
75-100
90.2
CORRELATION OF AMBASSADOR SELF-RATINGS TO THE HIGH SCHOOL STUDENTS’ RATINGS
Next, the outreach Ambassadors’ self-ratings were correlated to the students’ ratings. As shown in the next
table, in Spring 2011 the Ambassadors’ self-ratings on how well the presentation went and how much
students liked the presentation were both positively and significantly (p < .05) related to the high school
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page58
students’ ratings of feeling motivated to start the college/university admission process. Also in Spring 2011,
the Ambassadors’ self-ratings on how much students liked the presentation was positively and significantly
(p < .05) related to the high school students’ ratings that the presenter was knowledgeable, informative,
friendly, and approachable. In Fall 2011 / Spring 2012, the Ambassador ratings were not correlated to the
students’ ratings. In both years, the students’ ratings were highly correlated. When students perceived the
presenter was knowledgeable, informative, friendly, approachable, and could relate, they also indicated they
had a stronger desire to attend college/university and felt more motivated to begin the admission process.
SPRING 2011 BIVARIATE CORRELATIONS (N = 229)
1
2
1. How well presentation went (ambassador rating).
1.00
2. How much students liked presentation (ambassador rating).
.92** 1.00
3. The presenter was knowledgeable and informative.
.09
.12*
4. The presenter was friendly and approachable.
.10
.15*
5. I was able to relate my current situation with the presenter.
.10
.10
6. This presentation increased my desire to attend college/university. .04
.05
7. I feel motivated to start the college/university admission process.
.12* .14*
8. I plan to attend college/university after high school.
.05
.11
3
4
5
6
7
1.00
.70**
.52**
.55**
.51**
.52**
1.00
.50**
.56**
.53**
.61**
1.00
.60**
.49**
.43**
1.00
.66**
.56**
1.00
.54**
4
5
6
7
1.00
.49**
.53**
.49**
.51**
1.00
.59**
.61**
.44**
1.00
.73**
.61**
1.00
.65**
FALL 2011 / SPRING 2012 BIVARIATE CORRELATIONS (N = 254)
1
2
3
1. How well presentation went (ambassador rating).
1.00
2. How much students liked presentation (ambassador rating).
.80** 1.00
3. The presenter was knowledgeable and informative.
.10
.05
1.00
4. The presenter was friendly and approachable.
.02
.02
.67**
5. I was able to relate my current situation with the presenter.
.01
-.03 .52**
6. This presentation increased my desire to attend college/university. -.01
.00
.54**
7. I feel motivated to start the college/university admission process.
-.02
-.01 .47**
8. I plan to attend college/university after high school.
-.02
-.05 .45**
Next, the Ambassadors were asked, “What part(s) of your presentation went really well?” In general the
Ambassadors from both years thought discussions on financial aid, webpages, college experiences, and Q&A
were all well received. Also, the Ambassadors generally felt the presentations went well and that the students
were interested in their information.
The Ambassadors were then asked, “What could be done different next time?” In general, the Ambassadors
from both years felt they could encourage more student participation.
Next, the Ambassadors were asked, “Are there any thoughts you want to share with other presenters (in
general, at this school, or with this teacher)?” In general, the Ambassadors from both years felt they could
give more personal experiences (e.g., fear of going to college).
And finally, the Ambassadors were asked, “What questions did the students ask?” In general, the
Ambassadors from both years mentioned that students asked about costs, financial aid, and college
experience.
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Report #2
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FACULTY LEARNING COMMUNITY (FLC)
FLC BRIEF PROGRAM OVERVIEW
Evidence suggests that student success can be promoted through effective instructional techniques.49
However, faculty members are often not given formal training in how to teach effectively. Faculty
development programs have been shown to change current and future teaching practices, which have then
been linked to increased student achievement and student retention rates.50
Thus, part of CSUN’s Building Connections for Success initiative was to create a Faculty Learning
Community (FLC) that would facilitate discussions on effective pedagogical strategies and promote faculty
development. The FLC consists of faculty members who regularly assemble to discuss currently employed
pedagogical techniques that have been found to cultivate student achievement, as well as other potential
strategies that could be implemented to foster student success.
The FLC convenes each fall semester to begin discussions, and then in the following spring semester the
participating faculty act as faculty mentors to their peers. At that time, each participating member is paired
with another faculty that expressed interest in the program, and both would partake in one-on-one mentoring
and feedback as well as class visits that are aimed toward informing and improving student success through
pedagogical strategies. Stipends ($1200) are given to participating faculty. In addition, $1000 is made
available for FLC participants to attend conferences relevant to successful teaching practices, in order to
enhance the program and experience.
FLC PROGRAM RECRUITMENT & TRAINING
SPRING 2011
Fourteen faculty members were recruited from the College of Health and Human Development in the
following departments: Family & Consumer Sciences, Health Sciences, Kinesiology, & Physical Therapy).
In the Spring 2011 semester, 6 workshops were conducted on the following topics:
 Orientation – Dr. Tami Abourezk, Program Coordinator, Department of Kinesiology.
 A framework for understanding cultural values systems and to identify some strategies that can be
incorporated into classes – Dr. Carrie Rothstein-Fisch, Department of Educational Psychology and
Counseling.
 Student motivation – Dr. Delinah Hurwitz, Department of Psychology.
 Teaching strategies – Dr. Tami Abourezk
 Learning needs of first generation college students and working to strengthen their self-confidence –
Lideth Ortega-Villalobos, University Counseling Services.
 Faculty/Peer mentor training – facilitated by Dr. Tami Abourezk.
49
50
Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (July, 2006). What matters to student success: A review of
the literature. National Postsecondary Education Cooperative (NPEC). Commissioned report for the National Symposium on
Postsecondary Student Success: Spearheading a dialog on student success.
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Volume 2). San Francisco:
Jossey Bass.
McShannon, J., Hynes, P., Nirmalakhandan, N., Venkataramana, G., Ricketts, C., Ulery, A., & Steiner, R. (2006). Gaining
retention and achievement for students program: A faculty development program. Journal of Professional Issues in Engineering
Education and Practice, 132(3), 204-208.
Report #2
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page60
FALL 2011 / SPRING 2012
Thirteen faculty members were recruited from the College of Health and Human Development. They came
from the following departments: Physical Therapy, Family & Consumer Sciences, Public Health Promotion,
Child & Adolescent Development, Recreation & Tourism Management, and Health Sciences).
Six workshops were conducted on the following topics:
 Orientation/Introduction – Dr. Frankie Augustin, Program Coordinator, Department of Health Sciences
 Moodle discussion and impact of faculty and staff on high risk college student persistence – Dr. Frankie
Augustin
 Bridging cultures at CSUN: Building on students’ cultural strengths – Dr. Carrie Rothstein-Fisch,
Department of Educational Psychology and Counseling.
 Reaching out to our undocumented students and understanding AB 540 – Mr. Marvin Villanueva, Interim
Director, College of Humanities, Student Services Center / Educational Opportunity Program
 Understanding and addressing barriers for Latino/a student success – Dr. Lideth Ortega-Villalobos,
Student Service Professional, University Counseling Services
FALL 2011/ SPRING 2012 EVALUATION
Faculty who participated in the FLC were sent a survey to get their opinions regarding the program. Nineteen
faculty members responded.
FALL 2011 / SPRING 2012 RATINGS OF THE FLC (N = 19)
Strongly
Being a part of the Faculty Learning Community (FLC)… Disagree Disagree
Increased my pedagogical knowledge.
11.8%
Gave me new ideas for working with students.
Helped me understand students better.
Made me a more effective educator.
5.6%
Was worthwhile to me.
I would recommend the FLC to other faculty members.
Agree
29.4%
38.9%
27.8%
38.9%
16.7%
16.7%
FALL 2011 / SPRING 2012 RATINGS OF THE FLC COMPONENTS (N = 19)
Please rate the usefulness of the
Not
Little Bit Somewhat
following components of the FLC: Useful
Useful
Useful
Useful
Trainings
5.3%
5.3%
36.8%
Handouts
5.3%
10.5%
42.1%
Group discussions
5.3%
21.1%
Networking
31.6%
Support group atmosphere
10.5%
5.3%
FALL 2011 / SPRING 2012 RATINGS OF THE FLC COORDINATOR (N = 19)
Please use the following scale to rate
Very
the FLC Facilitator
Low Low Average High
Positive attitude toward participants.
10.5%
Prepared and organized.
5.3%
Available for questions/advice.
5.3%
Enthusiastic.
5.3%
Overall rating of the FLC Facilitator.
5.6%
www.csun.edu/BuildingConnectionsForSuccess
Strongly
Agree
58.8%
61.1%
72.2%
55.6%
83.3%
83.3%
Very
Useful
52.6%
42.1%
73.7%
68.4%
84.2%
Very
High
89.5%
94.7%
94.7%
94.7%
94.4%
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Faculty members were also asked a series of open-ended questions. The primary themes for each question
are noted below, and all qualitative responses are in the Appendix 10. First, faculty participants were asked,
“Has your involvement in FLC changed how you teach or interact with students? If yes, please explain
how?” The primary themes that emerged are in the next table.
CHANGE HOW YOU TEACH OR INTERACT WITH STUDENTS
Themes
Increased understanding of 1st generation students, Latino students, HB540 community
Ways to demonstrate more empathy
New ways to approach class and new teaching methodologies
Understanding my biases
The faculty members were also asked, “What skills learned in the FLC did you try this year? How did they
work?” The themes are in the next table.
CHANGE HOW YOU TEACH OR INTERACT WITH STUDENTS
Themes
Increased understanding of 1st generation students, Latino students, HB540 community
Ways to demonstrate more empathy
New ways to approach class and new teaching methodologies
Understanding my biases
Collectivist group work
Stress management
New ways to work with non-traditional students and/or students from different cultural backgrounds
Making syllabus more student friendly
Being more available
Showing more empathy
Empowering students
Faculty participants were also asked, “Do you have any suggestions for how to improve the FLC? AND/OR
any suggestions for the FLC Facilitator?” The themes are in the next table.
SUGGESTIONS FOR THE FLC
Themes
More concrete examples of effective strategies to enhance first generation students skills in classroom
Student representation (from their perspective) and any community resources (like LAUSD for example coming in to speak)
More clarification on the mentoring program
More applied activities
In the HHD FLC, the coordinator sent out a supplementary survey asking a series of questions. Fifteen
faculty members completed the survey.
First, they were asked, “What personal strengths have you gained by participating in the FLC at CSUN?”
The next table shows the faculty members’ responses and the percentage of faculty who gave each response.
Report #2
www.csun.edu/BuildingConnectionsForSuccess
page62
PERSONAL STRENGTHS GAINED IN FLC
Themes
Mentoring
Teaching strategies
Leadership
Awareness of university resources
Understanding students' challenges
Student empowerment
Better understanding of undocumented students
Deeper awareness/sensitivity of diversity/cultural competency
Support/Cameraderie/Community building/networking
%
20.0%
20.0%
13.3%
13.3%
6.7%
6.7%
6.7%
26.7%
53.3%
As a follow-up questions, the faculty participants were asked, “How have you used your strengths in working
with a diverse student population at CSUN?” The next table shows the faculty members’ responses and the
percentage of faculty who gave each response.
PERSONAL STRENGTHS USED IN FLC
Themes
Understanding/awareness of cultures/diversity/student behaviors
Improved teaching strategies
Improved interpersonal connections with students
Improved student empathy
Building classroom community
Incorporate cultural/diversity contexts in course
Improved mentoring skills
Improved student referrals to campus resources
%
53.3%
33.3%
13.3%
13.3%
6.7%
6.7%
6.7%
6.7%
Then, the faculty in the learning community were asked, “Since your participation in the FLC, what
intentional practices have you employed to help students stay in school?” The next table shows the faculty
members’ responses and the percentage of faculty who gave each response.
PRACTICES USED TO HELP STUDENTS STAY IN SCHOOL
Themes
Increase/improve teacher/student communication
Intentionally reach out to students/Increase accessibiliy/availability
Increase willingness to be flexible to adjust deadlines for certain situations in consideration of students'
personal/emergency obligations
Improve interpersonal skills to convey interest in students' success/improve student relations
Sharing personal story/improve student relations
Improve student empathy
AB 540 awareness
Address cultural issues as it relates to classroom participation
Limit electronic media in class
Adjust curriculum to support student success
Improved student referrals to campus resources
Relate the value of course assignments to students' experiences
%
33.3%
20.0%
20.0%
13.3%
13.3%
13.3%
6.7%
6.7%
6.7%
6.7%
6.7%
6.7%
Next, the faculty members were asked, “As you think about the students you know on this campus, what are
the greatest needs you think they have in relation to being able to succeed and graduate from here?” The
next table shows the faculty members’ responses and the percentage of faculty who gave each response.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page63
FACULTY PERCEPTIONS OF STUDENTS’ NEEDS
Themes
Finances/resource access/availability
Role models/mentors/advocate
Role models/mentors/advocate
Faculty support
Faculty support
Understanding college going culture
Recognizing the value of college and their future
Understanding college going culture
Recognizing the value of college and their future
Understanding requirements to succeed
Juggling college obligations with personal obligations
Study skills
Peer networking
Separating from negative community based influences that can hinder college sucess
Understanding requirements to succeed
Juggling college obligations with personal obligations
Study skills
Peer networking
Separating from negative community based influences that can hinder college sucess
As you think about the students you know on this campus, what are the greatest needs you think they have in relation to
being able to succeed and graduate from here?
%
33.3%
26.7%
26.7%
20.0%
20.0%
13.3%
13.3%
13.3%
13.3%
6.7%
6.7%
6.7%
6.7%
6.7%
6.7%
6.7%
6.7%
6.7%
6.7%
Then, the faculty were asked, “What advice would you give other CSUN faculty about how to respond to a
student who was struggling or thinking about leaving school?” The next table shows the faculty members’
responses and the percentage of faculty who gave each response.
FACULTY ADVICE TO STUDENTS
Themes
Show interest/concern for students' success
Reach out to students/Be available/supportive
Referrals to campus resources for support
Be aware of multiple challenges/barriers for students
Utilize peer mentoring
Help students realize the value of college degree
Consult other faculty
%
40.0%
40.0%
26.7%
26.7%
26.7%
20.0%
6.7%
As a follow-up questions, the faculty were asked, “What advice would you give staff about how to respond to
a student who was struggling or thinking about leaving school?” The next table shows the faculty members’
responses and the percentage of faculty who gave each response.
FACULTY ADVICE TO STAFF
Themes
Same advice given to faculty in previous question
Consider long term implications
Peer network
Understand challenges students face
Staff may have better rapport with students
Be culturally aware
Be aware of campus resources/support
Report #2
%
20.0%
13.3%
13.3%
13.3%
6.7%
6.7%
6.7%
www.csun.edu/BuildingConnectionsForSuccess
page64
The next questions asked faculty, “What do you think CSUN can do to be of more assistance to high-risk
students?” The next table shows the faculty members’ responses and the percentage of faculty who gave
each response.
FACULTY VIEWS OF HELPING HIGH-RISK STUDENTS
Themes
Mentor program (faculty/staff/peers)
Promote support services
Connect students to campus activities/cultivate culture of campus belonging
Identify them early
Simplify campus navigation process
Stress management
Develop student learning communities
Seek students who need help rather than wait for students to declare it
%
60.0%
46.7%
33.3%
26.7%
6.7%
6.7%
13.3%
6.7%
Next, the faculty were asked, “In what ways has your participation in the FLC impacted your ability to
advise Latino/a CSUN students?” The next table shows the faculty members’ responses and the percentage
of faculty who gave each response.
ABILITY TO HELP LATINO STUDENTS DUE TO FLC
Themes
Increased understanding/awareness of students' cultural values/challenges/pressures/obligations
Feel better prepared
Aware of pressures related to AB 540/immigration status/undocumented status
Aware of holistic advisement
Awareness of first generation students
%
66.7%
20.0%
20.0%
13.3%
13.3%
The faculty were also asked, “In what ways has your participation in the FLC impacted your ability to advise
all CSUN students?” The next table shows the faculty members’ responses and the percentage of faculty who
gave each response.
ABILITY TO HELP ALL STUDENTS DUE TO FLC
Themes
Providing holistic advisement to all students/an effective advisor
Awareness of current student issues
Campus resource referrals
Proactive engagement
Student empathy
Treat students as individuals with unique needs
www.csun.edu/BuildingConnectionsForSuccess
%
53.3%
26.7%
13.3%
6.7%
6.7%
6.7%
Report #2
page65
Next, the faculty were asked, “In what ways has your participation in the FLC impacted your ability to teach
Latino/a CSUN students?” The next table shows the faculty members’ responses and the percentage of
faculty who gave each response.
ABILITY TO TEACH LATINO STUDENTS DUE TO FLC
Themes
%
26.7%
26.7%
20.0%
20.0%
20.0%
6.7%
6.7%
Improved teaching
Awareness of Latino collectivistic culture
More conscious of content and images in course materials
Incorporate into courses both individual and cooperative learning experiences
Awareness of cultural barriers/competing demands
Provide additional assistance with strengthening writing skills
Restructure course to provide additional assistance during class
Similarly, the faculty were asked, “In what ways has your participation in the FLC impacted your ability to
teach all CSUN students?” The next table shows the faculty members’ responses and the percentage of
faculty who gave each response.
ABILITY TO TEACH CSUN STUDENTS DUE TO FLC
Themes
Incorporate individual and cooperative based learning
Awareness of students' issues
Improved teaching
Use culturally varied examples in class
Providing class time to improve student learning
Outreach & engagement
Understanding motivation for pursuing a college degree
%
26.7%
20.0%
13.3%
13.3%
13.3%
6.7%
6.7%
Next, the faculty were asked, “Has participation in the FLC impacted your research? If so, in what way?”
The next table shows the faculty members’ responses and the percentage of faculty who gave each response.
FACULTY ADVICE TO STAFF
Themes
No, it has not
Anticipate seeking out student-focused/Latino focused/minority focused research
Motivated to continue cultural competency research
Has rethought research applications/research agenda
Has a deeper understanding of Latino culture
%
46.7%
26.7%
13.3%
6.7%
6.7%
And finally, the faculty were asked, “Is there anything else you would like to add about your participation in
the FLC?” The next table shows the faculty members’ responses and the percentage of faculty who gave
each response.
FINAL COMMENTS
Themes
Positive experience/FLC is a good resource
Enjoyed faculty interaction/community building/faculty support/networking
Familiar with unknown campus resources
Better prepared to support students
Report #2
%
53.3%
40.0%
6.7%
6.7%
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page66
APPENDIX 1: OTHER HELPFUL STRATEGIES/ACTIVITIES USED IN THE PLF WORKSHOPS
SPRING 2011
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A lot of drawing was cool. Actually, the size of the drawing was clearer.
Able to ask personal questions, available for us
All were helping.
All worksheets
Crossword puzzles, exam reviews
Each person had an opportunity to write their answers to questions on the board and explain their answer
Everything was very helpful! The PLF session was very helpful and helped me get a good grade in 380
Extra lecture notes
Going over some of the practice questions.
Good questions
I enjoyed the word puzzles because they are fun as well as helpful
I like the fact that we were given a sheet of questions to answer about our readings it helped me make sense of the material
In general, class discussions and review were most helpful in the workshops
It was helpful going over the concept maps in the workshops.
It's very helpful that they ask students if we're having trouble with any particular topic and they help us. Also, the repetition of the information
given to us was helpful because the PLFs give us tips on how to learn things, like an analogy.
Kate emails us the answer worksheet for every PLF session
N/A
N/A
None
Nothing, mostly just board work, discussion and randomly calling on people. At times we went up to do some board work.
One on one discussions with Kate were very helpful, so maybe more of that
One-on-one time
Pictures up on the board with explanations
Practice papers
Question/answer, asking each other the questions we came up with, using the board
Questions on chapters were extremely helpful
Sharing our individual questions with our peers.
Students came up with test questions
Test review - going over practice questions was very helpful
The above activities were the only type of activities that I can recall. Predominantly all of which were extremely useful. For question 6 ["Please
rate how HELFPUL the different types of learning strategies were to you: 6.Quizzes"], the helpfulness on quizzes really wasn't that impactful as
my lecture notes were well written, however, it did help with affirmation of notes
The PLF (Adam) asked people questions and he asked people to explain things, which was very helpful.
The PLF kept us all updated with emails and posted study guides on Moodle for our learning. She was very helpful and available to contact
through email!
Work sheets and quizzes
Working out the problems in the sessions.
Worksheets
Worksheets were most helpful
FALL 2011/SPRING 2012
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A lot of board work and a lot of discussion
A lot of problem solving see the work helped me a lot and made it a lot better.
Activities that involved us to work in small groups, that followed into a class discussion. Jeopardy games with practice questions.
Adam was great
All are listed above.
All of the above
All of the strategies have already been mentioned above.
All the activity we did was go over the homework which I thought was somewhat helpful.
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All the strategies/activities that the PLF used were very helpful.
All the things we did in class were helpful. The drawings, games and quizzes were very informative.
All were listed
already covered
Alternative resources
Another type of strategy used was the biology jeopardy.
Answer questions
Answered all our questions
answered questions that can't really be answered in class, since its such a large class
answering question on the white board (PLF Session's)
art activities
Asking questions at the beginning of every class about the homework
Asking questions to the PLF about homework problems were very helpful. She knew the material very well.
asking us questions
At the start of each workshop instead of having an agenda, Mahnhee would ask what we wanted to go over. I thought this was nice because
each session was tailored to the students.
basic problems relatable to the test and final. Very straightforward
Basically what was stated above nothing new was used.
Before exam we had a jeopardy game which helped out a lot understanding the information.
being able to work in groups and talk to one another and ask questions and figure out different things really helped.
Biology jeopardy was helpful in understanding material
board
board work
Board work
board work and discussions
Board work and going over different examples was the biggest help.
Board Work and going over homework as our PLF did was very beneficial.
Board work and worksheets were a good helping tool. I like learning visually than having to read and write about someone's lectures.
Board work clearly explained lectures
Board work really helps.
Board work, in class assignments and flash cards were very helpful
Board work, Jeopardy.
board work, quizzes, concept maps
Boardwork
boardwork and one on one work
Book work / Lecture
Broadswords and word finds.
Building models. Playing games.
Cannot think of any.
Catch up what you miss, it was really helpful
checking over work done
Clarification on confusing subjects
Class discussion
class discussion
CLASS DISCUSSION WAS THE BEST FOR ME!
Class discussions
Class discussions were very helpful to me.
Class games.
Class handouts/ emails.
Class involvement was the best so that we can ask questions and get help after class if needed could see he cared
class overview, class problems, quizzes
Coloring was fun.
Completing worksheets that reinforced the material we learned in class
Comprehensive cumulative final exam
Correcting quizzes in class so you had immediate feedback
cross words and word searchs
Crossword puzzles and group exams
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Crossword puzzles and taking "practice exam"
Crossword puzzles, word search, review sessions.
Crossword puzzles!
Crosswords and jeopardy
demonstrations and examples
Diagrams drawn by the PLF to show how certain things worked like DNA replication
Did not Attend
Did not go
Different types of games
Different ways of drawing visuals
Discussed future careers and how networking is key for getting your foot inside a company.
discussion
Discussion amongst the group of people that are attended where helpful
Discussion were the most helpful
discussion, practice questions, quizzes
Discussions
Doing book exercise.
doing examples from book
Doing over hw like concepts maps
Doing the quizes were very helpful
doing the work together really helped
Drawing and play jeopardy before we had tests, in Order for to prepare us.
Drawing diagrams
Drawing worksheets
Drawings on the board helped.
Drawings, craft work and small group discussions, oh and the jeopardy team games
Each student would ask a question at the beginning of class.
engagement with students
Every week we were given worksheets that applied to the material that was covered in class and we also had the opportunity to play a round of
jeopardy before each quiz or exam. Everyone was had to participate in a round of jeopardy and this activity gave the student to collaborate and
help each other grasp some understanding of the material.
everything
Everything was great
Everything was listed above.
Everything we did in the PLF sessions are listed above so overall everything was helpful in its own way.
Examples
Examples
Examples from the book.
Explained material in different sense
Explanation and drawings on board to illustrate information-visual:auditory learning.
extra study sessions
Field work
flashcards
flashcards
flashcards
flashcards, questions
Games
Games
games
Games and board drawings
Games like jeopardy were helpful. Worksheets like crossword puzzles were helpful. Working in groups was beneficial since peer to peer helped
teach each other.
Games such as jeopardy were really helpfu;
games were fun and inciteful
Games where people were grouped into 1 team or another. This allows for individual opportunities to answer while it does not single the person
out as the team can them help them. I felt Jepardy was the most helpful. I also liked the candy prizes!! 6 years old or 20 years old, people like
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candy. And yes, we will compete for a jolly rancher. Haha. I also liked that Katherine gave everyone candy at the end for participating, not just
the winning team.
games/discussions
Getting connected with other students was extremely benificial
getting the students involved/ board work
Giving examples, using educational video clips and power point
Go over the lecture, asking questions, go over homework
going over assignments in class
Going over difficult topics by him working problems on the board
Going over homework problems that students did not understand, while showing the work on the board made it helpful.
going over homework questions
Going over practice problems, quizzes, midterms, and homework problems.
Going over previous homework problems was most effective for solidifying core knowledge of the subject.
going over problems /
going over problems in class were helpful.giving different types of examples was also helpful
Going over specific problems
Going over the chapter again
Going over the homework problems and other problems in the book were helpful.
Going over the hw
going over the main ideas of the upcoming chapters. and worksheets that explained difficult subjects.
going over the past homework assignments and future ones as well
Going over the practice questions.
Going through problems that were in the book, and homework problems that were difficult.
gonig over homework
great explanation of all questions asked
Great TA, great person, great overall
Group activites helped understand the subject
Group Activities were fun and helpful.
group and individual work
Group assignments, quizzes, and coloring worksheets were used in the workshops that i found were helpful.
Group discussion & games
group discussion was helpful
Group discussions and just going over homework help a lot
Group discussions and team work. / Going over student questions thoroughly
Group discussions. Jeopardy n study guides and worksheets.
Group discussions/ example problems.
group quizzes, simplifying the material
Group work
group work
Group work
Group work and games
group work and individual work
group work and presentations
Group work or games based on a certain topic to help us understand it more.
Group work that became a lecture
group work, and study guides
Group work, yes other students helped me understand material
Group work.
Group work. Just going was helpful but annoying that I had to go in the first place. None of the sessions were at conventient times. This made
me not want to go since it wasn't even a real class and only an hour long. However, I did always go just to get credit.
Groupwork
handouts
handouts for the tests.
handouts, review and teaching current material
Hands on
Having a round of jeopardy game questions with groups choosing categories and answering questions was a helpful.
Having a worksheet that explained things to be aware of and how to learn the material.
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 Having each student participate during the pif-sessions
 Having such a small group for the sessions was helpful.
 Having us answer the questions was also helpful, I felt less pressure when I had to answer a question due to the smaller class size. I didn't feel
so caught off guard.
 having worksheets to follow
 He had his own methods of teaching the material, it was a lot easier.
 He let us participate in the problems to make sure that we understood what we were doing.
 He made most difficult concepts visual. That really helped the material stick!
 He tough different methonds and kept the class very interesting.
 He used the board and drew diagrams. If it didn’t make sense he would erase and start from scratch and explain each step.
 He was great and helpful but I felt that it was pointless for me personally to attend. I learn better on my own. I think the workshops should be
optional and not forced.
 he went over everything
 He would ask everyone to participate and this kept everyone active.
 helping us study for tests by making practice tests and study guides
 his positive attitude and character
 Home work questions
 humor towards the subject
 I appreciated the fact that we were given a worksheet with questions regarding the tests, and were able to keep with us to study. It was also
helpful that we were recommended to read the chapters before attending the workshops, so that we could answer the questions easier, and
understand the lectures.
 I did not attend
 I did not attend Lena's sessions, but the Goldfish worksheet posted online was more useful to do on my own for homework prinicple rather than
my group discussion with Nate
 I did not attend the workshops, instead I did the alternative assignment.
 I did not find anything helpful in the PLF sections.
 i did not got to any PLF workshops
 i don't know
 I enjoyed the games we played in the workshops because that allowed us to engage in fun activities while learning the material.
 I enjoyed the weekly quizzes. It made it so we actually paid attention in class and i feel helped our grades overall.
 I felt like group board work was the most helpful.
 I find that reviewing what the professor stated and explained was helpful. Also reviewing the professors powerpiot slides was helpful.
 I found after class tutoring was great an peer group work.
 I found that a class is really sucessful is the PLF is knowledge, knows how to instruct the class and has a good attitude. Jennifer is a good
representation of what I think all PLSs should be like. We need back passionate teachers in our classrooms. Or at least teachers that teach with
passion.
 I found that example problems or excersises that were done by the PLF that were not from the book were the most helpful. Most of the time the
PLF would explain in detail and evaluate the cornerstone problems in the chapter we were reviewing. However, I can read the book and
explanation given by the book myself. I think it is much more beneficial when the PLF would create examples of his own and thoroughly explain
them step by step. The few times that he did this is where I learned the most.
 I found that the games played in the PLF session were extremely helpful towards learning about the course material. Helped me understand
things more, as well as group work.
 I found the group activities very helpful.
 I found the interactive games that we played such as jeapordy to be pretty helpful as well as pretty fun.
 I found the review sessions for the practical were very helpful!
 i found working in small groups helpful because we could answer each others quaestions
 I Like the fact that we were able to dissect exams.
 I liked how he always asked if we had any questions from the days lecture and he would devote the whole time to cover the most confusing
portions of the chapter.
 I liked how Jocelyn would give us a worksheet to work on individually at the beginning of class and then go over the material. It helped to pinpoint
what you already know and what you need to study for the test.
 I liked how we did group work and shared ideas with each other.
 I liked how we were able to complete class assignments with our groups during PLF.
 I liked the discussions because hearing things from the lecture in the workshop helped me remember the information for the tests.
 I liked the way Katherine Gould would use humor to try and help us remember certain comments. It did work.
 I liked the worksheet "quizzes" that were administered at the workshops, they allowed me to get a better feel for what I was going to be tested on
 I liked the worksheets that were passed out, because I was able to study from them.
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 I live how Vanessa our old would put everything into study guide format on the board it was great to have the subject explains in wording
different than the book so I understand
 I loved all of the worksheets, jeapordy games, and discussions definitely helped a lot. The plf instructor was very helpful!
 I loved working in group settings.
 I never attended any of the workshops due to conflicting hours therefore most of these answers cannot be read and evaluated.
 I really found jeopardy helpful before our test because it was a group review and had most of the things we needed to know for the test
 I really like the practice quizzes that were given, and worksheets that identified keep points from the chapter.
 I really liked when Ana would go over the lecture overall and would ask if we had any questions. We would ask and she would give us great
examples and helped us understand it.
 I think playing Jeopardy before a midterm or final help me have a better understanding of what might be on the test and here I was able to
cooporate with my classmates to answer questions.
 I think that the fact that the plfs were available outside of the class was helpful. I also think that just talking about the material and conceptualizing
what was going on rather than memorizing equations was very helpful.
 I thought cross word puzzles were helpful, but I wish they were given back to us before an exam so we could use them to review.
 I thought group work & material done on the board helped the most
 I thought the overall use of games were very helpful in retaining infomration.
 I thought the small group work was the best strategy for me to understand any difficult material
 I thought the test that Lacey created were helpful, and the style of teaching with open discussion and a relaxed attitude in class made learning
the material much more helpful.
 I'm a visual learner so it really helped me that Narbeh always made a drawing.
 If we had any questions regarding material presented in class our PLF instructor took the time to explain any questions or doughts that we had
with the lecture. I really think that the review sessions before the test helped out alot when it came time to prepare for the test.
 In class assignments
 In general I felt Adam helped me understand 346 better than if there wasn't a workshop
 In my opinion the cross word puzzle were pretty challenging and helpful at the PLF sessions. Also great amount of board wok was completed
which was very beneficial for me considering that I'm a visual learner.
 In my plf we only had about five students which really made it much simpler to ask and understand questions.
 individual work
 Involving me and others to participate forced me to learn the material on the spot rather than procrastinate in learning the material. I have bad
study habits that I am trying to break but PLF kept me up to date with the class.
 Involving the students by having them write on the board (Punnett Squares), helped make everybody feel involved and have a better
understanding of the material.
 It was fun, the activities and games were helpful
 it was good overall I had fun
 It was nice to hear other students opinions.
 jeapordy and pedigree/punnett square activities.
 Jeapordy Game uploaded for later review
 jeopardy
 Jeopardy
 Jeopardy
 jeopardy
 jeopardy
 Jeopardy
 Jeopardy
 Jeopardy
 jeopardy
 Jeopardy
 jeopardy
 jeopardy
 Jeopardy and boardwork.
 Jeopardy and provided alternative resozurces
 Jeopardy game
 Jeopardy games were made as review for exams and to help us know where we stand in class.
 Jeopardy games. Word searches. Crossword puzzles.
 Jeopardy questions
 Jeopardy was a good tactic used that stimulated excitement and competition among class participants.
 Jeopardy was helpful because it helped me understand the concepts more.
Report #2
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page72
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Jeopardy was very helpful, since it served as a wake-up call before the test
jeopardy with bio!
jeopardy- my favorite. Answering worksheets with a group and being asked indivually to answer the questions.
Jeopardy-very helpful and at the same time fun
Jeopardy, crossword puzzles and word searches.
jeopardy, games, and art project-type things to help us learn the material! And how Lena would go over test questions if we had any.
jeopardy, group work
Jeopardy, practice quizzes and word searches
Jeopardy, who want to be a biologist and wheel of fortune.
Jeopardy; it was a good wake-up call when it came to the test material
Jeopardy!
Jeopardy.
Jeopardy! The most exciting and a lot to learn
Jeoperdy
jeoperdy to review for a test
jepordy was a great activity that's fun as when as helpful in learning the material
Just class discussion and break down of the chapters helped.
Just group work
Just quizzing us. For example, my class is on Friday, then I would have PLF the next Wednesday reviewing that Friday class. I do the homework
before I go to class, then we learn and go over the homework. So I believed I knew everything, but it is a false confidence. Then I got to PLF and
realize I don't know it as well as I thought and I have someone there to help me. It also helps you find people to study with in class. I strongly
recommend that CSUN try to keep PLFs.
Just rereading the chapters and learning my memorization
Just simply doing problems indiviudally then going over it together. /
Just simply taking the time after class to go over the class material especially assignments, and answer any questions that we had
juyst overall asking if we had any questions and than the plf's would answer the questions for us
Kathleen used material that she made up and taught us using different example and strategies that are not in the cornerstone book which are
already assigned.
Last semester's PLF Kela was much nicer and cared more about the people in class.
Learning from one another in a class with much fewer students.
Lecture
lecture
lecture
lecture
lecture
Lecture is enough.
lecture, participation
Lectures good tutor is great
Lectures, Quizzes, Crosswords,group activities
Lena provided some helpful worksheets(e.g,meisos, mitosis), she was great
Life examples that us as students can relate to
Lisa Zung brought in pages that we could color in and that has definitely helped me in preparation for my final exam.
Lots of examples helped me understand better about the subject
Loved the homework--word searches and crosswords with questions from lecture. PLF did board work that was extreemly relevant and helped a
ton on the tests. Also played jepordy with practice test questions. PLF is great.
Mahnhee is an excellent teacher/instructor any ….. He did was helpful. His study guides were awesome
mahnhee was a great tutor. He knows the material, he's patient w/students questions and teaches well.
Mainly board work and breaking down a problem one step at a time.
Mainly Games and Crosswords and simple back and forth with PLF over various things.
mainly working on the chapter problems
Making possible test questions
Making up a problem and solving it
Making us present the material and watch other students present was very helpful.
memory hooks provided by PLF's
more jeopardy
mostly asking questions.
MOstly discussion in the class helped a lot & we went over all the reading assignments & learning objectives.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page73
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mostly quizzes
n/ He used and applied all listed
N/A
N/A
N/A
n/a
n/a
N/A
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N/A
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n/a
NA
na
NA
No other types of activites were used.
no other types of strategies/activities
Non book examples.
non graded in class quizzes /
None
none
none
None
None
NONE
None
None
None
None
none
none
None
none
none
none
None
None
none - Jocelyn was an excellent resource!
None were disccussed.
None, all is mentioned above.
None.
None.
None.
Not applicable
Not sure wasn't able to attend because I work fulltime.
Report #2
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page74
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not sure.
Nothing
Nothing
Nothing
nothing eles
Nothing else was used.
nothing just the way it was fine.
Nothing really.
nothing. just q and a. but i like that kind of activty.
On line videos
one of the best strategies were lecturing plf based on what the sutdents needed the most help in
one on one time with the peer facilitator.
Online assignments
Only those listed
Other than the quizzes and the lectures, there was nothing else that was more helpful
Outlines of chapters
Outside the classroom activities to make concepts relatable.
Participating in helping find the answers.
Patience of the PLF tutors to go through each problem and the ability to clearly explain the lectures.
Personally it was the visual explanation of the work that was more helpful then the asking of the questions.
Playing games such as jeopardy
Playing games, and disscusing topics and answering questions
Playing games, such as Jeopardy. / Discussing the material covered in class that same day.
Playing jeopardy
Playing jeopardy and rewarding students with candy to boost involvement.
Playing jeopardy.
Playing science jeoprdy. And crossword puzzles.
Plf
PLF assignments
plf sessions
PLF sessions helped clarify the lectures
PLF workshops are terrible. This should not be a mandatory course that students must take. I have almost 100 percent in the class not because
of going to PLF workshops, its because I put in my own damn time and studied. If these PLFs will be mandatory then at least give the students a
heads up when they sign up for the class.
PLF workshops were helpful by providing answers to questions we had. Handouts were given out, crossword, multiple choice, etc. for practice.
That was helpful.
PowerPoint slide reviews before tests.
powerpoints
Practice quizzes and bio-geopardy were excellent ways of explaining material and testing our memory. Very helpful
Practice quizzes and going over topics that we hard to understand during our actual lecture.
practice tests!
practice tests
Presenting material in groups.
Pretty much all of that was covered with quizzes, groups, games, worksheets, etc...
Q &A
Q and A
Q&A
question and answer
Question asking, and group work.
Questions + Answers after each chapter
Questions and answers
Questions & answers
questions ans answers
questions in class
Questions to any doubts were answered
Quiz review and worksheets that were handed out.
Quiz, jeopardy
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page75
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quiz.
quiz.
quizzes
Quizzes
Quizzes
Quizzes
quizzes and boardwork
Quizzes and concept maps
Quizzes at end
Quizzes taken helped/assisted for tests
Quizzes were helpful, they helped answer some of the practice Questions
reading book
reading the book before the material is taught
Reading the material and taking notes. Also studying with a group.
Really well at explaining
Repetition of material from lecture, especially the review of the same sample problems shown in lecture.
Review "Jeopardy"
review before a midterm or quiz helped me realize what I needed to study and focus on for the test.
Review days before tests. Jeporordy game was helpful
Review games, study guide review
Review of class assignments to generate feedback which helped to know if we were on the right track.
review sheets
Reviewing all answers and making sure they were right.
REVIEWING BEFORE EXAM
Reviewing before exams
Reviewing for the final by playing jeopardy made it fun and really did help me to learn the material.
Reviewing homework
Reviewing material from lecture
Reviewing material multiple times
reviewing the exams, spotting errors in exams
Reviewing the homework time after time.
Reviewing the lecutre
Reviewing the material from lecture every pilf, and the activinties we worked in class.
Reviewing the material from lecture every pilf, and the activinties we worked in class.
Reviews for exams, go over the material covered inclass, and group participation.
reviwing materials
Sample problems
sample quizzes and board work
Second lectures by the plf
See Above – all covered
Self Tests were very helpful in helping me realize what I was or wasnt prepared for and I was able to translate that into my studying.
Set time out of the week to ask more questions, and get more answer
She would always put things in simple ways. She talked like a student making us feel like her, she showed us he thinks and helped us learn
She would hand out worksheets, and we would work on it, then she would go over it with us.
Simple Q&A's were very helpful
Small group work and board activities make you engage the material without feeling helpless to answer questions by yourself. Keep PLF
sessions in a group oriented fashion, do not assign work individually, people cannot learn off each other that way, and there is less motivation to
come to class if one feels lost.
Small group work.
Small groups was what I found the most helpful since since everyone would input what they they understood the most.
Small quiz on previous lecture.
Solving examples
Some other types of strategies that were used in the workshops that i found helpful were the PLF facilitator would go over the quiz and explain
the answers.
some problems discuss
Some students would monopolize the class. Better if it was a review session with individual questions later
Students teaching a topic they felt confident about
Report #2
www.csun.edu/BuildingConnectionsForSuccess
page76
 Students were able to ask questions regaring material covered in the lectures and my PLF instructor asnwered the questions right away.
Sometimes my PLF would use drawing strategies to further illustrate and explain the answers to my questions.
 Students were selected randomly from the roster to answer questions in class. Since we were forced to participate in turn we were forced to pay
attention and learn the material.
 study guides
 Study guides
 Study guides for exams
 Study guides were very helpful.
 Take home class work.
 Talking and studyimg with other classmates
 Teaching and review the homework questions.
 Test prep
 test preps
 Test reviews
 test reviews
 The classes were very open to discussion and participation which makes it easier to learn.
 the crossword puzzle /
 The crossword puzzles, chapter review and board work.
 The crosswords were really helpful, and helped me remember important terms.
 the demonstrations on the board of the concept maps helped a lot
 the exercises that we did! Everything was helpful! I loved it and Darren did a great job!
 the fact that we incorporated games to the course. playing jeopardy helped me have fun while still being studious at the same time
 the game jeoprady that we played, worksheets like crossword puzzles.
 the games
 The games were helpful to me and taking the quizzes.
 the group works were extremely helpful.
 The handouts were really helpful during the test.
 the handouts were very helpful
 The homework.
 The jeopardy game before a test was helpful because you learn more material. Reading and being prepared wore a class also helps.
 The jeopardy game was very helpful
 The Jeopardy games were helpful. We didn't do much else.
 The jeopardy games were useful!
 The Jeopardy reviews were definitely helpful for each midterm.
 The jepoardy game helped a lot.
 The lectures are the most important aspect of the class and both the professor and the PLF instructor were very knowledgable about the subject
and both explained the material clearly.
 The most effective method was having small groups work together and enforcing a short-term deadline that encourages steady progress and
collaboration.
 The most helpful in the PLF sessions was the group work. And honestly, I could have done that outside of class and felt the same about my
learning of the material, and maybe even better.
 The outlines of chapter and also in class quizzes
 the PLF creates test like questions that she would ask us each class time
 The PLF had students ask questions from their homework and then guide them to the correct answers. Students came up to the board to work
out problems from the textbook under the plf's guidance.
 The PLF leader called on us and do the problems on board which was very helpful.
 The PLF made sure everyone participated in the class lectures.
 The PLF made sure he kept all students involved in the work. I liked that he interacted with us as well as taught us the material.
 The PLF required us to have flashcards for every session. So the enforcement really helped us focus more on the material.
 The PLF sessions were great! They should be more accomidating to schedules. And it is great depending on how prepped the rest of the class
it!!
 The PLF worksheets were very helpful in helping students understand course materials.
 The PLF would ask us what we ourselves wanted to improve on and what areas of that particular weeks lessons that we personally didnt
understand and would explain them. Also he would be sure before moving on that we understood everyhing he just explained.
 The PLF would just go over what the teacher taught in a more condensed manor and work out problems from the book with us. This was
extremely helpful. He also gave us quizzes, and then went over the answers.
 The PLF would pass out worksheets with the main formulas on them.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page77
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the problems that we were solving in the class during the lecture.
the quizes + notes
The quizzes at our plfs helped.
The Quizzes at the end of each workshop
The quizzes he gives in class that help better prepare for the exam
The quizzes really helped me with studying for the tests.
The quizzes helped me study for the tests.
The review worksheets were helpful to prepare for the tests
The sessions were very helpful, the only issue I has was the small classroom situation. Most of time some students would be sitting on the floor,
we need a bigger room
The sheets she handed out for the mathematical side of our class studies.
the smaller group size made it easier to ask questions
The strong prepardedness of the PLF instructor (Alisa) was very inspiring. The PLF definitey helped me achieve a higher mark in this glass.
the student mentors would send out emails on what to look forward to in the sessions
The study group before tests. Lacey is great she is super helpful and informative.
The types of strategies that were helpful was going over the assignments step by step.
The use of examples.
The use of Jeopardy to help us prepare for our exams.
The use of Jeopardy.
The well thought out explanations that were given. They did an amazing job at NOT confusing the student. For some reason whenever I went to
the PLF sessions I would understand everything and participate. My biggest problem was trying to figure how to study on my own for the tests.
The worksheets over the readings.
The worksheets she gave us were pretty helpful.
the worksheets that were given were very helpful and the games we played also helped.
The worksheets were helpful.
The worksheets were very helpful. We completed them in class and then went over them together with the PLF.
The worksheets.
The workshops mainly focussed on rienforcing the material covered in class through boardwork. We are ecouraged to participate, although a lot
of the time we wait for them to just finish the work for us.
There was the use of board work where each person had to go up and try.
There wasnt others.
There were no activities or strategies. We would go over the homework that has already been completed.
There were no other strategies/activities
there were no specific activity that was helpful to me
There were no strategies or activities. We would go over the homework that we have already done.
There were no strategies.
There weren't many activities used.
They continued to change our PLF which kept it interesting
They provided different aproaches to understand the overall concept.
They were all mentioned already.
thorough examples
To clarify, the feedback I provide is based on one PLF not all. I don't believe the questions are structured accordingly since the ask about the
over workshop vs the individual PLF. I'm a visual person, it helps me understand concepts much better when I see them broken down on the
board. I encourge that the PLFs do this more. I did not feel the PLF I had through out the entire semester did this enough. She mainly lectured
about it.
Trying to "teach" others about it made me sure I somewhat knew the material.
typed worksheets for us to fill out before exams with questions that might be asked during the exams.
Use online materials.
using worksheets to help me see what were some of the most important topics in the readings
Visual demonstrations, practice guides
VISUAL DRAWINGS ON THE WHITEBOARD.
Warn us sooner of PLF so I/we can adjust work schedules accordingly. Please. That why I missed half of them. Work obligations
We did not do any other types of activities
We did review before any midterm/final.
We didn't use games, but I wouldn't incorporate games. I liked the quizes and worksheets that were provided. I also likes discussing and
reviewing the answers together as a workshop activity, that was extremely helpful.
We discussed the questions until the class asa group was able to find the right answer.
Report #2
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page78
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we had group work as well as practice tests
We mostly did board work which helped a significant amount in me learning the course material
We mostly did problems from the book which were examples of what we learned in the previous class.
We mostly had class discussions and I found that very helpful because the students felt free to ask the PLF any questions about the subject and
we'd get a clear response.
We played games such as Jeopardy, we did crossword puzzles, and we did word searches, all pertaining to what we were learning.
We played jeopardy and did a lot of test-linked-questions. He was very helpful when emailed, probably contributed to mu success so far in this
class
We played jeopardy before midterms/ final, and solved genetics problems, crosswords.
We used objects to map out processes. Physically learned
We were also given time to ask questions if we needed elaboration.
We were given problems to work on as a group and individually. We would write our answers on the board and review each one. We would go
through each problem step by step.
We would do quizzes and after go over every single problem until we understood it.
We would do quizzes each week and those quizzes would help us understand the material after we went over it
Went over specific questions/homework and PLF made sure students understood material discussed in class.
Whatever he was doing worked well for me!
When Nate discussed the more difficult topics with the class, it was helpful. When we worked in small groups, it was not as helpful because
usually our level of understanding on a particular topic was similar
When the PLF would lead a peer made outline of the course material on the board, which really helped to connect the concepts from seperate
lectures into a bigger picture.
When we played jeopardy
White board problems/ discussions
Word Searches / Cross Word Puzzles / Jeopardy
Work in small groups.
Worked during office hours.
Worked on papers and ask questions
Working on homework problems we had trouble with
Working on problems step by step on the board
Working out examples on the board and stopping to explain each step if students got lost.
worksheet reviews for exams
worksheet with questions at the beginning of the class
Worksheet. Thank you!
Worksheets
Worksheets.
worksheets
Worksheets and bringing in questions
Worksheets made by corinne and millionaire games before exams.
worksheets were handed out to learn material
Worksheets were helpful!
Worksheets were helpful.
Worksheets, quizzes, reviews were helpful
Your list covered just about everything.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page79
APPENDIX 2: PERCEIVED BENEFITS OF THE PLF AND/OR WORKSHOPS
SPRING 2011
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Being able to have any and all questions answered.
Being able to have the information gone over again and have it explained.
Being able to review and discuss material at a slower pace and focus on things you needed extra help with
Broke things down that didn't have time for in class
Clarification of lecture material
Considering how busy professor Lewis-Goldstein was during the semester, it was good to have a PLF to answer questions and be our advocate.
Different perspective
Discussion with other students and with the PLF
Everything
Everything helped.
EVERYTHING! Especially when we can ask Lacey questions about things that were due and she would graciously answer them.
Everything! It helped keep the material fresh in my mind. Constantly reviewing and hearing it in different
Extra credit opportunities
Extra session of review
Getting answers clarified
Getting the whole class involved in the discussions
Going over studying for exams
Going over the more difficult concepts
Grade improvement, understanding of course material
Handouts and quizzes
Helped me study for tests and be prepared for the class
Helped simplify the information
Helpful for all aspects of class
I felt more involved in the class. PLFs went over class lecture which helped a lot.
I found it beneficial that Kate knew the material really well and organized our workshops around things we might not understand. I appreciate fact
that this exist at all. I wish workshops like this were set up for all classes.
I found the study questions prepared for the test to be helpful
I like the discussions and interacting involved with the workshops
I liked that it was a student who was helping us
I liked the study worksheets
I liked the workshops because it was a good time to review, when probably at home I wouldn't be doing that. The PLF I went to (Adam) was
great.
It allowed me to go if I had questions about homework or exams. It helped in preparing for tests
It helped me understand material
It helped me understand the material
It helped me understand the material, answered some questions I thought were difficult about the course
It reinforced the info that was discussed in class. I also liked having the worksheets with the correct answer to study off of
It thoroughly covered the course material and provided better learning opportunities.
It was a great way to get clarification or additional information for material that was not clear or not understood during the lecture
It was a great way to review all the info rather than studying on your own. Also, it provided a different way of explaining a concept if you didn't
understand it the first time.
It was beneficial to study for the exams.
It was helpful when it came to tests and papers
It went over the material he went over in lecture and it made it more clear
Kate always made herself available and was always approachable. She encourage and helped me when I felt I was unable to do the assignment
or understand the material.
Kate went over material I found difficult. It was helpful to have someone double check work.
Kate would go over the work from previous class to make sure we understood the assignments
Knowing we could ask Adam anything about the material or how to approach studying for 346 test.
Lacey was very helpful.
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Lacey was very relaxed, not unapproachable, it was not intimidating
More study time
N/A
Narbeh went further in depth to help grasp concepts and understanding
Peer support
PLFs insight on what to expect on classwork and tests
Provided extra info to better understand class info
Reinforced what I learned in class and helped bring the information in a different light
Reviewed for tests. She was always available to answer questions and responded quickly when through email.
Reviewing material just covered in lecture and hearing it explained in a different way
She was amazing, helped me out a lot
She was very helpful to us, or me especially. She went over different topics in class that weren't clear and help understand it better.
Solidified and clarified the material
That I was able to interact w/other classmates and share information
That they asked every individual question, which made each individual think and learn the material
That they asked us what we needed help with
The ability to talk and discuss the material in a more secluded group knowing that mistakes were okay and that the students were there to help
one another out.
The added support
The awesome PLF Lacey and the girls who I grew a bond with
The biggest thing was it served as a great review for test
The different worksheets
The extra time to go over the material was helpful. Great way to study.
The extra time to study/go over material
The fact that help was always available. Any questions I had were answered in a timely manner and were answered correctly and in a way that
helped me better understand the material.
The most beneficial thing about the PLF, Kate, was that she took the same class with the same professor recently. This helped her better
prepare us for assignments and exams.
The PLF covered important material that they felt might have been missed or misunderstood.
The PLF was very beneficial because she helped me understand what I learned in class and described how to do assignments.
The quizzes and handouts
The repetition of lecture and workshop and learning material by different people help see different views
The study guides and worksheets
The worksheet bec. I can go back and review
The worksheets were helpful and the PLF was extremely approachable and helpful.
The workshop worked with your schedule. If you couldn't make it, there was other options
There are various throughout the week and it is two tutors, not just one, so we get 2 different perspectives at a problem
They further went over lecture material to help me understand
They make it easier for us to understand the concepts
They went over the material that was covered in lecture. They also focused on the key concepts that they knew were usually always the hardest
to understand. The groups were small so we were able to have more one-on-one attention with the [ineligible word] instructors
They were able to help me with specific things I should focus on when studying and what to focus on.
To be able to review material prior to class and to be able to ask questions
Used as a study group. Helped me immensely
Was an added reinforcement of material; provided a time for me to focus on practice questions
We can review before the exam and work on questions for the exam
Well organized and reinforced all material covered in lecture. Exam review PLFs were extremely helpful in preparing us for the tests.
Went over material again, was able to sink in 2nd time around
Went thoroughly over material. Helped me study.
Worksheets that Kate prepared
FALL 2011/SPRING 2012
 A lot of boardwork and class engagement.
 A lot of things. I understood the material well enough after going over it again with the PLF
 a redundency of material helped memorize it
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A time dedicated to given clarification to the class lecture.
Ability to answer question about a topic or lecture
ability to answer questions presented
Ability to get further explanation on professor's lecture.
ability to revise the homework problems and definitly going over the test problems
Able to answer some questions I had
able to ask questions
able to clarify and re-learn topics from lecture
Activities and discussions helped me to understand the subject materials better.
Actually taught material efficiently
actually taught the text
Actually Teaches, unlike the professor
Adam really knew his material and was good at explaining it.
Added time of material being teached
Addition lecture help reinforce the material
Additional help because lectures have too many students
additional practice
additional support to understand material
All the above.
All the class activities and games we played were so helpful especially to understand the topics for the upcoming tests.
allowed me to understand the coursework much better
Always there to answer any questions
An additional perspective was nice.
An extra hour of studying during the week was helpful.
An hour of forced time for accounting
Ana explained the concepts more clearly and clarified and hard material
Ana knew the material
ana very helpful
Another mini class to learn materials
answer questions / /
ANSWERING QUESTIONS ABOUT H/W & Chapter QUESTIONS.
Answering questions and going over the readings.
answering questions from lecture
Answred any questions that I would possibly have. Thoroughly well informed and well prepared
Any additional questions and clarifications were addressed if you asked.
Approachable PLF and great explaining
Ask questions regarding lecture material in a more intimate as opposed to a large class room.
asked questions that I didn't understand jn lecture
Asking questions and being engaged.
Asking questions and recieving acurate answers.
Assignments were not very helpful, did not teach instead made getting the points difficult
Attending the workshops added another day of lecture to the week, it helped by getting to the students the smaller details missed in class.
basic info.
because my knowledge was more and my grades got better on homework and labs
Being able to ask detailed questions
Being able to ask questions not covered in the lecture
being able to ask questions the day after lecture.
Being able to have some one to refer to when questions arise; meeting PLFs that are students too that understand us as biology majors.
Being able to learn from mistakes on the prior exam to better my score on the following exam.
Being able to meet during office hours
Being able to reinforce material covered in lecture.
Being able to review the material that I did not understand in class
Being able to understand the material prior to lecture
being able to understand the subject
Being able to work on homework with the PLF's help.
Being that I was in a smaller class setting compared to the big lecture class, I felt more confident asking a question about something that I did not
really understand.
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 Beneficial about the PLF was he would help us understand certain topics that were not understood in class, he would ask us questions about
what we just went over in class.
 beneficial to other students, a nuissance for students with 98% average in class.
 Better understanding of material.
 BETTER UNDERSTANDING OF MATERIALS
 Board work
 Board work
 board work
 Boardwork
 Book work / individual questions
 Broke down some of the assignments
 Can talk close to the PLFS's
 Chapter reviews were very helpful.
 clarification of concepts and quizzes
 clarification of unclear material
 Clarity on lecture notes
 clarrified course materials on a weekly basis, learned more in plf than the actual class
 Class discussion
 Class discussions / test reviews were also beneficial and lowered the chances of making the same mistakes again.
 clear what we did cover on class with more attention.
 Cleared my misunderstanding about material
 communication with professor
 Comprehensive lecture-QPA
 Corinne creating worksheets for us to work on that reinforced the concepts.
 Could ask more questions than in class
 Could do the homework more easily.
 Covered the material better than the professor
 covered what professor could not explain
 deeper meaning of the material
 definitely liked that she explained things differently from the professor
 Detailed explanation of concepts
 Detailed lectures
 dicuss various topics in a smaller groupcompared to the lecture that had a larger amount of alumni.
 Did not go
 Different method of doing problems
 discuss
 Discussing important news
 discussions with the class
 Discussions, games
 Doing the HW exercises.
 Even though I didn't like going, it was helpful to listen to the material again.
 everthing
 Everything
 everything
 Everything
 everything
 Everything
 everything
 everything
 everything.
 Everything Adam did
 Everything in PLF and workshops was helpful and I strongly encourage students to approach if available to them.
 Everything she's very helpful.
 Everything totally made lectures from class way more clearer
 Everything was beneficial
 Everything was beneficial.
 Everything was listed above.
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everything, work on similar things in class
Everything. If it weren't for my PLF, I would have a fail in the class
everything. It taught me more than lecture did. definitely.
Everything. Really helped to support/elucidate material covered in class
examples on board and the individual work and quizzes
examples on the board.
Explain what was not understood in the lecture. Also a breakdown of review for upcoming exams.
Explainations were very clear
Explained everything well and provided worksheets
explained material in more detail
Explained the concepts better and more clearly
Explained the subject much better than the professor
explained things more clearly and drew a lot of pictures/diagrams on the board.
Explaining everything that I didn't quite get during the course's lectures
explains the stuff in the lecture
explanations, flashcards, examples, quizzes
Extra attention and extra time to study/understand the material
Extra boardwork outside class
Extra discussions and answered my questions
Extra explanation outside of class
extra help
extra help
extra help
extra help.
Extra help! PLF instructor knew everything!
Extra help/explanation/discussion
Extra lecture
extra lecture on the material
Extra practice helped a lot
extra problems to work on
extra review
Extra review!
extra study of the material, and it was a smaller class, therefore, i was able to focus more
extra study time
Extra time devoted to answering the questions that I had.
Extra time to review material with someone who is knowledgable in regards to the subject.
extra time to review, helps Saturday classes
Extra tutoring helps
extralectures tar help
facilitators knew their information and workshops were helpful especially when we would go over material we just learned in class
Felt free and comfortable to ask questions with smaller class.
focus on the material, good to know L-G reviewed her handouts
Forced me to review material and better understand the information from class.
Forcing you to read the book and do exercises
Friendly and fun environment... Too many people in the lecture course and it's intimidating to ask too many questions, so the PLF is a nice way
ask those questions.
Further explaining te material.
Further review; they explained in better detail; understood that we may have to be taught differently from the teachers ways of teaching to
understand better
Gave me a better understanding of subject
Gave us a chance to review
Get clear explanation
Get more help for the test
Getting more practice with the course material
Getting questions answered
Getting questions answered from the homework.
Getting the extra worksheets, and having more guidance throughout the course.
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go in depth
go over homework
go over the materials more than once (outside of the class)
Going over course work more then once
going over homework and other problems /
going over material
Going over material mutiple times
Going over material that was confusing. Or reinstating material to really grasp what we learned
going over material you don't understand, slower and more in depth
Going over materials covered in class
Going over practice problems and big concepts
Going over problems and questions.
Going over recently learned information.
going over the course
Going over the material after lecture in the PLF session.
Going over the midterms.
Going over what we learned in class and emphasizing the concepts
Going over what we learned in the Lectures and Labs was helpful.
Good further explanation of course material beyond what our profs did.
Good review and/or clarification.
Good reviews for the class material
Good teacher
Good teaching
Got a better understanding of the course.
Got me ready for exam
Great j lived it it made everything make sense
Great knowledge of subject
Group discussion
Group discussion review for test
group meeting
Group work
Group work are very helpful
group work sometimes
Guided study hour, they taught good study habits and how we should go about studying in groups in the future.
Hands on about the topics we were learning in class and group discussions. Also games such as jeopardy.
having a peer for help is great, less intimidating
Having another type of teacher.
having extra notes
having less students and more one on one time
Having someone with the major who knew the class and could put it in another student's words for the class.
he actually explains the material the prof. doesn't
He broke down everything very clearly and offered help without hesitation.
He did a very good job of going over what we had learn. If I didn't understand something I didn't even need to ask because he would cover
everything I was confused about.
He explained things better
He gave a recap and a preview of material that was being taught that week.
He knew what he was talking about and always knew how to answer the questions
He teaches better than Jeppsan
He was ? In the way he simplified the information into something we could understand
He was approachable and we the whole class were able to understand the concepts of accounting. He would explain everything professor would
not.
he was very engaging and helped us understand the material better
He was willing to explain questions with great knowledge
Hearing the material twice, once in a large lecture and once in a small PLF workshop was very helpful to remembering and understanding the
material. As questions arise from the lecture, the PLF's do a great job at answering and explaining them.
Help on assignments
Help on homework questions
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Help questions that are difficult.
help to solve the problems and provide study guide
Help understand concepts
help understand the material deeper
help with quiz
helped answer questins from last lecture
helped enforced the
Helped me for tests and pop quizzes
Helped me geat a good grade
helped me grasp concepts faster
helped me learn a lot more. The extra points help a lot!
helped me learn the material
Helped me learn the material and answered any questions I might have.
Helped me learn the materials.
helped me to understand the material better
Helped me understand material more
Helped me understand the material so much better
Helped me understand the material.
Helped me understand the subject
Helped prepare for the exams and understand the lectures a lot better in case one misses something.
Helped review work that was not fully discussed in the class
Helped to better understand class lectures
Helped to clarify information.
Helped understand the material a little better
Helped with overall course material, good review
helped with understanding the material
Helper review and go over class material
helpful
helpful
Helpful for tests!
helping to remember material
helps improving grade
Her teaching methods were open.
Homework help
homework help
Homework help.
Honestly without PLF, I think I would have a letter grade than I do now. PLF taught everything more clearly than the Professor did with his
accent. Not that it was hard to understand him, but I found myself not paying attention because the accent was sometimes a barrier for me to
understand his lecture.
How the instructor went over the material our professor recently had gone over; it gave me a better understanding of the concept.
How the PLF instructor went over material from class and did examples.
How the session reiterated the course material
I actually learned more in the PLF workshops than in class.
I can review each chapter easily when i attend PLF session.
I chose the alternative assignments given that the times the seasons were schedule conflicted with my class and work schedule
I completly forgot about them until near the end
I could not attend any of the plf but am required to fill this survey.
I did not attend these PLF sessions
I did not attent
I did not find the PLF beneficial.
I did not go
I did not learn anything during accounting class, but PLF explained everything, so it helped a lot.
I didn’t find the PLF to be very helpful, I think its a good idea, but most of the students commute to school, so it is an inconvenience for people
who commute and have a job.
i don't know
I don't think it was especially beneficial.
Report #2
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 I feel that the PLFs are very helpful. It is a good way to reinforce the material in class. I think that if CSUN could provide these plfs for more
classes, I would definitely see people's grades improving.
 I felt comfortable to ask questions...
 I felt like the real learning started one I got out of my acct. class and into the PLF
 I find that reviewing what the professor stated and explained was helpful. Also reviewing the professors powerpiot slides was helpful.
 I found it beneficial because he explained what I didn't understand in class. He used examples and made it easer to comprehend
 I found it beneficial because it helped me complete my homework
 I found it beneficial that the groups were small so you get more one on one.
 I found it beneficial that they provided extra help they were like a supplement book to our textbook
 I found it beneficial that we would get a head start on our homework.
 I found it more beneficial than the actual lecture class. /
 I found it really helpful that he would go slow, step by step, and explain why he was doing the things that he was.
 I found plf more beneficial than the class
 I found PLF to be great because the PLF instructors were very helpful and informative.
 I found that being able to ask questions and having the PLF explain it in another way was very helpful. Sometimes concepts need to be
explained more than once.
 I found that going over example problems was extremely helpful when trying to learn new material.
 I found that the PL:F sessions clarified what we went over in class, and made it simpler.
 I found that the scheduled time of review and the PLF quizzing us, not with written quizzes, but verbal questioning was some of the most helpful.
It helped us realize what needed repeating and which parts of the class were unclear to us, which we had previously believed to be clear.
Sometimes, you don't realize what it is your missing until someone points it out. It was also helpful to hear the other student's questions.
 I found that without the workshops, it was impossible to get a good grade. The beneficial part was the smaller room class size for PLF and felt
more like a one on one thing which helped a lot.
 I found the extra work helpful
 I found the PLF to be beneficial in that they actually take the time to appeal to all learning styles (i.e. visual and/or audio learning). This is
something the professor of the class failed to do for most of the course. He wrote very little on the board and worked out very few problems on
the board. He mostly discussed everything and so I was not able to learn that way. The PLF provided step by step instructions on how to solve
problems by writing it on the board.
 I found the quizzes very helpful.
 I found the repetition that the PLF workshops provided were beneficial because it really reinforced the lecture.
 I found the workshops very beneficial because they clarified a lot of information that I had a difficult its understanding in class. I also like that we
could go to the PLF's office hours to have her look over our assignment to make sure we understood the directions.
 I get to review the material twice and see it from another respective.
 i had someone there to answer any questions i had or explain something that didnt make sense
 I knew knowledge more clear than before
 I learned more in the PLF workshop than in class. Tremendous amount of benefits from PLF.
 I learned most of my course through the PLF and felt like I relied on it more than the actual class.
 I learned things from my PLFs that were never covered in the regular bio 106 lecture portion. Without the PLFs my fate would have been sealed
with a failing grade in the standard bio 106 lecture.
 I liked the PLF beause it was really helpful. It was nice having someone that has taken the class before help you, answer questions, etc.
 I most enjoyed the opportunity to discuss complex concepts in laymen terms.
 I only found it somewhat helpful.
 I really enjoyed how prepared Kathleen Heyne was when it came to class and how she put up the agenda on the board prior to the class
beginning.
 I really found that it was helpful when we worked together as a class to get through the worksheets.
 I think it easy to attend and it somewhat helps towards your class grade.
 I think that it was very helpful coming out I had a better understanding of what I learned
 I think the workshops are unnecessarry, they should be optional not mandatory. Not every student needs them.
 I think you have ability to teach students well
 I thought it was beneficial because it gave me an extra hour outside of lecture with someone who knew the course material.
 I understand more compared to class lecture
 I understand the chapters better, helped me on the quizzes
 I was able to ask about the small details which in class its usually hard to get a good answer for. /
 I was able to ask the PLF questions I wouldnt be able to in class.
 I was able to meet people who would be willing to study with me and help me in areas I did not feel confident in.
 I was able to receive extra lecturing time. Example problems were very helpful.
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 I was able to understand the coursework better because my PLF would do full comprehensive problems. This was more beneficial than just
talking about the subject.
 I was able to understand the material better.
 I was going over material after class I normally wouldn't go over.
 I was happy that the PLF took time to give us extra help always.
 I worl fulltime and I actually didn't find them beneficial because I felt it wasn't fair thatbi want able to attend them and get the extra credit needed.
This is an upper division course most students work full time and commute to school I didn't feel it was fair that I did not have the same
opportunities to get extra credit points.
 identifying learning strategies for reading material and exam preperation. Practicing calculations and clarifying the purpose and meaning of them.
 If a topic in class was not clear we were able to ask in our PLf session.
 If I had questions my PLF would answer them and clarify them.
 if i had questions or needed help I would get that at the PLF session.
 If it weren't for the PLF I probably would have completely given up. Although I know I won't get a passing grade in the course (I had a pretty hard
time from the very beggining). I am retaking the course this summer and I will definitely miss my PLF teachers. I found the step by step (very
detailed and organized) information extremely helpful. I honestly cannot stress enough how amazing Mahnhee was. I know the majority of the
class can agree that he was extremely helpful in every way possible.
 if we did not understand something from a previous lecture or from the reading we were all able to ask the PLFs as well as hear what other
questions other students had too.
 If you go to the workshops then you need to study less outside of class because your already going over the material that you discussed during
the lecture.
 ifwe needed help on questions from the homework we could ask about them during plf sessions.
 In depth look at course material
 In every workshop the PLF gone over the material from the lecture, which was a good review and very beneficial.
 individual one to one contact for better learning rather than a giant lecture hall
 information regarding the class was constantly "refreshed" and reviewed
 intruducte more details
 it clarified material talked about in class
 it clearify the lecture even more
 It could help me review the lecture in time
 It did give me a chance to meet some of the people in my class and allowed me to form study groups for the tests. Overall the actual session
was not very helpful.
 It did not take up too much of our time, and was extremely beneficial
 it gave a better one on one explanation about the material that we were having trouble with. Which helped tremendously.
 It gave a nice secondary review to compliment the lecture
 It gave another chance to learn the material without having to teach myself from the book.
 It gave me a better understanding if the material because the PLF could spend more time going over a certain topic.
 It gave me a better understanding of the material since the instructor did not do as well to explain. We had more practice in the PLF
 It gave me another chance to work the material other than lecture and homework.
 It gave me grater understanding of material, I wan not clear on in class
 It gave me more time to review course material.
 It gave me the opportunity to see how questions were going to be asked on exam. This helped me study.
 It gave us a smaller and more comfortable setting that allowed us to participate. We were given opportunities to not only ask questions but also
explain concepts to our classmates. One of the best ways to ensure that you understand the material is being able to explain it to others.
 It gave us another student that can speak to us in a different way and help us learn from a different view point
 It gave us extra time to be with a knowledgeable person and review course materials.
 It help go over some things what were unclear in class and she went into more detail and step by step process.
 it help me prepare for test and class
 It help me with my grade
 it helped
 It helped clarify topics.
 It helped improve my grades and work
 It helped in the beggining of the semester when we had a lot of tecnical work that we could easily have mae an error.
 It helped me answer the questions I have on the lecture.
 it helped me clear doubts I had in regular lecture
 It helped me further my understanding of the subject
 It helped me in the actual class
 it helped me prepare for exams and clarified the lecture material.
Report #2
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it helped me review
It helped me review the material that was taught in class
It helped me to be better prepared for the exams, it also helped me to organize my paper work
It helped me to maintain in a way as well as clarifies what I've learned in my previous lecture class that I might have forgotten or didn't
understand.
it helped me understand the material and make sure I am doing it right
It helped me understand the material good
It helped me understand the material more.
It helped reinforce any questions I had about a specific subject.
It helped the class material be explained better
It helped the overall grade and I gained a better understanding of the material.
It helped to review the material in a friendly and informative environment.
It helped understanding the material more than in the actual class
it helped with any confusion I had
it helps elaborate and explain lecture material in a different way which students are able to understand
it helps me to understand the reading and the text
It helps students understand the material better
It helps to clarify questions not answered in class
It helps to explain some things that were not explained well during the lectures.
It helps with reinforcing the material. It’s a comfortable setting
It helps you understand things you may not of fully understand in class and allows extra practice of material
IT IS A SMALL GROUP SO YOU'RE MORE COMFORTABLE ASKING QUESTIONS
it is a smaller environment, which makes it easier to ask questions and get individual help
it is very helpful
It is very helpful for me to understand the material in every chapter. I hope every class has somewhat have this kind of sessions.
it is very helpful.
It made me take time out of the day to focus on the subject.
It prepared me for lectures
It provided a mandatory, extra hour of out-of-class study time.
It provided extra help and a refresher mid-week. Smaller groups helped to get more individual attention.
It really help me understand the the class material. Especially since accounting can be a difficult course
it really helped explain the information better, and was extra practice
It really helped me prepare for exams and learn material
It really helped me understand the material better
It really helped with understanding of course material
It really helped you perfect areas that you may have been having trouble with, and bring your confidence up for the tests.
it reinforced materials and provided a different perspective which helps
it reinforced the material outside of lecture which made the material easier to remember
It reiterated what was learned in class
It reviewed the material we had done the week before, which helped me remember it
It straightened out the kinks when it came to the projects
It teach me more about the subject then the regular class
It was 10 % of my bio grade
IT WAS A CONSTANT REVIEW AND HELPED ME TO BETTER UNDERSTAND
It was a good review for our class and also lab.
It was a good time to review for tests.
It was a good to ask questions that migh have slipped your mind during lecture.
It was a place to ask questions in a smaller environment
it was a review of the lecture that was more engaging
It was a review of the material
It was a second review of what we learned in class so it reinforced the material.
It was a set time each week that allowed me to discuss my thoughts at a time that convient for me.
it was a space to ask questions.
It was a way to clarify what was confusing in lecture or in the homework
it was an easy medium to get hw help
It was an extra 10% to our grade! If there was anything unclear about the lecture, you could ask the PLFs right after class or during discussion
while it is still fresh in your mind.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
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It was an extra study session with someone that knew the material, which is very helpful.
It was another source outside of class where we could discuss the course into further detail and in a smaller environment .
It was benefical for my grade and performance in class
It was beneficial because the PLF would know what to go over because she would attend lectures and take notes. She would go over the main
things we had to know for exams.
It was easier to understand instead of the lecture
It was extra review.
It was extra time to ask for help on topics not understood in class.
It was good for clarifying material that was difficult to understand
it was good review for pop quizes
It was good to clarify what happened in class or give tricks to the material
It was good to have a second chance to go over the material besides the class
It was helpful in explaining the concept alittle better, since it was sometimes confusing in class.
It was helpful that he taught us to draw different molecular structure on the board. She really hammered that home.
it was like a summary of what we did in class but easier to understand
It was like a tutoring session, only mandatory. Every week we got extra help from the materials learned in class whether we needed the help or
not.
It was like another class opportunity to learn the course material from another perspective. Extremely helpful.
It was more personal and I could focus better
It was nice having another place to go to ask questions, but it really wasn't that beneficial.
It was pretty helpful, because you/I could directly ask questions and get answers
It was supplemental help. Whenever I was unable to reach the professor for any given reason, or needed another set of eyes, I knew Jocelyn
would be available, or at least able to respond to emails. It was a treat to have a back-up person available for help, especially for this course,
FCS 380.
It was useful in studying
It was very helpful before quizzes and exams.
it's a supplement to the class so the material not understood in class was cleared in PLF
It's basically a group study session that can only serve to improve grades.
Its helpful since they explain more in detail on subjects that were unclear and gives us great reviews before the exam.
Its nice to have a fellow student break down the class and tell you what you're REALLY going to have to know
Its purpose -- extra help and practice.
je was very nice and carying and answered all questions and concerns
Jeopardy
Jeopardy games really helped and Josh really helped me with lots of questions
Jeopardy in preparation for the midterm
Just being able to ask more questions.
Just having a review time especially since the class is once a week, forgetting the material is really easy and this class made it easier to
remember.
just that it reinforeced the lecture
Just that it was a place, where you can get all of your questions answered. Everything was taught in a fun manner, as a whole. We all worked
together to solve our problems.
Just the ability to ask questions that may have not been answered in class
Just the reviewing and going over questions
Keeping up with material
Keeps your mind updated with the course materials and when he reviewed the new materials in class it was very helpful to understand the
details.
Know more detail and different type of question
learn more detail from the textbook
learn new terms
learned more material
learned more, and had more practice
learning more and understanding the material better
Learning reinforcement
Learning the class material and preparing for the tests
learning the course
lectures
Lecturing
Report #2
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Lena Coleman was an excellent teacher. She knows her subject thoroughly and was able to answer all seats and questions
Lena did a great job at explaining the class lecture, shw was a way better teacher than the actual teacher of the class
lena explained concepts with diagrams and ways of memorizing life cycles. Gave us mock tests. She was very patient when explaining.
Listening to the material again, repetition. Able to ask questions in smaller group setting. Having questions answered by someone who has taken
the class recently.
Lots of question that I didn't solve in the lecture but solved in the PLF
made lecture more clear
Made you fully understand the concept being addressed
Mahnee was very knowledgeable
Mahnee's knowledge
mahnhee teaching style compaired to the professor.
Mahnhee took what we learned in class and put it in a way that was very easy to understand. He also made it easy to ask questions and was
very knowledgeable.
Mainly recapping information on chapters
Make lecture materials more clear, impressed for me
Manhee taught me more than the Professor did in class. Jewish he could have taught the class. He is much more organized and clear
Material and Test Preparation, Allocated time to study and ask questions.
material that was discussed in lecture were further practiced. Cleared things up
more indept on the material
more individual attention than lecture
More of a one-on-one feel..More questions could be asked as opposed to in-class.
More one on one discussions. Clearer explainations about the chapters
More personal
more practice
more practice
More practice and a different type of explanation
more practice problems
more review on top of what we did in class
More time and explanation on material to later better understand the course work.
More worksheet
Mr. Call's instructing methods and overall demeanor made the PLF sessions very helpful. It reinforced what is a very difficult subject.
My memory was sparked at test time because I attended the PLF workshops
My PLF instructor was very helpful inside and outside of the PLF session.
My professor hardly taught conceptual material and when he did it was extremely confusing and sloppily written, so when we reviewed the
material in PLF I actually understood the concepts.
n/a
n/a
n/a
n/a
n/a
new assignments
No benefits.
No pressure coming in to each session, was able to learn material sometimes better than I did in the actual lecture because of the small group
experience. My PLF was Alisa Pisikyan and she did a great job, I heard negative reviews about the other PLF. She basically went over crucial
material, made us answer questions as a group, engage the board and present to the class, and assisted us in presenting. She made ambiguous
topics clear, answered many questions. She told us page numbers to use from the book, gave us handouts, the important thing was she
engaged us in preparing us with the material we needed to know. Great job Alisa Pisikyan!
none
normal class has over 100 people. PLF had 15-20. Much easier to ask questions
Not much. While it supplemented, it hurt my grade if I missed. Not fun at all. Know a few brilliant students whose grades will be negatively
changed because of the PLF. / /
Not very much because I can study better on my own.
Not very much.
nothing
Nothing
Nothing
Nothing
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Report #2
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Nothing
Nothing
nothing
nothing
Nothing beneficial besides the occasional worksheet with everything given.
Nothing didn't know anything about accounting. Made a research project due for an accounting class. Wastes my time to learn nothing....
nothing really, the plf instructor didn't really teach me to well
nothing really.
Nothing the PLF was very rude and she did not help us at all.
Nothing was beneficial. The PLF ffacilitator didn't answer students questions. I attended 6 of her workshops, and asked for the alternative
assignments after failing the first test, and finding that it was not helpful. I attempted to do the alternative assignments, but she did not give me
any credit for any of the 5 assignments i had completed. The PLF told me that they had to be absolutely correct to receive credit. I asked for help
from her, she told me that if I was doing the alternative assignment, I was not allowed to attend PLF sessions, nor was I eligible for her help. /
The way she ran her workshops was to simply have other students write the answers on the board. The answers were often wrong, she didn't
explain the material, and didn't allow us time to copy things down or to ask questions. / I had a PLF last semester in Accounting 220. She was
extermely helpful, I was able to raise my grade from C to a B.
nothing; I study better on my own
Nothing. They were boring!! Not worth the extra time. Waste of time. It would be better if the class required a certin amount of tutoring time at the
tutoring center. Time settings don't work for most students. bette we do it in our own time.
occasional help
Often times, students are shy to ask a question during a lecture in a huge classroom. Having a PLF helps reduce the shyness factor.
Once a week meeting with a small group of classmates
one on one conversations
one on one time with the professor helped me alot
open discussion and all questions were answered comprehensively
outr PLS instructor was very passionate about teaching us all the material that is why it was very beneficial.
outside learning
participation and review sessions
Personable, friendly advisor
personal attention
Playing jeopardy, doing worksheets, and drawing and labeling things
PLF HELPS ME TO UNDERSTAND THE PROBLEMS MORE DEEPLY
PLF session were extremely helpful they made sure we understood the material.
PLF taught me more than the actual class
PLF teaches important materials that Professor did not mention in classes. And it helps to prepare for the exams.
PLF was really helpful, some of quesstions that I do not know in the class, I can always ask him. He explained well
PLF workshops allowed me to practice using the material learned with the ability to still ask questions and receive answers before attempting to
use it on my own
PLF workshops were very beneficial for me by helping me answer questions I had on various assignments.
Pracitce material discussed in previous class
practice assignments
practice the material
Prepared me for the tests
Pretty much a review of what was talked about during lecture
Provided a review session and a chance to ask questions.
Provided more information
Providing a mentor like relationship
questions
Questions were always answred
Questions were answered.
Quick review of the material we just learned.
Quizzes
quizzes and homeworks
quizzes, going over test questions, and having someone who knows about the class other than the professor
Really nice and easy to talk to the PLF instructor.
Rediscussion of class topics
Redundant teaching is always great
Report #2
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page92
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Refreshed part of lecture
Reinforced what was just just learned.
Reinforcement
Reinforcing the material and being tensht. It in another way and the PLF was very helpful and gave me a lot of confidence into the exam. Very
enjoyable experience.
reinforcment of class material and going over worksheets for the correct answers
Repeated material start making sense. Material being explained by different people in different ways, helps understand.
repeating how to do certain assignments
Repetition over concepts
Review and clarifications
review of lectures, in a smaller class setting you feel more individual then in a 100 plus classroom
review of material that most students wouldn't do on their own time
review of the material for better understanding of it
Review of upcoming homework assignments and class lectures.
review sessions for test
Review, especially before a quiz/test.
reviewed material well.
Reviewer coarse material in a way that was easier to comprehend.
Reviewing again the material from lecture helps keep the concepts fresh in mind and enforces them as well.
Reviewing before exams.
Reviewing difficult concepts made them easier to understand
Reviewing material for quizes and understanding.
reviewing the class material
Reviewing the lecture material again in the PLF lecture class
Reviewing the lecture material.
reviewing the material
Reviewing the material helped a lot in a small class setting
Reviewing things from lecture in PLF session
reviewing what we learned in lecture.
reviewing/ answering questions from last lecture
Reviews
See other side
sets the material in our head by doing work on the board
Sharing information between students and learning from each other. All the information given at the workshop was very benefitial.
She explained everything clearly and went over all the material
She explained things that needed to be explained in detail.
She was able to answer my questions in great detail.
She was able to explain things that the professor was not capable of explaining.
She was able to help students understand the concepts of all material
She will have every answer, and had material ready for us to study
simplifying the material
Small class
Small classrooms gave time for individual questions to be answered
Small classrooms gave time for individual questions to be answered
Small group of students allowed for more individual help
small group, easy to ask questions
Small groups were very helpful because we get to compare answers with different point of views. I think working with other people was beneficial
about the PLF
Small setting environment and very patient PLF.
Smaller class
Smaller group better overview of material.
smaller groups and tutors are close to the students
smaller groups, able to work better
some of the group works
Someone actually teaching us because our teacher does not teach the material.
Something that I found beneficial about the PLF was that if i had any questions she was able to provide the answers.
student to teacher ratio was better
www.csun.edu/BuildingConnectionsForSuccess
Report #2
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students could share ideas with one another
study guides, reviews
Study Strategy. Helped us to find what our weaknesses were and then was able to put proper focus on that subject for exams.
studying
Studying and reviewing
studying stuts
Summarizing material
Taken classes at CSUN, provided support in smaller group
Taught me more
taught more clear, didn't waste time about other unnecessary topics. went straight to the lesson and taught it well
Taught the material, always willing to help us with any questions, knows the material very well.
teacher was very helpful willing to explain things more than once if you didn't understand
Teaching dynamic was every effective and helpful. Different teaching strategy which was very understandable.
Teaching style, and the flaw of the lecture was perfect.
That he would go over anything that we did not understand until we did
That I was able to have questions answered in a more personal surrounding
That individuals were able to ask questions and get help individually.
that it kept the material in my head snce I needed to activelt use it, rather than just sit in class.
That it seemed repetative so it was easier to memorize material
That it was a different way that the material was explained and it helped understanding the material much better.
That it was additional time for us the students to be able to ask questions and review.
That it was extra time learning about the material outside of class.
That it was smaller and we were able to comprehend the stuff more clearly and answer our questions.
That supplemental instruction
that the mentors were more approachable than the teacher
That the PLF could explain the weeks lesson in 45 minutes where I would actually learn it exceptionally well. The professor makes it very boring
and uses terms that she comes up with that just confuse a person. What takes the PLF only 45 minutes to teach, the professor takes 3 hours
and then stil makes it confusing. The PLF guy makes it VERY easy to understand. I would rather have him teaching the class over the professor
any day.
That the plf had other strategies that were much easier to solve problems
That the plf helped explain the material in class, making it similar to a review and helping to better understand the course material
That the PLF people helped you every step necessarily to learn the subject.
That the PLF were well prepared and knew what she was talking about
That they come up with an easier equations to solve problems
that they help us understand the subject better. since it was difficult for me it keeps you on track on what you are supposed to be reading so you
do not fall behind.
That they help you understand a topic when you did not understand it in class
that we went over the homeworks and summarized the chapters before we discussed them in class.
that you get to interact with every student
The PLF instrocture gave us individual work and group which was really helpful.
The ability for the PLF tutor to clearly explain ideas and provide good examples.
The ability to ask questions and discuss the answers and reviewing the main concept
The ability to clarify anything I quite didn't understand in lecture. The plf instructor had the ability to actually teach a class and that allowed me to
go to him and ask questions
The ability to get more clarification on the lecture with a small group of students.
The ability to have someone that knows the material well enough for the students to ask questions to when there was confusion. More exposure
to the material, vs. studying and figuring it out on your own.
The ability to review the material learned from previous weeks.
The ability to review the material that we went over in lecture an additional time as well as having the opportunity to ask questions was very
helpful.
the alternative assignments were not as helpful because you had to do it on your own, without any help
THE AVAILABILITY
the clarity
The class was actually explained
The class was smaller and you had the ability to ask questions and get them answered
The class was smaller so it allowed more interaction and better lecturing.
The communication of what to expect on the midterms.
Report #2
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page94
 The concept understanding was improved greatly by the PLF workshops. Vocabulary terms retainment was also improved. PLF workshops are a
great way to motivate students to study and consequently do much better in class. Topic discussions are very limited during class lectures so
PLF workshops are extremely helpful in making students better understand the concepts of biology.
 the discussions about the class
 The easy points by attending, staying awake, paying attention and saying a few things.
 The entire class! He helped explain everything and concisely
 The extra emphasis on some of the material that was discussed
 the extra help
 the extra lectures made be grasp the material a bit better
 the extra review, the ability to go back to an unclear subject from the last lecture, and the general review before the exams
 the extra time to do work
 The facilitator was able to answer questions about upcoming assignments in order for me to have a proper understanding of my assigments.
 The fact that hes a student and that he is able to lecture to his fellow students and make it understandable.
 The fact that I was able to ask questions that I did not understand in the lecture, at the PLF workshops after attending lecture.
 The fact that my PLF instructor (Alisa) explained the materials we had already learned in class more in details and made them more clear to
understand.
 the fact that she already took the class and could already share her experience
 The fact that the material reviewed was largely based on what the students want to review and not what the instructor felt like needed to be
reviewed.
 The fact that we met right after class to discuss what was just talked about in lecture
 the games and the practice quiz
 The group work and his examples in explanations
 The group work.
 the homework
 the homework, the quizzes
 The instructor was a high level teacher. She was knowledgable of the course great instructor.
 The instructor was able to thoroughly explain concepts in a short time period
 The instructor was helpful
 The instructor was highly competent and was very helpful.
 The jeopardy games
 the lectures and excercises
 The lectures and quizzes were very beneficial.
 The lectures were beneficial.
 The mentor helped e better understand the material that was presented earlier on in the class.
 The more individualized learning approach and covering the chapter material.
 The most beneficial part was the review of the material discussed in the previous class period. Also, the fact that any questions we had were
answered and explained until it was understood.
 The most beneficial was going over the homework so that I could see what the material was covering.
 The most effective and important part of the workshop is that it involves a small group of students, that's why it works. It allows the PLF instructor
to pay attention to us and even interact with us individually, a luxury that the professor doesn't have. Also, this allows for more discussion (
involving both the students and instructor)
 The office hours/going over practice questions
 The open atmospgere able to ask questions freely
 The openness of the PLF instructor I think was the most beneficial.
 the peer learning facilitator helped me learn the concepts needed for this class. It was very helpful
 The PLF (Jennifer) was very knowledgable and informative
 the PLF Alt. assignments brought down my grade rather than helped me
 The PLF explained material better than actual professor
 The PLF explained terms in a simplistic way so we can understand and remember
 The PLF focused on the main points required for the exams and went over the assignments with great details with each student.
 The PLF help us to review the course material and indict the important parts
 The PLF helped me get ready for the tests.
 The PLF helped outside of class which was really helpful for me because I have a very busy schedule.
 The PLF instructor cleared up any confusions or misunderstandings from our regular class. She really knew how to use a variety of techniques
and taught organization
 The PLF instructor explained topics thoroughly and did not to move on until they were understood by all the students.
 The PLF instructor was very engaged with the class.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
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 The PLF instructors explained almost everything that was covered in class.
 The PLF provided clarification of difficult topics and allowed time for discussion of these topics that would not have been feasible in the lecture
portion of the class.
 The PLF students explain the material better than the professor. They are better organized when explaining the course material.
 the PLF taught the material well
 The plf was able to clarify what we did not understand in the classroom
 The plf was able to explain the material better than the instructor herself, so that for me was very beneficial because I would walk out of there
gaining knowledge that I should have acquired during lecture
 The PLF was always eager to answer questions.
 The PLF was beneficial because apart from having the lecture we had an extra hour where we could ask questions about assignments, and
homework.
 The PLF was beneficial because it further explained the material in the chapter. Foster does not really teach during class. He talks about
subjects that are off topic and then yells at students when they are having conversations. I was a student who was yelled at for talking even
though he was not saying anything relating to accounting. I'm sorry if I don't care about the movie industry and how his neighbors have big trucks
for props... There was rarely a class where I learned something from Foster and where he didn't just stand in front and read directly out of the
book. For these reasons, the PLF was a nice help in understanding the course and in working out any issues I had with the subject matter.
 The PLF was clear and detail in what he present
 The PLF was helpful because we could focus in on the more difficult aspects of the lecture. Additionally the different kinds of questions from
different students helped cover topics other than the ones I asked questions on. So it was very helpful.
 the PLf went into detail and step by step with the material until we understood it.
 The PLF workers were very approcable and helpful.
 The plf workshop I was in was helpful, but I can't speak the same for other people. It mostly depends on who the plf is and how knowledgeable
he/she is. If he/she knew the material but came across the students like an ass, then it wouldn't be beneficial at all.
 The PLF workshop motivated me to study hard and made learning the material more interesting.
 The PLF workshops provided a frienly environment where student can better understand and grasp concepts originally stated in lecture
 The plf would explain material that was misunderstood by students in a clear, consice way. He was very helpful and respectful in workshops
 The plf's made the material clear. They successfully translated the teacher's lecture to a language that we could understand. Otherwise it would
have been difficult to understand all the accounting jargain.
 the plfs actually helped you to really understand the material. Going to class didn't really help at all it was the plf workshops where i was able to
really learn the material.
 The PLFs were very friendly and helpful. They are alot more approachable than the professor.
 The questions from the sheets that the PLF gave us were beneficial for the reason that it gave me an idea of what the questions from the test
were going to be like, and some of them happened to be on the test, which made it more beneficial to know.
 The questions i had were quickly and easily explained
 The questions others submitted to teachers, and it was helpful to understand last minute info before the test
 the quiz's for the rest. Reminds me what we learned in class.
 the quizzes and handouts
 The quizzes and homework
 the quizzes were helpful. The sessions were also nice to have right after class when info was fresh
 the review
 the review before the actual course
 the review of material and quizes
 The reviews before each test were great! / It really got me ready by giving me possible questions and extra mandatory review.
 the reviews of the chapters since it reinforced what we had gone through in lecture the day before.
 The reviews were great.
 The sessions kept my memory refreshed before the actual class.
 The small class size allowed everyone to ask questions.
 The small class size was beneficial
 The small group size made participation and discussion beneficial.
 The small group was easier to communicate problems and questions with out feeling pressured
 the smaller amount of student made me fell more comfortable asking questions.
 The smaller class setting made it easier to discuss and ask questions
 The smaller group nature allows you more individual attention
 The structure and the fact we had a worksbheet/assignment every single week.
 The stuent teacher was a good teacher
 the test worksheets helped
 The things that I found beneficial about the PLF workshops were that they prepared us a bit for the upcoming class we were gong to have.
Report #2
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page96
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The time students spent to study at workshop helps a lot in the course
The trivial games helped for the exams.
The tutor explains material excellent
The tutoring type of help that was available
The various excercises; such as the crossword puzzles and worksheets
The vast amount of time to ask questions, and the detailed explanations to certain topics in lecture.
the way the teachers made it fun by presenting them as games
the worksheets
The worksheets and Lacey.
The worksheets helped recap lectures and quizzes. Helped test our knowledge and prepare us for the midterm/final
The worksheets provided
The worksheets that were handed out each week and the jeopardy games. As, I like the fact that she would review the material after each lecture
and how she was always open to questions during and after each session.
The workships helped me understand the class material much better.
The workshop explained assignment details that were never covered in class or unclear. I found it very helpful to have the PLF look over an
assignment to identify areas for improvement before my group turned it in.
The workshop was not beneficial at all! I did not learn anything at workshop and for me was waste of time
The workshops helped me understand the course material much better and allowed me to ask questions when i needed help.
The workshops were very helpful in discussing class assignments and going over material that would be on the test. Jocelyn was very helpful
and made this class seem more manageable.
The workshops were very helpful! There were only about 6 of us during the sessions, so we could ask a lot of questions and the PLF always
answered them in depth.
The workshopsunforced, the material learned
their grasp on the material was much more organized than mine end that allowed me to challenge my self to comprehend the material
There are no benefits for the PLF sections.
There was a lot of extra review and practice. I was able to ask questions during PLF sessions that I did not get to ask in lecture.
There was an alternative way of learning than the teaches way
There was nothing beneficial at all. All material necessary for the lecture class was presented in the book and lectures. The PLF workshop did
not present anything different and I did not learn anything that wasn't already in the book and lectures. / / I scheduled my classes to give me
efficient use of my time and then was told I had to attend a PLF. The most convenient one required me to be on campus at 11:00 am, three
hours prior to my first scheduled class. Furthermore, I had to be here at 10:00, an hour earlier yet, to secure a parking spot so I could attend the
PLF. That's four hours a week for sixteen weeks that I had to be on campus and not gain an iota of benefit. In fact, it did harm by diverting me
from studying for my biology and other classes.
There were small groups that worked together on problems assigned and if one person didn't know how to work out the problem then the other
group members would help each other out.
These classes made many topics more clear
These workshops helped reinforce course material and answered any questions that I may have had.
They answered many of my misunderstandings/questions.
They answered questions that couldn't be described clearly by professor.
they are knowledgable and relatable
They enable students to be better prepared for exams.
They essentially doubled up on the info learned, making us think about the information at least twice
They explained different test-taking techniques
They explained the material
They explained the material way better than the professor
They gave me the extra information I needed as well as confidence in most assignements
They gave reasurrance and helpful in how to study for the exams.
They go indepth with the material.
They helped clarify and explain a lot of the difficult subjects
They helped clarify and explain the material that was confusing
They know what they are talking about
they presented the course information in a different manner
They presented the material more clearly than the course material better
they provide a better understanding of the material
They solidified concepts taught in lecture.
They taught more than the professor did.
They taught parts of lectures that were difficult to understand once more.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page97
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they went over material earlier than lecture so you had some idea going into lecture of what was going to be talked about.
they were able to put the material in words we could better understand
They were more effective than the class
They were more helpful than the class themselves
They were there for extra help. If the professor wasn't available, the PLF was.
They would answer any questions that one had.
thier experience with the professor and the fact that they have taken the class already.
Time to ask questions
To be able to go over material and review the second time besides class to clearly get info
To gain a better understanding on subject
To gain better understanding in the lecture than what the Professor can provide
To review the material
Total waste of time.
understand more about the lecture
Understanding better the concepts
understood more material
Very down to earth and real
very helpful
Very helpful
very informative
very informative
Very knowledgable of the material. This class taught me more than the lecture.
Vocabulary games, concept activities
Was able to explain the topics in a new way
Was able to review the material.
We could ask him clarify and further explain what had been taught in class. Since he knew the style of the professors lessons and exams he was
a great source of help
we got to be more one on one with the PLF helpers
We got to implement what we learned in lectures and readings by doing acitivites which helped me work on what I didn't know, therefore,
preparing me better for the exams
we got to spend extra time on that chapter by going over certain things we didn't understand in the plf workshop.
We had group activities that were relevant to the class lecture
We reviewed a lot of material that came up on tests, and seeing the material more than once (outside of studying obviously), and being able to
ask questions really helped me understand it better.
We reviewed concepts from class and helped reinforce some of the things we learned.
We went over any problems we had in class, it was helpful to understand the material
We went over the homework step by step.
we went over what the teacher did and it helped me remember
We were able to ask more questions than in class time and the instructor could take her time to explain the concept in more detail.
We were able to clarify anything we had problems with.
we were able to go over material that was covered in class
We were able to review material which made it easier to remmber material.
We would go over class lectures.
Well they were able to specify and explain some topic. Hands on learning. Good projects.
Went over all the material that was unclear
Went over material that was difficult to comprehend.
went over materials learned in class.
went over the material right after class
went through questions and problems and explained them
What ever extra questions we had could be answered using different examples by the PLF
what i found beneficial is from the PLF workshops is playing games and board work.
What I found beneficial were the crossword puzzles and games we did to help us study the material.
What I found to be the most beneficial for me was the fact that the PLF has already taken this class before so she knew what to expect and what
to do to get a good grade. Her insights and knowledge were very useful and helpful to me knowing this.
what I mostly found beneficial about the PLF workships was that we went over everything that was lectured the week prior
What mi found beneficial about the PLF discussions were the small groups and going over the objectives from the assignments assingned by
Professor Kwok.
Report #2
www.csun.edu/BuildingConnectionsForSuccess
page98
 What was most effective in the PLF was the fact that there were less than 10 students in my session.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page99
APPENDIX 3: SUGGESTIONS FOR PLF AND/OR WORKSHOPS IMPROVEMENTS
SPRING 2011
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A bigger room
A more variety of times
All good
Approach material in different way - not just go over Dr. Henige's powerpoints, because we already did that in class
Be given a proper classroom setting so to better the learning environment.
Better seating area. Should be concerned with more content of paper than the 2cm margins error
By maintaining Adam's method of holding the workshops
Class schedule, short periods didn't seem productive for myself. Ended up missing the main parts.
Conflicted with work schedule
Conflicting work/class schedule
Continue to involve the students and have them play a more educating role among their peers. By explaining to others, it forces individuals to
understand and word things in a way that they themselves understood. The Peer Learning Facilitators could guide the discussion and correct
where needed.
Could have workshop go longer than 50 minutes.
Could help to be of a question/answer session at times.
Couldn't go because the sessions conflicted with my school and work schedule. If not I would have attended.
Discuss with PLFs how to organize workshops so that teaching is similar. For example, Adam reviewed practice questions and lecture material
while Narbeh just was there to answer questions. I preferred Adam's class.
Due to the fact that I had class right after this one I had to request for a special time before class. However, due to me living far away I was not
able to come at an earlier time.
Everything was great
For it to be available more and at different times
Get the workshops in bigger rooms and especially with the white boards.
Great how it is
Had work and live far
Have a classroom or bigger office
Have different strategies to learn and reinforce the material rather than just another lecture
Have more available times. For instance, instead of only Tue/Thur have Wed/Thur or Mon/Thur, etc.
Have more group discussions, but still have peer facilitators involved while walking around.
Have more times available for meeting
Have more workshops available
Have sessions more often. PLF should be for all FCS classes! Not just 380.
Have the PLF sessions every week at the same time. Sometimes the times were changed or moved to a different day or cancelled
Honestly I would leave it the way it was. They were well structured and really helped me.
I could not attend because every session was in the afternoon when I work.
I enjoyed them the way they are
I had another class during the PLF sessions. Also, I had work during office hours, therefore I was not able to make it to any sessions this
semester.
I had class conflict and work conflict with the PLF sessions so I was not able to attend any sessions and I also live quite far from campus so the
only time I'll be on campus would be when I have classes.
I like it better before class than after class
I liked it just the way it is
I only attend campus on Fridays, so being that the workshops were on Tuesdays, I could not attend because I worked.
I think it was GREAT the way it is.
I think that the workshops were run well and don't need improvement
I think the PLF did a wonderful job already, but maybe incorporate games, I think that will be fun
I think the workshops are good as is.
I think they are fine, best to take right after class
I think they are really good the way they are, can't think of any improvements.
I think they might be better if there is more communication between the lecturer and PLF instructor on what was just covered, etc.
I think they would have been beneficial if I attended them. I think extra credit should be offered for one class so that it could encourage students
to attend at least one to see how it could help them
Report #2
www.csun.edu/BuildingConnectionsForSuccess
page100
 I usually had conflicting work schedule or had other homework that was urgently due.
 I was not able to attend the PLF sessions because the times conflicted with my class schedule. I always had class during the sessions. I wish I
could've attended because I know they would have helped improve my grades tremendously. But I benefited from everything Kate posted on
Moodle. Very helpful!
 I was not willing to do the work and take advantage of such a great opportunity. If I did, I would have not only scored higher on tests, but had a
greater understanding of the class material as well.
 I was unable to attend PLF sessions due to my work schedule and classes. I'm sorry.
 I wish I could have attended more, more flexible schedule
 If the PLFs were to stay more on the topic during class and less detail to the material than what was discussed during lecture
 Involve the students more in participating in the discussion because just more lecturing is not helpful
 It might be beneficial to have worksheets or HW for the workshops
 It was great
 It was great, I wouldn't change a thing.
 Keep doing what they're doing, it's working!
 Keep doing.
 Make sure both instructors teach the material rather than wait for people to ask questions.
 Maybe adding worksheets
 Maybe have it on a bigger classroom, instead of changing it at the SQ113 - because it's so small and warm in that room so uncomfortable
 Maybe one more tutor? Allows for more workshops that could fit a student's schedule
 Maybe some more in class discussion to recap the lecture before doing the worksheets
 More availability
 More availability! :)
 More flexible hours (closer to class time)
 More frequent sessions at different times
 More games :)
 More hours and days
 More in depth
 More office hours/sessions. More than 1 PLF per class
 More options w/times
 More time availabilities or alternative workshops for those who are unable to attend the workshop hours
 More time scheduled during week
 More times available so people that work full time are able to attend; Full time work
 More times.
 Move! Easier times w/my schedule
 My work schedule collided with the scheduled PLF sessions. I emailed Kate to investigate another time I can attend but my email must've gotten
lost. However, from the regular hour study sessions I've attended with her, the knowledge I acquired was great! She is a tremendous asset to
this class!
 N/A
 N/A
 N/A
 N/A
 Nothing
 Nothing they were great
 Nothing!
 Offer bigger rooms for time slots in high demand.
 Our PLF sessions conflicted with my class schedule
 PLF session time was not fitted with my schedule.
 PLF spend most of the time simply going over slides. Seemed like a second lecture. Perhaps making it more interactive would help out more
 Possibly longer
 Provide games/a better variety of teaching strategies
 Sessions were held Tues & Thursday. I work those 2 days. Would have been more fair if there were sessions for students attending class Mon,
Wed, Fri classes, not just Tues, Thurs schedule.
 She did great job for PLF session and new PLFs continue to do what she just did this semester it helps me a lot!
 Since this was the first one it sometimes felt a little unstructured. It just needs to feel a little more structured.
 So far so good
 Start off the semester in an actual classroom. Esp with citations and bibliography assignments, it was hard when we had no whiteboard.
 Take enthusiastic and knowledgeable instructors
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page101
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The days she was available I was not available to attend.
The only thing I can suggest is more open availability in regard to time/days
The workshops weren't too organized
There should be maximum communication between PLF and professor to make sure that the info being provided is accurate and consistent
They are perfect :)
They could be offered at more times
They couldn’t be better.
They were helpful to those who were able to attend; More times.
This workshop doesn't need improving.
To be able to use for more classes [somewhat illegible]
Work schedule conflict
Workshops could be a bit more organized.
You should make sure you get PLF who like to answer questions like those this semester.
FALL 2011/SPRING 2012
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2wice a week
A little bit longer
A little more interaction or game
A little more organization would have been helpful. Overview of chapter and examples similar (but not same) as homework problems could have
helped have a better understanding of material.
A little more organized, but all in all I thought Joscelyn did a great job!
A longer period 1.5.
actual problems will be one exams, we could go over as study material
Add a little more time to workshops.
add more activities and more practices
Add more of them
adding more hours
Adding more sections for flexibility
adding more students in one class
Alerting the students that it is a requirement for the class. I had to change my work schedule in order to fit in the pfl session.
Alisa, a Bio 107 PLF instructor, always came to class very prepared and organized. I am comparing my two PLF's because I had them at the
same time (Bio 106 and Bio 107). It was very clear what we were going to do, and how it was going to be done. This organization is desperately
needed for Bio 106 PLF's. If it had this organization and structure, where every single week we would have a set review and/or assignment of
past material, this workshop would have greatly helped my grade by acting as an extra hour of cushion studying. The disorganization and after a
few weeks the predictability of unproductivity during these PLF sessions for Bio 106 made it difficult to go.
all ten available teacher was absent for 3 of mine had to attend another day
Allow the PLF to have more insight on upcoming exam content, quizzes, etc so they can help guide students in a more clear direction
alot.
already pretty good
An extended amount of time for the session can be made.
An optional extra workshop once a week
Answer more than ask
As long as the complex topics of the lecture are presented at each PLF, they will greatly help students.
As long as the PLF is able to put the "language" of the subject into comprehensible words, then there is little need for improvement.
Aside from how early I had to wake up to go to PLF, I found nothing really had to be improved for me.
Ask Vanessa she was great
Assign hw
Be a little longer.
Be a lot more engageded and actually teach instead of skimming over the material.
be creditied for a unit
be held in a large room, not enough seating
Be more consistent
Be more flexible with hours.
be more interesting and more participation
Be more organized.
Be more prepared and have slideshows/practice problem sheets.
Report #2
www.csun.edu/BuildingConnectionsForSuccess
page102
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Be more prepared and organized. As well as having more activities.
be more proactive, involve the students more
Be optional
be prepared
Be told about them BEFORE you sign up for the class.
Better available time scheadule for the class for example before the lecture or after lecture.
better days and times of availability
better engaged plf instructor because im on the verge of getting a c or d in the class
Better hours
Better organization in terms of class rooms that will be used
Better planning for the material discussed
better scheduling. letting students know what days plf sessions are available before before registration.
Better teaching
Better time options
better time scheduling
Better time slots
better times
better times
better times
Better times available, if possible.
better timing
Better variety of activities during the session from day to day.
Better workshops times so that they better coincide with the concepts we learn in class.
bettter hours, more in class help
Bigger classroom
Bring in worksheets
Bumpto an hour and a half for additional material coverage
by going over our lecture and have examples on it on the board
By having better opened times for the nights classes that they participate in.
By hiring enthusiastic PLF facilitators.
by increasing the time of teaching
By making them optional, not mandatory
By passing out more information on harder concepts would be helpful.
by providing more in class assignmetns
By replacing PLF with the actual class.
Can use extra time for review of past chapters
can't be any better then this
Can't get better.
Cancel and stop wasting time
Cancel the PLF program or at minimum do not mandate enrollment. Under-performers don't care and those who do care about their studies are
going to study anyhow. This was a tremendous waste of 64 hours this semester.
Change times?
changing the time of the plf would help because having a PLF session at 8am was very difficult because half the time you are too tired to even
pay attention or think. giving more various sessions at various times would help as well. also making the PLF session worth 1 unit would
encourage the students to actually attend or making it so that the PLF sessions are worth extra credit.
Collaborate with the instructor a little more.
Coloring pages are not very helpful, but the fill in the blank worksheets were extremely helpful.
comprehensive assignment about material that was learned that day in the plf and then a brief explaination of the asnwers before dismissal. not
for credit, just to help students apply knowledge.
confirmation of PLF
Continue to do examples.
Continue to have them
Correlate it with the instructors test/quizes so
cover the diffierent materials in a single chapter
D/I
Did not go
Different time
www.csun.edu/BuildingConnectionsForSuccess
Report #2
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different timings throughout the week
discuss
Do more exercises. Make the class more fun and interesting.
do more worrk problem as a group
Do not grade the quizzes for grade. It's not helpful. Take quizzes and review.
Do not make it mandatory and provide statistics of students who improved upon taking PLF.
Do not make them mandatory
DO NOT make them mandatory. They are just as negative as they are positive.
Do not need for improvement
doesnt need to improve
Doing the same routine of this current session.
Don't give quizzes at the end of the PLF because the PLF points are valuable and needed to boost our grade since the professor teaches one
thing and put something else on the test which is why people get worse grades than they are suppose to get.
Don't have any ideas, I wish it could be a little longer if it needed to be.
Don't have any plf's unless they are strictly after bio class.
Don't make them mandatory
Don't make them mandatory, but offer grade incentive to those who do participate like how the chemistry department operates for non-mandatory
discussion sections
Don't need to, really good
don’t know
Dont make PLFs mandatory! let the people who really want them go and weed out people that dont even want to be there in the first place. Not
only that but mandatory PLFs after scheduling has already been made by the student can cause problems getting into a PLF.
Dont make them mandatory! They are helpful, but I am an A student and would have gotten an A anyways. I work in the day and take night
classes for a reason. Because the PLF was mandatory I lost a shift a week, 100 dollars a week, 16 weeks. That is a 1600 dollar no credit class.
Earlies warnings! to adjust schedules
Ensure the PLF is teaching for most of the workshop hour. Choose students majoring in Accounting to teach the PLF workshops.
Even though everything was excellent , i still think if it was 2 + hours per week that would have been nicer and better for students.
Everything about it was helpful, however going to a separate day to the PLF workshops from the regular class can be expensive and time
consuming, for no extra class credits.
Everything is good
Everything was well done
explain more the vocab means, give more examples
Explain why things happen in accounting and help us understand those areas
extra work that we would have to do in class.
Filter out the PLF tutors better. Our PLF guy was always late, a bit rude, and seemed to have this "I have better things to do with my life" attitude.
find people who know how to taech and is/are creative
Fine as it is.
fine the way they are
First by letting the students know that besides the class there will be a PLF session. Second by looking for people who are willing to help
students with homework and give a positive attitude during the PLF session. Finally by preparing more the PLFs so they could really help us
understand the material.
Fit peoples schedules better and make them more interesting
flexible days and hours
Focus of more key points
For next year, I think PLF could be twice a week instead of only one day a week for one hour.
force professors to accept and use plfs
from the start of a semester, lay down guidelines (prepare before coming to PLF) But that its still beneficial to come (learners outcome is greater
with preperation) snf sldo posting the agnedas of each PLF before the day the PLF session is for (one night before is not enough time to prep,
thus reducing number of students who feel they should come).
Future workshops should be optional because if one really cares they will make the effort to go.
Get a PLF that knows more about the course work. This PLF knew some material but sometimes was unsure and gave the wrong answers.
get PLF that are clear and visual with the work at hand.
Get the students more involved. Have quizzes of the previous chapter and do homework for next week and not the homework that has already
been completed.
give more board work for students
give more hand outs and give more examples
Give more sessions, I liked the small groups
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Give schedule of PLF classes before we register for classes. The time slots for the PLF class were inconvenient.
Give some homework
Give the time schedule before hand
Give the times beforehand.
go over the examples more time
good already
good as is!
good as it is
GOOD ENOUGH
Good.
great discussions, goes into detail about material we don’t understand
Have a fixed room so they PLF instrucors wont have to waste time looking for available rooms.
Have a greater variety of time schedules for the PLF sessions. I was unable to attend do to work hours. I would have liked to attend. The grading
for nonPLF students will be evaluated on individual assignments and we had to type up our work which was frustrating and time consuming.
have a set agenda
Have Adam teach all of them!!!!!
Have an agenda and discuss what is actually on the test
Have classroom available on time
have games
Have games perhaps
Have it advertised when you enroll so you know beforehand how to make your class schedule
Have it as a unit, not mandatory lectyre grade
Have Mahnee teach the lecture
have Mahnhee teach other instructors his methods
Have more activities or group discussion
Have more available workshop dates and times throughout the week.
Have more classwork and quizzes. Get the students to participate more.
have more discuss with srudents.
Have more flexible hours
Have more group disscusions.
have more group work in class
have more hours, i was unfortunately only able to attend two workshops because the day i was able to attend was canceled
Have more jeopardy games.
Have more of the sessions during the day right before or right after class.
Have more of them throughout the week. Have more total Personal Development points offered, or have it mandatory.
Have more open available time slots and let the students know that they are required to take a PLF before they enroll in the course.
have more plf, and smaller classes so every student could get a one on one with the plf. and more time to attened the plf sessions options.
Have more PLF's like Lena
Have more quizzes
Have more resources available or recommended while not in class
Have more times available for plf
have more worksheets like cross words and word searches
Have more worksheets that the class can work together on.
Have one for each of the business classes
Have PLF's conduct class instead of teachers like Robert Foster. I learned absolutely nothing in the classes/lecture. PLF was by far what helped
me get the grades I received. Without PLF's I'd probably have to repeat the course again.
have practice quizzes
have practive quizzes and handouts
Have professors make it a higher percentage of grade so that more people are encouraged to go. It actually helped a lot to be required to meet
up with classmates to discuss the lecture. We all have similar questions and we help each other answer them. The PLF also helps answer our
questions when we get stuck.
Have same instructor and give more selective sessions
have some practice tests to get us ready for real tests.
Have the PLF instructor have an online version of Wiley Plus.
have the PLF's teach actually accounting classes
have the plfs give small lecture similar to the course to reinforce the subject even more.
Have them be a little more funner instead of being really quite.
www.csun.edu/BuildingConnectionsForSuccess
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Have them teach with the professor
Have workshops for other upper division classes. :)
Have workshops more days.
Having a bigger room for all students to sit comfortably
having a more defined agenda/program based on the textbook
Having manitory study sessions for finals.
Having set times for PLF before the semester begins so students can plan around it. Its not fair that students are forced to do the alternate
assignment because they had classes scheduled before they found out about the PLF session times.
Having the proffessors educate the plfs on what students will be tested on.
having them right before class
Having them teach the class instead.
He is great/nothing
Help to connect in a smaller group
hire Mahnhee
Homework
Homework
Honestly, nothing
I am graduating this semester
I am not sure if it can be improved. Its great! Basic and straight forward. You either need help on a topic or you dont, and the mentors are there
to answer anything. Otherwise, you discuss topics for practice
I believe everything in my PLF session was great. Very helpful.
I believe if the instructor Kathleen Heyne would like to dedicate more time outside of the workshop she should be paid in full for all the hard work
she put in.
I believe program is doing well for biology students.
I believe that the PLF workshops should be much more organized, and worksheets should be handed out so students can actually practice more
of the problems to better understand.
I believe the only way the workshops could be improved would be if the teacher for the lecture gave the PLF leaders a better idea of what the
test was going to be on before the test. I felt that certain points were unclear or miscommunicated between the teacher and the PLF.
I believe the worksheets had a good amount of information
I could not attent these workshops because they did not work with my schedule. I could have really used the help
i didnt want to go ask them about what should i do
I don't know
I don't know
i don't know
I don't know
I don't think they should be mandatory. I think that they should be available for those that want the extra help. I liked my PLF a lot, but I learn alot
better on my own. My time spent in the PLF sessions would have been more valuable to me if I was reading the book on my own.
I enjoyed them and wouldn't change anything about them
I feel it is effective
I feel there should be more of the PLFs and available time slots. I work full time and finding a time that worked with my schedule was very
difficult.
I felt that it should be more upfront that a PLF session is required for the course. I was working full time when the course started so npot knowing
about the sessions before class started really made it hard to arrange my schedule and make it work.
I felt that there should be more handouts or information given that would help us grasp a better understanding of the material presented during
lecture.
i guess what helped me more was seeing how the problems were suppose to be worked out.
I have a better understanding of ACCT 230
I have no idea i thought they were already very well planned out and helpful
I have no objectives
I honestly couldn't have asked for a better PLF teacher! There is really no need for improvement.
I hope it will be paticipatory session instead of making it mandatory to spend an hour every week.
I hope the PLF workshops can increas the meeting times, maybe twice per week.
I just think that next year the PLF should end a week earlier than they did this semester so that the students could have that extra time to prepare
for final exams. I mean if they had optional office hours thats fine but no class meeting prior to the up coming finals week so that students can
take that time to study.
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 I like the way the economics department handles the workshops in the way that they aren't mandatory. But if you do sign up for the class you can
only miss three classes just as this course did as well. The idea that you are signing up for the class for your own benefit makes you more eager
to learn the material.
 I maybe more office horus would be nice
 I overall had a good experience and i don't really have any suggestions for improvement.
 I personally don't like attending PLF since I am more of an individual learner, but getting the class more involved and more quizzes should help.
 I personally think that the PLF sessions should be a definite part of your semester schedule, like a lab in some courses. So that students can
pick which days and times they would like to attend the sessions as they are registering for classes. I think this would be beneficial for everyone
especially the students.
 I really enjoyed and found the PLF's very useful and helpful.
 I see nothing wrong with the PLFs.
 i suggest have more discuss with students.
 I think haviing the plf session more than an hour because sometimes we ran out of time
 I think it could be a bit better if worksheets were handed out. I went to Nate's workshop and that did not help me at all, so I switched to Lena's
which was perfect
 I think it is good the way it is now
 I think it is great they way it is and improvements arent really necessarry
 I think it was good the way it was this semester!
 I think it was great this year.
 I think it would be better if they go over the lecture instead of playing games
 I think it would be helpful if we actually did classwork in the PF sessions not just random examples.
 I think its good as is
 i think its perfect and shouldnt be changed. the only thing is that they should inform students about the plf hours befor taking class
 I think keep up the same routines, very good instructor Lisa was, i liked her she was so straight forward, answered all my questions, she was
chill, always available, and was willing to help. I think have the same type of worksheets, same type of questions because i could tell the PLF
instructor payed attention to the lectures and notes of Dr. Franklin, the professor, so that helps us when we didn't understand things. As close the
instructor is to the professor's knowledge especially of what was taught in lectures, the better we are likely to understand and they better they
can explain things to us.
 i think maybe activities or games sometimes might help the students remember the material a little bit better
 I think more typed worksheets and actually having the PLF study session, count MORE towards our grade, would definitely be an incentive for
students to be more involved, rather than feel as if, "what's the point." / / Furthermore, this extra hour each week, should count as an extra unit of
credit!!!! All chemistry classes that offer a discussion or recitation, make it worth one unit. This extra hour that we meet each week, should count
as an extra unit. Therefore the work we do would actually be an opportunity to improve our GPA.
 I think our PLF did everything possible to be helpful, I can't think of anything else she could do.
 I think PLF is working well now. If PLF session has twice a week, students will understand each chapter well.
 I think she is doing a great job
 I think that choosing a better time to meet would be extremely helpful. If the class wouldmrequiredna lab portion with a given time would help with
preparing a better schedule.
 I think that is good, probably take little of more time ! I learned more in th PLF than the actual class!
 i think that it was great
 I think that the PFL instructor should be knowledgeable in subject material but also MUST be abe to engage students in conversation/discussion
regarding the topics at hand. Some classes are late and those who attend tend to be third; however, the ability of the ability of the PLF instructor
to keep as engaged is a must and a plus.
 I think that the PLF should be extra credit if we sign up for it.
 I think that the PLF workshops worked perfectly the way that they were. They served as supplements to the lecture class.
 I think that the way that it is implemented in class is great. Encouraged to go, not required. It is very similar to study group and tutoring combined.
I cannot express enough how much I valued having this supplemental help available to me. PLF sessions also helped to create a sense of
community amongst my classmates. We would explain different concepts to each other by the way we personally understood it, and with Jocelyn
mediating and correcting us, it was extremely helpful!
 i think that these sessions should be longer and if the class is at night then there should be some PLF sessions at night time too.
 I think that they're awesome just how they are
 I think the people incharge are doing a wonderful job and they should keep up the good work!
 I think the PLF instructors should lecture more, like Manhee Lee, best instructor by far
 I think the PLF is a good idea but there needs to be more of a range of PLFs given that the available times were very limited and many students
could not fit it into their schedules.
 I think the PLF section for bio 106 was useless and i didnt really learn anything more however PLF sections for other harder classes woud def be
useful.
 I think the PLF was very useful. I don't really have any negative comments on it.
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I think the PLF work very well.
I think the PLF workshops should be held more than once a week.
I think the PLF's are already very helpful and worth time.
I think the workshops are great as they are. The classes are small and provide more one on one interaction.
I think they would helop if they were longer.
I think This semester was great PLF lectures. They are very helpful.
I think you shouldn't make it mandatory, unless you've realized it's improving your grade statistics. People don't like it when they are forced to do
something, they don't have to. Not all people need the extra help, and those people usually hate it. I've seen it. You should make it available, and
have anybody who wants to, sign up for it, because it is different from tutoring. Also, there should be assignments in the class, but they shouldn't
be collected, graded, and then turned back to you. The PLF sessions should not have any requirements, except for showing up. All of the
assignments should just be a learning tool for the student, and should be corrected in class for them to keep. By doing this, students won't feel
like this is another class they have to go to.
I was satisfied with the PLF and the workshops as-is.
I went to Nate bruns study group and one way to improve the workshop is to not let nate bruns teach. He was a lazy, unprofessional, callous PLF
that just made us do questions out of the book.
I would keep it the same
I would like to have a PLF facilitator like last semester for my 220 class. She had lots of alternative help, offered other help outside sessions,
answered questions. She would even change her explanations and do them again if you didn't understand it the first time. I was very frusterated
with this PLF facilitator, after having an exceptional one last semester.
I would note this PLF thing when students are registering for their courses online, as part of the course description, it becomes a conflict with
busy scheduling.
I would prefer not to be graded on my performance in the PLF, if you show the effort then you should get the full credit.
I would think lab classes would help with computers an group projects.
I'm not quite sure.
I'm not sure. I benefit the most from studying on my own.
IDK
If a student is taking an evening class, most of the time it is a result of them having other responsibilities in the morning. Scheduling a PLF
session ONLY in the morning is not just a slap on the face, it implies that the University either has not taken enough time to think scheduling
through entirely or it can care less about the student. If a student chooses to take an evening class, he/she should also have the capability of
choosing either a morning or evening PLF session.
If there was an actual agenda to follow or an activities that involves more class participation would help tremendously.
If they were worth a unit it would be nice
Immediate quizzes/questions to test knowledge of current material to keep minds engaged
In my case I believe PLF's should be reacheable outside of class through email since I did not have a good experience with responses from my
PLF.
In my opinion the workshop was very improved since last year. I had PLF session also last year for Biology 106, which I believe was a waste of
time.
Include more groupwork so we can learn from each other
Include more hands on group work.
Include take-home handouts and diagrams illustrating the concept
Increase the number of workshops/ PLFs and design new teaching strategies
Instead of it being on hour, having it last an hour and 15 min
Interesting facts about the chapters...if at all possible
involve more discussion of material that may be on tests
It can be improved by being a little longer, and a little more organized with a certain activity to do every week.
It can be improved if it was more organized instead of the PLF just going to class and asking us what we need help on. Although, that is what the
class is mostly about, I feel like we still need a sort of agenda to guide us through the class.
it can be improved in the fact that they should be a little longer so we are able to cover more things
It could be improved by making the sessions more time efficient. Sometimes, the activities become very slow-paced that time is wasted. Also,
making Jeopardy games as a requirement would extremely be beneficial in helping students retain vocabulary terms which are plentiful in this
course. I also suggest increasing the PLF workshop hours (even if different days) in order to be able to cover more materials and more in-depth.
In fact, if the hours are increased, the learning benefits could be done at a personal level (class grade assessment, establishing goals in the
class, mentoring, etc.).
It could be improved by maybe have a few more quizzes, maybe right before exams to keep the material fresh.
It could be improved if the workshops were available twice a week, before and after class sessions.
It could be more attached to the lecture in terms of what it goes over.
It did not help me improve; it took time away from my studying. The activities were not helpful at all since all we did was color cells.
It does not need to improve
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It is already a really good program.
It is already good
It is does well
It is fine
It is good as is.
It is good the way it is
It is very good at the moment
It is very helpful and I hope it keep going for next year
It should be optional to students, not required.
it shouldn't be mandatory. Students should be able to chose to take this class (session).
It was actually very helpful.
It was excellent maybe not offer it so early in the morning.
It was good PLF session
It was perfect!
It would be an improvement if the workshops occurred right after class.
it would be helpful to have the plf before class starts, in order to connect right away what the plf says and what the teacher is explaining in class.
it would be nice if they were worth one unit
It would be nice to not have the workshops right before class. Sometimes I have questions on assignments that can be answered in workshop
but the only workshop I can attend is held right before class.
It would help if a practice test, or a study guide would be given or prepared during the PLF session woul be helpful.
It's a great program but the fact that it is required without an extra unit is not fair.
It's already perfect
It's good and doesn't need improvement
It's not needed.
It's perfect
Its fine how it is.
Its good
its good enough
Its great I don't think there need to be anything
Just have better hours I work and go to school and the time slots were narrow.
Just keep doing what you're doing smiley face
Just keep up with the great work!
keep Ana as one of your workshop intructors. Other workshops were bad I heard. His name was Abdullah.
Keep asking for student opinions
Keep Darren Sarte... Best PLF in the world.
Keep doing it
Keep doing the same thing
Keep having small groups
Keep hiring intelligent and caring plf workers.
keep it the way it is (2 sessions a week maybe?)
Keeping PLF lecture info relevant to class lecture
Less class, the more PLF time. Honest/truth
Less attending, hard to balance with work for other classes
Less games and more lectures/group work.
Less games and more worksheets.
Less strict on tardies
less students per workshop
Let students know about PLF sessions prior to enrolling in class
Let the student know that a plf will be required upon registering for the class and offer it as a unit of credit like a recitation perhaps. It is difficult to
schedule a plf when a school schedule is already in place.
let us know earlier in the semester
Longer hours
Longer period of time to focus on chapters
Longer PLF sessions could help. Sometimes it felt as if we were just starting to understand something before it was time to leave.
longer sessions; more work done on the study guide
longer time
Longer time in PLF rather than in class.
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Longer times
Lunch included.
Make all of them directly after the class while material and questions are all fresh
Make better use of time, more organized
make it a one unit class like how chemistry has discussion. If it is part of our grade and takes up some of our time, it should be counted towards
units, or made optional to those who want it or need it.
make it fun
Make it interesting.
Make it more as a study session and less of a lecture class.
Make it more exciting and interesting.
make it more group oriented!
Make it more lively and fun
make it more than an hour a week. For example, 80 minits would be perfect.
make it optional.
Make it worth one unit
Make less tests and just do letcure like activities. What good do quizs do if we are going to the PLF to help learn the material?
Make more activities and less homework and quizzes
Make more courses have PLF
Make more times for the students who work all day. Students take night classes for a reason and it would be nice if there were classes that
started around 7 so people can attend after work.
make optional, otherwise grade should be tests and homework only.
Make sessions longer
Make sure there are 10-15 breaks between so following classes don't cut in or classes prior do run into our time
Make sure qualified PLS are hired, someone not only with knowledge of the material but love to help and can instruct well.
Make sure studdnts are aware that its a mandatory workshop that goes with the class and that studdnts are expected to attend every week
Make sure that the lecture material and PLF material agree. There were more than a few discrepancies and it caused some confusion.
Make sure that the times for PLF are listed along with the course.
Make sure the PLF instructors come prepared (with a worksheet, assignment) and you really cannot go wrong. The rest is the student's
responsbilibity.
Make sure to tell students times of classes with PLF so that can take class that don't interfer with them
make the alternative assignments more clear
Make the PLF sessions a little more exciting so students are more willing to attend and participate.
make the time more flexible
Make them at more convenient times. I hated coming to school at 8 am and lecture did not start until 3:30. There should have been an option to
have the session right before class or right after class.
make them before or after lecture, have them count as extra credit, have the professor create the agendas so we're on the same track.
make them extra credit for people who actually want to be there or need to be there.
Make them longer than 1 hour or 1 PLF session Per class meeting.
Make them longer than an hour
Make them more points in the actual class
make them optional
Make them optional for students who received an A in 106.
Make them optional, and don’t make it cost a significant portion of a students grade.
Make them optional, at least.
Making it optional
Making them known ahead of time rather than making them a mandatory class and not accomodating students with classes during the PLF
session times. Making a "lab" class when registering, so people/students know they have to take an extra class.
Manhee did a great job,would not change a thing
may be more reviewing of class materials rather than games and coloring.
Maybe being more than once a week if possible.
Maybe by making them more enthusiastic.
Maybe give homework or get more interesting plf teachers.
Maybe go more in dept into critical topics that are covered in the class lecture
Maybe have 2 sessions a week
maybe have flexible class hours for the PLF sessions for the students
Maybe have more times available for others.
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 Maybe have other types of ways of learning the material other than just strictly reading it from the book. Find different ways of helping students
retain the information.
 maybe have them more than once a week.
 Maybe have worksheets that cover the material we are going over in the lecture class that way we can take them home and use to study
 Maybe having them be a little longer, each session.
 maybe HW or assignments
 maybe it can have a website the students can interact with each other like posting questions and material such as videos and that website be
montered by the PLF instructors.
 Maybe just have more games and entertaing ways to learn different subjects.
 Maybe make them longer
 Maybe making them available either everyday of the week or at least the days when the class takes place.
 maybe more activities
 Maybe more hours or different times to attend, I felt as though ut was rushed
 Maybe more visual aids? Videos or group work.
 maybe more worksheets they helped me know what to focus on
 Maybe pass out completed study guides to save students time.
 Maybe the professor could help the PLF customize their lessons to what they plan to test the students on. I noticed that the PLF was teaching us
the methods that coincide with the text book, and the professor was testing us on problems that were way more advanced than the text book. If
our PLF had known the difficulty level of the quizzes and exams perhaps they could have helped us to be more prepared. There was a lot of
inconsistency between the textbook material and the quizzes and exams.
 Maybe they can cover more test questions
 maybe they shouldn't be held right before class starts
 Maybe we could have harder quizzes that would help us know the topic really well.
 Monitor the flp leaders
 More activites related to previous lecture
 More activities and discussions.
 more applied questions to help practice test type questions and make us think
 More assignments, quizzes, planned agenda, smaller PLF sections that actually involve group work.
 more availability
 More availability throughout the week. Made a big problem in terms of scheduling.
 more availability, I couldn't attend PLF sessions due to scheduling conflicts
 more available sessions
 More available times
 More available times
 more available times. Maybe 1hr before lecture
 More avaliable times. Most of the times for PLFs were during the times that I had either a Lab or a Lecture class for another class and was left
with little choice in the matter.
 more balanced class size
 More class activities
 more class participation
 More communication between PLF and teacher
 more conveniant times
 More convienant times
 more convienent times
 More coordination between instructor and PLF leader. Its becoming a trend that SI/PLF leaders teach the material in ways that are actually
MORE beneficial than the way the instructor teaches.
 More days and times would be helpful.
 more diagrams
 more discussion
 More emphasis on chapters
 More encouragement of student involvement.
 More exam prep. Style questions
 more examples
 More examples
 More examples and maybe worksheets
 more examples relating to the topic.
 More examples.
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 more exciting atmosphere must be created
 More flexibility in terms of scheduling, if possible. / PLF could incorporate its own PowerPoint to further expand on the concepts introduced in
class. /
 MORE FLEXIBLE HOURS
 more flexible hours
 More flexible times
 More flexible times for students with jobs and other classes
 More formal. The PLF tutor should wear a suit or something to have a sense of authority and we should do more than just review the homework
during that time.
 more fun yet educational activities
 More games and board work
 More games, less individual work
 More group work
 More group work & worksheets
 More group work and quizzes. Flashcards didn't really help.
 More handouts
 More homework
 more homeworks, more in class question writings
 More hours of PLF
 more hours or longer.
 more in schedule w/ lecture in terms of materials getting covered
 More individual attention, not an obligation to attend.
 More jeopardy games and creative ways of learning
 more lectures
 more material
 more motivating and caring instructor
 more offered
 More office hour openings and a possible chatbox to ask questions on Moodle.
 more options for class times
 more organization
 More organized
 More organized and structured with the same amount of relaxing/friendly atmosphere.
 More participation
 More plf sessions per week
 More PLF worksheets offered, different times.
 More PLF workshops available.
 more points for its worth
 more practice in workshop
 More practice problems in class
 More practice quizzes.
 More practice test
 More practice tests.
 More questions and thought process more similar to tests/exams. Study group did not foster level one 'style' of understanding to excel at tests
 more quizzes and QA
 more quizzes or practice tests
 more reviews
 more reviw for the midterm/final
 more sections
 More sections
 more sessions
 more sessions
 More sessions
 more small group activities like fill in the blanks or worksheets in class
 More social aspect where students learn from eachother rather then another instructor
 more structured
 more structured and have more activities.
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 More structured. Students either have questions or they don't so the PLFs often find they have nothing to do if students didn't bring in specific
questions. They should have other agendas than just answering questions. They should also focus more on reviewing the previous week's
lecture material than filling in crossword puzzles.
 More student involvement
 more student participation
 More synchronized with class
 more teacher plf communication
 more test material
 more than 1 a week
 more time
 more time
 more time
 more time
 more time and resources for PLF
 More time convience schedule
 more time for availability
 more time offered
 More time per week.
 more time slots available
 More time slots available. Maybe if we can attend the PLF at different times during the week to adjust to schedules
 more time to choose from
 more times
 more times
 more times a week
 More times and better sign up process
 more times and lectures
 More times during the week that PLF's could be offered would be helpful-sometimes the times the sessions were offered conflicted with work and
other classes.
 more times to attend
 More times to take it because at 8 in the morning it is really early.
 More variety in time slots. / I didn't always need the help so maybe making it okay to miss one plf session or so. It would better if it would be okay
to go to one plf session every week even if it's a different day than originally signed up for.
 more variety in time that they are available
 more work and discussions
 more work work and things to be graded.
 More worksheets and handouts
 more worksheets and maybe a week ahead of lecture so students come more prepared for class instead of waiting after the lecture to discuss
the material
 More worksheets possibly.
 More worksheets possibly.
 more worksheets that make you go through the notes in search of answers
 More worksheets, and required assignments .
 more workshops or longer time
 move workshops, ave always helpful
 My PLF wasn't very helpful and was mostly rude toward students. Maybe find nicer PLFs who are more willing to help the students get better.
 N/A
 N/A
 n/a
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 n/a
 n/a
 N/A
 n/a
 n/a
 n/a
 n/a
 n/a
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N/A
n/a
N/A
N/a.
n/a. good as is
na
na
Need a projector
NEED MORE COMMUNICANTION WITH PROF. BEFORE EXAM REVIEWS.
Next time, the PLF session times should be included on the enrollment of the class. Also, an extra unit should be given for it because it is
essentially a lab. I am graded on my attendance and I am putting in extra hours of work for it.
No assignments, something that teaches rather than challenges
No cancelling class, when we were in class it was very helpful. / Time had a factor our PLF class was too far (distance) from our Acct Class.
no flashcards should be required, not mandatory
No graded quizzes
no graded quizzes!
No improvement necessary
No improvement needed, it was perfect.
No improvement. I thought it ran very smoothly.
No more quizzes.
no plf
no PLF, takes too much time... maybe a once a month thing or prior to a big exam, / / I rather go 3 hours once a month than going once a week
>.<
No quizes
no quizzes
none
None I liked the way it is run.
none. Its really good
not applicable
Not be mandatory part of your grade some students have to work full time and this adds to the stress of having to be in one more place At one
more added time then the actual class that you need to take.
not be mandatory!
Not be mandatory.
not being mandatory
Not being mandatory to attend a workshop or do the alternative assignment. The previous class that I attended the workshop, affected my grade
because of the attendance and the weekly quizzes and homework. I really believe that classes should just focus on work for the professor and
not put any more burden on students with extra work. The PLF sessions are as if one were attending another class. Instead of doing a PLF
session, I much rather invest my time in another class that will benefit me.
Not give quizzes, they don't help.
Not have a quiz at the class just lecture of what we went over in class.
not have them, waste of time
Not have them.
not know.
Not make it mandatory because most of the time I sit there when I don't need any help and it is more of a distraction than anything. It should be
made available if needed but it should not be mandatory
not make it so mandatory.
Not making them required for grade
Not mandatory for students who already do good in class
Not mandatory, optional
Not needed to waste my time and grade
not needed, waste of actual studying time
not part of grade
not turn away people who don’t do the homework. I didn’t have time to prepare for the workshop so I couldn't go get help.
not using them
nothing
nothing
Nothing
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nothing
nothing at all. overall it was great!
Nothing but I want the faculty to make sure they choose people that help out. Because so far the plf teachers are a big help.
Nothing else needed Ryan was the best and I felt I understood in the best possible way.
Nothing I like it the way it is.
Nothing its great!
Nothing really, if the PLF is there to help the student out then they both are aiming to learn. Our PLF instructor tough and expected us to learn
and take the quizzes.
nothing the workshop and teacher were excellent
nothing to suggest
Nothing, he was a good PLF instructor
Nothing. Everything this year was very efficient
Nothing. Mr. Call is an excellent intstructor.
Of course /
offer better times of the day
Offer individual tutoring.
offer more class time, wasn't very flexible
one more added day
One way to improve the PLF is to do some more board work. To me, board work helps a lot for a student.
optional
organization, handouts, teacher PLF coordination
Other then having more options for workshop times, I thought Mahnhee did a great job and was very approachable and easy to understand.
overall I thought it was helpful
Overall review on the chapter
Overall, it is good and I don't think there needs to be any changes.
Perhaps "easy point" hw that makes a student review the book (perhaps through gettting defenitions and reviewing important concepts).
Perhaps an interactive group activity related to the chapter at hand.
Perhaps have the PLF mentor be more in contact with the professor so that the mentor knows what material we will be learning in class.
Perhaps if quizzes were given out in the PLF more people would be motivated to study and sttend the PLF sessions.
Perhaps if the PLF's and the Professors conferred with each other, so that, for example; if the students are really struggling with the material in a
particular section, they can both go over it again, or explain it differently. Although Alisa and Dr. Kwok did an excellent job, I really liked their use
of pictures when teaching.
Perhaps offer more time slots and more time to help students in need
Play games
Please make the Alt PLF assignments more accessible and more unformatire/relatable rather than just an assignment
PLF and workshops can be improved for next year by having different hours and days for students.
PLF class's time is too short. i think 90 mins is ok
PLF is designed to help the students with C- or lower to get a better grade, but the PLF (especially if it is at 8am) can hurt their grade more than
help it due to being too early or not attending. We didn't sign up for the PLF when we registered for classes so I personally had to take the PLF at
8am and that was too early some morning so i skipped the class. I also lost points due to absence and a worksheet that day so i lost double
points. I know people that are going to receive a worse grade in lecture due to PLF when the principle of the PLF is to help the students. Does
not work in that regard.
PLF sessions are great as is
PLF should in no way hurt your grade. It should only help it.
PLF was great
Plf was perfect, mahnee deserves all the credit
PLF workshops should be available in different times and dates or online. Since students haven't planned for the PLF sessions, it's difficult to
attend the dates offered.
PLF-opportunity to be more organized. Help provide more clarity by breaking down ex on boards more
PLF's could be improved by not only doing board work for the entire period. I know that the PLF only has a short amount of time but all we did
was board work and it got extremely repetitive and boring at times.
Possibly make the plf % of grade more than 10%. They are very helpful and taught me more than the class, I just wish it could…
Probably assigning more practice problems and activities.
provide extra credits for the course.
Provide instructors with a lesson plan
Provide it online. I commuted from palm springs and couldnt make it most of the time.
provide more examples in worksheets
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 Provide more times
 Provide students with the opportunity to sign up for PLF sessions through myNorthridge portal. PLF times were extremely inconvenient and had
to plan for once schedule is already set.
 Put into solar so it will be easier to fit into schedule.
 Quiz questions should be done by the PLF instead of being picked by students. Since students tend to go off topic or ask questions that are not
required of the whole class to know.
 Quizzes
 Quizzes should not be given or at least should not account toward your grades
 Recorded plf sessions and posted online.
 Recorded PLF sessions so students can look back to them for clarificaiton.
 Reduce quizzes because they lower grade in the actual class instead of helping grade
 Regulate (to an extent) what goes on in these sessions. Currently, the PLF have the freedom to do whatever they want. And my PLF was often
unprepared. Several times she broought pages for us to color and it was mostly pointless busy work. /
 Relate it more to what exactly is going to be on tests
 Require PLF's to distribute "hand-outs" and review quizes
 Review of material more often
 Schedule remains the same from start of semester to end of semester
 Set agenda and work off agenda to make sure they cover more material in short period.
 Set examples
 She was great
 Should be included as an extension to the class time whether it's before or after. Coming to school for one hour for PLF made the process a bit
tedious and felt like a waste of time when we didn't learn much that day.
 smaller groups
 So far, I have had a positive experience from attending the workshops and has been very beneficial. I can't think of anything to add or change
about it.
 some PLF, responsible
 Somehow work better around the student's school schedule.
 Something that they can do to improve the PLF is give more opition days were a student can pick what day is better for them because of other
classes they might have.
 start off with an agenda
 stay the same
 stimulate/provoke more friendly competition among student teams, in effort to encourage students to prepare for the PLF session.
 strategies were used in the workshop will help
 Structured worksheets/summary sheets
 students already have a lot of assignments and work going on, making only a certain amount mandatory would probably help a lot more students
that are willing to learn the material and put in the extra time, over those who feel forced to go.
 Talk about more recent content.
 teach with professor
 Teacher needs to communicate with PLF
 the 10% PLF grade should be all based on attendance. Not based ability to get all correct in homework or class questions.
 The leader can help students more on an individual basis
 The meetings should be longer
 The more available hours of workshops, some people I know couldn't make it because of not enough variety in hours.
 The only problem with the workshop was the actual PLF hours that were provided. That schedule posed an extra problem in the already
complicated schedule. There needs to be more options in terms of workshop availabilities, or at least they should be disclosed before signing up
for the class that requires the PLF sessions.
 The PLF and workshop were fine. Not sure if I would change anything.
 The PLF can be improved by letting the students know they will be taking the PLF aside from the lab.
 The PLF can do one on one lecturing or explaining of the problems being discussed. Also the PLF can be more creative in doing board work.
 The PLF can improve if the instructor came more prepared for the class.
 The PLF could assign tasks during the sessions to increase fhe capacity of learning the material.
 The PLF could have a more structured agenda for each session just to have a more complete study session.
 The PLF could stay the endurance of the class and times of PLF workshops should be more morning based and not so difficult. Also it would be
extremely helpful and students would take PLF workshops very seriously if it were counted as a lab class, since that is what it basically is. Quite
frankly it takes me longer to drive to the class than to actually be in class to learn expecially on days when our PLF had to leave half an hour
early on several occasions. Then our PLF wonders why we dont show up on other occasions to basically just sign in.
 The PLF does not need to be improved
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 The PLF himself was okay. The workshops should be a extra credit course for students who struggle with biology not for students that know and
understand the material.
 The PLF instructor summarizes the important points that the professor discussed in class. provide a concise outline of the professor lecture, and
allow students to work together, give quizzes each week, and practice midterm/ final.
 The PLF needs to be more student friendly. I also noticed some favoritism to those who asked questions all the time. I just though overall PLF
should be a little more interactive.
 THe PLF session are better to be done more than 1 hour a week. it would be great if there were held for 2 hours.
 The plf sessions should be twice a week instead of once a week.
 the plf should always be prepared and communicate with the professor to discuss what they are going to teach, meaning they should come to a
consensus of a method when presenting the information to us. the professors can at least go out of their way to gather additional resources for
the class.
 The PLF should either be considered extra credit or optional. I don't see how it can help improve your grade. Due to schedule conflict the only plf
session I could sign up for was the 8 am one and it was very difficult to get to campus because I commute from far. PLF ended up hurting my
grade more than helping me.. though my PLF was very nice and helpful. Professor Kwok however is very unapproachable and can be a dick
sometimes.
 The PLF should have an agenda, and should be current with the the prefessors lectures.
 the plf should know more about the course agenda and tests so he can give us more practice with what we need to know
 The PLF workshops are helpful as is.
 The quizzes given by the PLF were helpful but we did not have very many. I think more quizzes or worksheets would be an improvement.
Another improvement would be to not just teach the cornerstones in the book but to also have separate examples that would give more
perspective of the subject and material being covered.
 The workshop can be improved by extending the time to make it about 30 minutes longer. It allows more time for review and for questions to be
asked/answered. Other than that, the workshop reaches its full potential in its attempt to help the students.
 There are so many ways the PFLs and workshops can be improved. For starters, it is absolutely unacceptable that we can not sign up for a PLF
session when signing up for classes. In fact, I had no idea I would have to do a PLF session, and then got stuck with a ridiculous time, not to
mention how unacceptable it is for the people that can't find a time that works with their schedule and then get stuck doing a 15 page research
paper. This is absolutely ridiculous. / / Also, I don't think we should be quizzed and graded on assignments in the PLFs. In 106 it was all based
on participation, and that's how it should be. The PLF session is supposed to HELP you learn the material - almost like a supplement to lecture.
Also, there should be more communication between PLF instructors and the professors of the course. My PLF had NO idea what was going to
be on tests or how to tell us to prepare or, honestly, what was important to know and what wasn't in terms of lecture material. / / There should be
a bit more training of the PLFs themselves. I realize they're grad students, and maybe teaching isn't their best asset, but for both 106 and 107 I
got stuck with pretty bad ones. For 106 my PLF wasn't prepared at all and seemed to not care that he had a job to do. For 107, my PLF was
much better; although, I often felt I annoyed him with questions and participation, and it often seemed he felt intimidated by me or challenged by
me when I was trying to ask a legit question or answer one he had asked. Often times, my questions would either be answered not to satisfaction
and then dismissed, or not answered at all. If I answered a question, he would often times tell me I was wrong, and then someone else in the
class would answer it the EXACT same way I did and he'd say "Good! That's right." If I told him that's what I had said, he'd simply dismiss me. / /
Maybe the actual PLF sessions would work if I had better PLFs, who knows? But, I honestly feel that unless some improvements are made, it is
a waste of time and money. I could have learned the same amount by studying with my own group of friends also in that PLF/lecture.
 There could be a more structured and helpful way to run the workshops
 There could be more PLFs available per course.
 there should be an outline for the class so that plf intsructors could be more prepared.
 There should be more resources. Maybe have some small quizes and we could go over next weeks homework.
 There should be more times/ spots. I didn't attend many sessions because the more convienient sessions were full.
 they are awesome. May be better study quides
 they are good already
 They are good as they are.
 They are good the way they are.
 They are great the way that they are.
 They are perfect, none needed.
 they are perfect.
 They are pretty good but i would like to see a larger variety of activities other than just boardwork and quizes.
 They are pretty good.
 They can be a little bit longer
 They can be improved by providing more days to be available
 They can't
 They can't. PLF is perfect.
 They could be a little longer. I know in my PLF session it was too short sometimes.
 They could be prepare
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They could focus more on getting a bit more info put into each session. Like a general review from the lecture.
they couldn't
they have to do more reviews for the test
they helped my gpa but not throughout the school year because im not a business major
They need to be more prepared to answer our questions.
They need to respond to their emails more. Although they get the same concerns from several students, they dont answer them all individually.
Instead they answer some random thing everyone gets at once. Although everyone gets the answer, it makes one feel as though they arent
personally being attended to. They need to not just respond to the issue complained about with a mass email to the whole class, but they need to
answer individually to each email.
They really do not need improvement
They should be connected to the bio class and the plf should know whats on the test so we can study better
They should be worth a unit, or at least 15 percent of the class grade, since we still do work in there outside of the classroom
They should go over the coming class' course material a bit and then at the beginning of each class ask if there are still any questions regarding
the previous chapter. An agenda on the board would also be great!
They should make it available more than once a week. Not mandatory but optional. The subject material is difficult enough to understand and it
can at times be hard for those students that work 40 hours a week like myself. / / / /
They should not be mandatory but for those who would like to attend, the workshops should include practice problems for everyone to complete
by themselves and then they should completed together. This kind of practice will be far more beneficial then just listening to another lecture.
They should not be mandatory. It was often a waste of time and difficult to attend with my busy life, if it is mandatory, it should be stated on the
class page so people can see it when adding and plan accordingly.The majority of it was busy work.
They should not have to be mandatory, or maybe meet once every weeks
They should offer more times, because they did not fit my schedule.
They were fine the way they were!
they were good
they were good. I don't see an improvement
they were great they don’t need to improve
They were great this semester/
They were perfect
They were pretty much on point
Things I did not like about the plf / 1. The PLF that was assigned to would frequently cancel the session. / 2. session were always 20 minutes
long and we were dismissed. / 3. A full lecture or explanation was not given. / / Things that could be useful / 1. Have a booklet with practice
problems that we can work on / 2. have a full hour session and work on home work problems with our peers / 3. The PLF format should be
similar to the labs that are required for math classes. I have taken them before and have been really helpful / 4. THe plf should be structured
correctly or else it is just a waste of time for the student and a waste of money for the college this workshop was provided to help better students
and some of the plf's are making the program look bad. /
Time is too short
Time should longer than this year
To make it an optional part of the course, so that people who can be at school all the time can do it and if students arent at school they dont have
to take it.
Treat it like you would before it’s a test; come up with your own questions
Try more one on one help
try to cover more material per class
Trying to get more students to participate in them
Tthe workshop covered important aspects of the class and important information that we needed to know, was delivered to us / I'm sure that
whatever is the plan for next year , it will work as well as this semester did. Workshops are very benefitial and well design.
Two PLFs leading the sessions.
Unfortunately, I did not feel the PLF I had for the semester was prepared or even cared about this program. There was lack of interest on her
end. However, I don't want my individual experience with this specific PLF to reflect on the workshop when I know that the other PLFs did a
fabulous job preparing the students for the upcoming test. / Please condier the following: / PLF class times- All times where set for day hours
when the Acct class was an evening class. Note that working students take evenining class which would mean there needs to be more evening
hours for the PLF classes as well. It was a shame that some of the students had to drop the class because you were not able to accomadate
evening class. It was a battle to get you to have at least one class in the evening. / Prepare the PLFs more and provide them with material. My
PLF was not organized at all and constantly cancelled the classes at a very last minute leaving students hanging. / / Are there guidelines the
PLFs follow? IF so, how you are monitoring that they are complying? I can tell you the PLF I was not very engaged in this program. I know this
because I had the opportunity to have Adam teach and it was a compele difference. If you had PLFs like Adam teaching all the time the
workshopps would be a success.
valerie was great
vary the times/days when the workshops are held
Report #2
www.csun.edu/BuildingConnectionsForSuccess
page118
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Very good
We could do assignments that the teacher assigns with them like practice problems or practice quizzes
WE SHOULD BE INFORMED ABOUT THE PLF REQUIREMENT AND PROVIDED WITH DATES/TIMES FOR THE SESSIONS
We should have worksheets
Wish the PLF workshop be introduced in other departments.
With Mahnee, nothing. I Think he is perfect
work on study guides during workshop
work with the teacher to cover material for the actual test
Workshop could have better times
worsheet, classwork, better times
yes
yes
yes, more examples
You need someone who knows how to teach the class. Our plf had no idea how to do so.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page119
APPENDIX 4: OUTREACH AMBASSADORS TO HIGH SCHOOLS
SPRING 2011 SUGGESTIONS FOR IMPROVEMENT
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As students if they had questions.
By giving more details on student life on campus.
by having more websites for scholarships
Charts and images; more real-life examples (come earlier or speak w/underclassmen
Cost of tuition.
Does not need to improve much just more about financial aid.
Don't go to senior classes stick with 11th grade or come at the beginning of the year not after all deadlines passed. Don't say umm so much.
Try to memorize your material don't look at your notes so much!
Don't use umum like the cookie monster LOL!
Everything was fine
Everything was fine <3.
Explain more on loans. Research subsidized & unsubsidized loans. How can this mess up your credit?
Fine as was.
Give out information on grants.
Good & informative presentation but it needed some sort of pictures.
good humor! Everything was fine! :)
Have a PowerPoint
Have real life experience
I feel that the presentation was fairly great.
I feel that the presentation was good.
I like it
I like/love how the presented. They made me wannt to go to college.
I really like that they gave a lot of information so in my behalf there really isn't anything else they can do
I think it was really good, really motivated so inspired so I think is nothing to improved or maybe more names of scholarships names.
I think it was really informative and it was well presented
I think that overall, the presenters were great :)
I think the presenters should give information on what kind of B.A.'s there is.
I think they sometimes seemed a lil scared, and shy.
I thought the presentation was very informative and it motivated me more to attend college.
If they could be just a little more firm.
In my opinion it didn't really need any improvement :)
In no way can it be improved, it was perfect.
Include yearly cost of attending college.
Including the average amount of money you spend yearly (books, tuition, etc)
Isaura can just be more related she seemed a little nervous. Eva did a good job.
It can take into consideration that we already applied for college & financial aid.
It couldn't be improved, everything is clear and I understood the point that was getting across.
It doesn't need improvement, the presentation was good and I learned a lot.
It was a good & informative presentation & maybe could have pictures of csun.
It was a good presentation
It was a good presentation and don't use the word umum a lot.
It was a good presentation but it would have been better if they talked about the requirements to go to college.
It was a good presentation.
It was all great. Good job girls.
it was good
It was good and informative
It was good maybe just more visual activities
It was good they gave enough Information.
It was okay
It was perfect, does not need to be improved.
It's perfect!
Report #2
www.csun.edu/BuildingConnectionsForSuccess
page120
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Its all good no need to improve.
Its fine as it is
Its good :)
Just a little shorter and to the point. Overall really good.
Just a little too many "ums"
maybe have information written down on paper so students will be able to have it or maybe email sent.
Maybe more visuals, but overall a great presentation.
More differences on CSUs, Ucs, community colleges
More example
More examples
More information on tests such as the SAT and ACT and other exams we need. More information on applications.
more information on the actual application process
N/A
Need pictures/visuals
Need visual
Needs no improvement.
No improvement needed.
No improvements.
no it was a really good presentation
No it was good. They were enthusiastic and knew what they were talking about.
None, fantastic
Not really sure, missed some of the presentation
not using the word "ummm" a lot
Nothing
Nothing
Personally, I wouldn't change a thing. The ladies were great, very informative and friendly. Two thumbs up.
Presentation was very straight forward and easy to understand.
Presenters could be a little more enthusiastic, with more personal experience examples.
Some students need money for application fees maybe some info on ways to get money.
Speak more specifically about what exactly each type of financial aid program or type, gives a student
Talking about other majors and careers. To help students decide or give options on what they want to become.
Talking more about sports.
The presentation was very motivating. They seemed to be very excited.
The presentation be improved my life because this presentation is good.
The presentation can be improved by talking a little more about college life.
the presentation doesn't need improvement
The presentation overall was good and provided enough info about college
The presentation was fine as it was. No change required.
The presentation was good, so it does not need to improve.
The presentation was good. Although there was not much said about private universities.
the presentation was Great.
the presentation was great.
The presentation was informative and good
The presentation was perfect does not need to be improved.
The presentation was really informative and helpful for all of us. I wouldn't change anything.
The presenters were great, but maybe asking the students what are things stopping them from going to college, then giving them advise on how
to approach it.
There are no improvements needed
There is nothing to change. It was great.
There really isn't anything, the presentation was well.
They can say how much the cost is yearly.
They did a great job.
They need visuals!=D
They were great.
Very good.
Visuals would keep people's attention =)
Well done
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page121
 You can construct a power point with all the info.
FALL 2011 / SPRING 2012 SUGGESTIONS FOR IMPROVEMENT
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-__By talking louder
By telling us there name.
Couldn't be better
Did great
do more exercises to introduce financial needs & help
Does not need to be improved
everything is good!
Everything was good. Thanks.
Everything was great, no improvement needed.
Everything was perfect. But explain more things slowly. "talk to fast"
Forms about the diffent schools :)
Give more examples
good as is
Great!
have a PP presentation to make argument more valid.
I liked how you guys compared how much money one makes more adept.
I liked the presentation
I think it was very good.
I think the presentation was good!
I think they did really good. <3
It doesn't need to be improve
It doesn't need to be improved.
it is great how it is
It was a good presentation, my questions were answered.
It was actually really good and I can't think of a way to change it.
It was extremely helpful
It was good
It was good enough. Good job! :)
It was good no improvements
It was good overall. Nothing needs to change.
It was good the way it was.
It was good.
It was great
It was great!
It was interesting and doesn't need to be improved.
It was perfect :)
It was perfect.
It was really good
It was really good!
It was very good as it was.
It's not possible
Its good.
Keep being awesome!
more personal (1 on 1) feedback.
More presenters to share more than one persons experience.
more specific.
name some types of scholarships
Needs no improvement was great
No improvement needed
NO IMPROVEMENT NEEDED!
NO improvement needed.
Report #2
www.csun.edu/BuildingConnectionsForSuccess
page122
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No improvements
No improvements needed.
No improvements needed.
No improvements.
No need
No way
None
none
None everything was good!
Not really anything needs to be improved, it was very helpful.
Not sure
Nothing
Nothing at all.
nothing it was great
nothing. presenter was good
Offer visual aids or something like graphs or charts.
Perfect :)
Perfect very helpful
Perfect.
Show a few colleges as examples for types of colleges and how much it costs to dorm there
Snacks
Speaking louder. Visual aids would be nice, however I was into the presentation. Good job! :)
Start more conversations w/ students.
Statistics of monthly/yearly income for college grads.
talk more about the EOP program and the difference between the community college & a CSU or UC. And more visuals.
talk more about the majors your taking and some requirements
The presentation could use more personal experience about college life
The presentation doesn't have to be improved.
The presentation is good as it is.
The presentation needs no improvements.
The presentation was actually very helpful. I think that if they included more personal experiences would make it better.
The presentation was good.
The presentation was just fine.
The presentation was overall good. It provided me with programs and other services that could help me throughout college also with financial
needs
the presentation was perfect
The presentation was perfect, I don't think it needs to be improved.
The presenters seems friendly and were able to speak forward to all of us.
Their is no need for improvement, they give a lot of information.
There is no need for improvement
There is no need for improvement
There is no need for improving. The presentation was good as it was.
They could show brochures from colleges
They did a good job.
They explained it all.
They were great :D
Think it alight
Visual information
SPRING 2011 ADDITIONAL COMMENTS
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A little more professional please, try to flow your words without "umm"
Cow tipping… :) haha
Eye contact was great!
Good Job :)
Good Job :)
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page123
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Good Job :)!
good job =)
Good job.
Good Presentation!
How to get stayed with college.
I like your girl's attitude. You kept an ongoing speech, leaving us listening.
Informed very well.
It was very imformative
It was very informative. Learned a few new things.
Keep it up!
Make presentation earlier, most students already went through the process
Maybe, all they need is to be a little bit louder and idk more into it ?
Nah.
Nice Job
No
No, no more comments.
None
nope
nope
Nope.
Nope. Good Job! :)
Not really, no.
Talk to a class underclassmen because this is a senior class and a lot of the info you guys gave, it is too late to apply
Thank you :).
Thank you for taking the time to come and explain college into more detail. <3
Thank you for taking the time to talk to us :)
Thank you!
thanks
Thanks for coming to visit.
Thanks for the info
The presentation was very good. I liked how they showed different aspects of the college. All the pros and cons.
The presentation was very informative, thank you.
The presenters are clear and easy to understand and very informative.
There really informative!
They were friendly and approachable as well as clear on the subject.
Well thought out and organized presentation.
What does beeing obeise have to do with going to college?
FALL 2011 / SPRING 2012 ADDITIONAL COMMENTS
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100
:)"
:)
:)
:D
Did great <3 :D
Everything was good, I think 9th graders should get this advice to because they sometimes regret their bad grades.
Good presentation
Good presentation :)
Good presentation.
Great :)
great presentation. (:
I loved how the presenters talked about everything in details, helped me understand everything they talked about.
I would like to be called because I have alot of questions about the school.
It was a good presentation
It was great I really appreciate it
Report #2
www.csun.edu/BuildingConnectionsForSuccess
page124
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It was really good.
Keep doing what your doing
Makes me more interested
Nope got me thinking.
Perfect :) learned things that would be useful to me in my college journey.
really good & informative.
Satisfactory
Thank you (:
Thank you for your help. :)
Thank you!
Thanks :)
Thanks! :D
Thanks! You really did help. I might email you!
The presentation was very informative.
They did good.
They explained everything that we need it to know
They were cool! :D
They were very informative. :)
This presentation was helpful for me it got me thinking going to college.
Today I was inspired!!
very helpful
very informative
Very informative, really friendly
Well Done :)
Well done :)
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page125
APPENDIX 5: BENEFITS OF THE PEER MENTOR PROGRAM
SPRING 2011
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Advice.
Allowed me to interact with individuals other than classmates. Helped me work better as a team.
Although some professors can respond to your every need, it was good knowing that I had a mentor to help me out.
Any question you had she was quick to answer it or find the answer to it.
Available to answer questions and help me on my assignments.
Communication, advise, and feedback.
Easy to contact via text, email!
Everything.
Everything.
Gave advice.
Good for new people to CSUN.
Good resource to talk to and find out more about CSUN and their respective major.
Great person and willing to help others.
Having peer mentors helped me stay on track of my work.
Having someone a little less intimidating than a professor to go to for help.
Having someone I can turn to for help and questions.
He was really resourceful and easy to talk to.
Help with assignments.
Helped connect and engage in CSUN events.
Helped in not only this course, but was willing to help in others with resources.
Helped make sure we had activities done.
Helped me to stay on top of my work in order to get a good grade.
Helped with everything. Couldn't do it without Ashley.
Her advice was helpful as well as finding a physical therapist to interview and pushing me to look for a PT aid in order to see if that is really what
I want to do.
Her experiences helped were like a surge of motivation. Knowing my future as a kinesiology major and being made aware of the classes were
very beneficial.
How to work with different people.
I am new to CSUN and my peer mentor helped me find resources that I needed and that I might need. She also encouraged me to pursue my
dream and showed me that it is not an easy road but an achievable goal.
I believe everything was beneficial and helpful (one-on-one meeting, cultural event, etc.)
I didn't make time to get involved yet alone to find out about events on the campus but Jessica kept me informed.
I feel free to ask questions about my assignment to my peer mentor.
I found guidance when necessary, thank you for putting up with me.
I found the fact that she was available and always responsive made it easy to approach her and made me confortable.
I had some to talk to about resources on campus and outside of campus.
I had someone that I could talk to if I had a question.
I really liked the help they were able to give us.
I was informed about CSUN events and resources.
Informed me about the Blues Project. Answered all my questions. Supported all my ambitions and goals.
Informed you of events.
It helped me become more socially active at school. It was hard to put time in this course because I had a very hectic schedule and he was
willing to work around it.
It was beneficial because it was like having a teacher that I could always text when I needed help.
It was good to know I had someone to ask school related questions to at any time.
It was great to get together to experience "something fun and social at school."
Jamie helped us with class and transitioning to CSUN. She was a friend and a mentor.
Knowing more about CSUN.
Loving, caring, helpful.
My peer mentor was bilingual in more than one way. My mentor not only helped me with materials that pertained to this class but also helped
with other classes. Definitely very supportive! :)
My peer mentor was more so my friend who helped me so much this semester.
Report #2
www.csun.edu/BuildingConnectionsForSuccess
page126
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My peer mentor was supportive and engaging. She inspired me to keep motivated.
My peer mentor would send emails about what is going on at CSUN. Helped me connect with CSUN.
Nice to have them to go to.
Nicole was a great resource and really helped me succeed.
Provide info I wouldn't have known. Very resourceful, helped with course material.
She always kept a positive attitude. Very supportive. Gave excellent advice, and always treated all mentees equally.
She answered all the questions I had and showed me that it is important to be part of your school. She also gave me great resources.
She answered most of all my questions. Very supportive.
She helped me SO much with assignments, deadlines, advice, and much more! She was always there when I texted/emailed her. She's the best
mentor!
She helped me stay on track and be more determined.
She helped me with all my work for the class. Without her I would not be passing!
She helped us finish all our activities, which was vital to our grade in the class.
She helped when I had questions, personal and academic. Loved her!
She let us know what to take in terms of class. Helped me in completing the 3 activities.
She made herself available to help us out whenever we needed her.
She made me comfortable from day one, which is really hard for people to do.
She was a good resource and very encouraging.
She was a great resource.
She was able to answer all my questions.
She was always available to us.
She was always positive about what we wanted and what she wanted too.
She was always there no matter what time of day it was. Isaura was the (bleep)!
She was always there when I needed her help. She always replied to my message and text. She was there to turn to whenever I need so it
helped me in this course.
She was helpful and helped guide me throughout the semester! Overall great experience :) I advise this for all majors! Loved her as well!
She was just a great person overall! Love love love her!
She was there when I needed her. Always had an answer. Kept me on task.
She was very available/helpful.
She was very easy to contact and quick to respond to questions. She made me feel like someone cared about my CSUN experience.
She was very friendly and resourceful.
She was very helpful. She offered time to help get assignments done.
She was very kind and informative. She would always text me information that would help me and she would always answer my questions.
She was very resourceful.
She was wonderful, particularly on communicating, being available, responding to texts and e-mails, and being very helpful.
Someone close to talk to and ask questions.
That it was like communicating with the professor when I had any questions and I knew that I could trust her advice.
That the mentor kept all the students advised of events, and offered a lot of help. That we got to meet one on one talk about my major and
advised what classes to take for summer 11', fall 11' and spring 12'.
That we had the opportunity to interact with someone that is our own age and can provide useful information and resources for us.
That we were made available a specific person to connect with and ask questions.
The fact that the peer mentor was close to my age and was available to answer my questions.
The fact that they experienced all these courses before and could help students select which course to take or avoid.
The info she shared with me. And the perspective she gave me about my major. I came in knowing nothing, now I feel like that I have a good
view on things.
The information about my major provided from my peer mentor.
The information she was giving us.
The peer mentors helped to maintain involved in the class. They helped to get to know other students in this class. I wouldn't have known
otherwise. They gave advice and answered any questions we had.
The resources that he provided in order to gain experience in the field I was interested in.
The support of having someone to depend on when we get stuck on something.
They answered questions even if they didn't have to do with class material.
They forced us (or rather we were required) to go to events we don't normally attend, and they are actually really fun.
They had knowledge on the course I was going to take in the future. Was very helpful having them.
They help us to be on top of things but to not forget about other courses.
They helped learn more about the resources and was a very good listener and really easy to relate to.
They helped with class assignments as well as personal problems.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page127
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They helped you connect to the class by sponsoring activities.
They really showed me the CSUN “ropes.” Showed me things I didn't know were offered and helped me choose the right classes.
They tell you from experience what to expect from the major.
They were able to provide resources I wasn't aware of before.
They were available to answer questions and offered to help make important connections.
They were definitely helpful. The mentors helped us understand and learn about events on campus.
They were great at answering any questions.
They were helpful to ask any questions that I had and was able to answer any questions I had.
They were there if you had questions.
They were there when we need help.
They were there when you needed them the most and never hesitated to answer a call, text, or email.
They were very helpful and got us involved :)
To find out about KIN events.
To see that there is a light at the end of the tunnel and I will graduate
Told me all the classes I needed for major. Helped me schedule my semesters. Future events.
Unfortunately I had no help from my peer mentor. I believe it was due to a miscommunication with the emails. But I never got information from
her, despite her also knowing my phone number.
Very helpful with any questions I had.
Very knowledgeable about how to succeed as a student.
Was always willing to take time to answer questions.
Was available to answer questions. Very personable. Enjoyed the activities.
Was there to answer any question at nearly any time.
We went to activities that I would not have gone to, if it were not for the mentors.
What was the most beneficial about the mentors was that they were there when ever I needed information. When ever I had questions my
mentor was there to answer it.
When I had some questions, she was able to answer all of them. I speak and use English as second language, so she corrects my grammar and
helped me for success.
With their experience they are able to shine their light on students like me to a strong academic future.
Yes, she showed us plenty of different resources on campus.
FALL 2012 COLLEGES: HEALTH & HUMAN DEVELOPMENT, BUSINESS & ECONOMICS, SCIENCE & MATHEMATICS
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Tutoring Helped
Cristina helped with my study session I missed and took me to a campus event.
Easy to talk too and had a lot in common about carrer goals.
Give your advice in things, and tell your options you have or can do to achive something
He taught me more about the accountancy major and what it was generally about.
helped on what to take next semester's classes and overall helpful us
Her positive energy.
I found it beneficial that you always have someone there for you whenever you need help in school, finding resources or wanting advice.
I found that the fact they are also students going through the same thing we are going was wonderful.
I was able to get help and find out about different resources outside of school.
If I did not have the peer mentors, I feel that that would be a burden because my peer mentor, Margita, helped me sooo much: school, life,
everything. She just knew so much about everything and that was super beneficial.
Informative, nice, helpful.
It was beneficial because they were in the same spot as we are and they knew from experience on how we can be more successful.
It was casier to get involved with CSUN and great help with classes and tips to make my stay at CSUN much better
My peer mentor helped me ? An appointment with my advisor
My peer mentor knew so much about csun and about a good majority of the activities going on on campus. She also made time for me even if
she knew she didn't have a lot of it she made me feel specil.
Mypeer mentor was very helpful. Nicole was so supportive, I remember the first time I met her, she took me to the building of family consumer
cliences because I am interested in design and I did not know where the building was. She opened me to new things on campus.
Provided information sometimes
She always did everything to do her best & to help me find out something I needed help in.
She always helped me when I needed help
She helped me discover places or resources I wasn't aware of, like the American Marketing Association. She was also available to text If I had
any questions.
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She helped me understand how the school works and gave me lots of advice about how I should approach my future.
She was able to give me valuable information about kinesiology major.
She was always there whether or not I needed her. Just knowing that fact helped me get through this semester.
She was available at all times I nedeed help.
Taking us to cultural events like Art museum on campus.
That I can talk to her if I need to by e-mail, text, phone
That makes me as a student know more of what I should do.
That she would always be there for me academically.
The advice and resources they offered.
The benefit of having the peer mentors was having the better help when the professor was not available. Having confort and someone to relate
to. Also having someone to support you academically and emotionally.
The meetings and study sessions
The support and comunication
They are someone to talk to
They can answer questions students feel scared to ask the teacher
They could answer any question at any time. They builded an academic frienship between their students.
They help you with antthing and are easy to talk to.
They helped us pertainig to classes and majors.
They knew how to help by pointing you the right information
They talked about our interests and sat down with us to talk about it.
They tell their experiences, which later help us not to make the mistakes they did.
They were able to provide advice and suport for our future academic goals.
They were experienced and could answer most of my questions especially because they were associated with the same major as me.
They were experienced and gave us advice.
They were friendly and resourceful. Informed you about things.
They were great resources and helped make me fell like I was more connected on campus because I always had a friend to go to.
They were kind of a “big sister” to me, so I could go to them when I need help with anything.
They were one more person to talk to when I needed help
They were someone we were able to be confortable and ask questions. They helped a lot.
They were there for any questions on assignments or projects I had to complete
They were there to answer any question that we had
They were there to help when we needed them.
They were very helpful and supportive
What I found most beneficial about the peer mentors was how they were able to get us involved more and understand our major. They allowed
us to become familiar with our new lives at CSUN and make us a better student.
When ever I had a question about something on campus she would help me out. Also because they had the same major it was good because
we can ask them about the major.
When I had a problem figuring with an answer she answered my call and helped me get thraigh my obstacle. It was surprising.
Whenever ypu had questions you can always go to your peer mentor.
___ of the peer mentors was great. Because they told me where I could get took for my classes
Almost everything they aid was helpful. They always helped if we had questions and theu were just like everyone else.
Always there when I had questions.
Always there when you need them
Answered my questions.
As a first year student she made me feel at home and was a big part of why I connected with most students.
Basically having someone to talk about singular ____ as freshman in college and someone to help me through the semester
Being able to ask an experienced student who has completed several years questions about my major, or even where to locate different
resources.
Being able to ask questions.
Being able to have their suppoort for any situation.
Brittany is very smart and helped ____
Christina and I connected because she had taken a few ASL classes and I'm a deaf studies major.
Constantly reminded us of why we are here at csun and always look the ___ to listen and guide us
Easy to talk/communicate with Related to students greatly
Every question I had, she answered. Also, she gone me information about events that she coming up to help me be more involved.
Everything.
Everything. She was always there for me no matter what.
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Everything. Their emotional, mental and physical suport was amazing. Thank you!
Felt like a friend, I can talk to for help
First hand college student telling us what to do and what not to do in academics, very informative.
Gave a lot of advice and were helpful
Gave good information about different events on campus
Great resource was able to find out about several things the campus had to offer.
Guidance
Having a peer mentor did help with the class because she wanted me to pass. It was like a push.
Having someone to answer questions.
Having someone who already went through it all
Having their emails and cell phone numbers was very helpful for when I had any questions.
He always gave us different opportunities to complete our events. He was always there to help.
He gave me a lot of information about the accounting major.
He showed me a lot of opportunities to advance in the business field such as the _____
He was very knowledgable and easy to talk to. He was always ready to answer any questions on time.
Helped get more involved around campus. Available for questions about school work
Helped me feel connected to CSUN and motivate me to try harder.
Helped me with any problems or questions that i had
Helped so much.
Helped us in good way
Helped with the adjustment to college
Helpful resources
Her help with information, classes, and time management. It was great to have someone supporting me.
Hermine is so passionate about what she does. I love how approachable she is and although I am only a freshman, I feel as if she treats me as if
I was rhe same age as she.
I beneficial for the peer mentors because as freshman I had a lot of question about how to talk to professor, what happens if I miss a class,
however, they help me with every question. I had any they also helped me with some of my classes I was struggling with.
I could talk to an experienced CSUN student. I could get advice from someone who has been in my shoes.
I didn't, I thought It was a waste of time.
I felt comfortable and she was welcoming. Answered any question I had from in class to certain classes for my major.
I found having a peer mentor was a wonderful experience because they were also students with more knowledge about college. I was able to
rely on my peer mentor for any information regarding CSUN and I am extremely thankful for that.
I found her to be a role model. I hope to be as friendly and involved as she is with ibdividuals and with CSUN.
I found her very resourceful and approchable
I found it beneficial that they attended class so they knew what we were discussing that day. If later on we had a question, we could ask them
and they knew the material since they went to class. I also found the one on one meetings beneficial since we could confide in our mentor and
receive advice/help with different resources.
I found it to my benefit to get an insight of what college is like for others and how they can help me.
I found out more about the career center that I otherwise would not have.
I found that I could learn from her advice and I was able to have success in my class, thanks to my mentor from informing about all the resources
CSUN had.
I found their guidance and support in planning my future here at CSUN very valuable.
I found theur relatability beneficial. The sole fact that they are around our age, they more truthfully can understand and assist our situation.
I fund it was very beneficial, Blanca was always available, she was very helpful in helping me in a question academically, and with things like
being involved on campus activities. She gave me confidence, because I felt supported me
I got impact from a person who went through what I did. It was good experience to meet an upper classman
I got more involved and she answered questions that I had very clearly
I knew they were always there for me
I like the fact that they were someone I could relate to who have gone through some of the same experiences.
I like the second peer mentor a lot. She was really helpful if I ever needed anything. She would always say hi to me if I saw her around campus.
She was also very enthusiastic about being a mentor.
I liked that they could answer important questions, but were students like us
I was able to ask her questions (if I had only) by text or by email.
I was able to participate in CSUN events.
I wasn't clueless about most resources on campus.
If I had questions about an assigment or missed class mu peer mentor filled me in and caught me up
If you didn't feel comfortable asking the teacher something, you could ask them. They helped me get involved
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 Informed me about what I will encounter in my future classes at CSUN
 It is less intimidating talking to them than when talking to a professor
 It is very helpful to have someone within your major to talk to. For example I had a question about double majoring and planning out my courses,
they always there to answer.
 It made me feel like I wasn't completely lost, and that I always had someone there if I had a question.
 It motivated me to achieve my goals.
 It was a lot easier to connect to someone who has recently gone though what i'm going now
 It was beneficial to have a mentor that knew what the campus had to offer and knew information about my major.
 It was beneficial to have a peer mentor because it is a support that is there for you to be able to ask question about things not known, and was
avaiable through texts and emails to help.
 it was kind of like having a big sister who is successful they can give great advice while still giving that conforting vibe.
 It was nice to have someone other than the teachers to talk to, especially first semester. I loved my peer mentor!
 Joe did great by providing himself as a resource
 Knowing that she would be willing to help. Similar to the way a back plan gives security.
 Knowing there is always someone there for you really helped me get though problems in the 1st semester of college.
 Learned what future classes would be beneficial. Learned that there is a concert on Thursday near USU.
 Lots of resources, helped me a lot through academic and personal lives
 Me I found them to be beneficied because I talked to them about my major and they really give me good advice
 My mentor ? Me to do my work
 My mentor was extremely helpful and understanding. She taught me that it is okey that we are weak at something as long as we are happy.
 My mentor was very supportive and fun.
 My peer mentor set up study groups to help us pass our midterm in our CADV class
 My peer mentor was always there and willing to help me. She was positive and supportive and was able to answer any and all questions I had
for her.
 My peer mentor was always there to help.
 My peer mentor, Eva, was very persistent, helpful and approachable. A lot of the people in are group wern't really used to using email frequently,
so she always made sure she got through to us whether it was through email, texts or phone calls. She was also very easy to talk to.
 No comment.
 No matter how late at night it was she will still be available and helpful.
 Nothing
 Nothing in my case.
 Patrixia is a senior and the president of KMC so talking to her about being involve and all the academic things helped a lot. Haaring someones
experience really gave me a good feeling about my college experience at CSUN
 Peer mentors kept track of events and reminded us of things to do. They pushed us in a positive way to do the activities. They also kept the class
to be resposive and awake
 Peer mentors were beneficial because they were a support team for new freshmen experiencing their first semester in college. They helped
clarify any questions and always had a positive approach to everything.
 Provided information about events on campus, assigments due in class, helped create study groups to help one another complete assigments
 Rebecca helped me find resources, study, and answered questions I had. It was great to have her support in getting me more involved and
connected.
 Rebecca shares my major: Health administration. She was already been through everything. I will go through. I really believe that she was able
to help meunderstand college life and the obsticles i will face and how to find a solution for my problems
 She always has a smile and positive energy.
 She answered most of my question forwards my career goals.
 She could relate very much -Super positive
 She felt more like a friend rather that just a mentor. I really liked that!
 She gave me advice about my major and about classes and what I should expect.
 She had good advice through her own experiences pertaining to my degree goals
 She helped me decide which math class to take.
 She helped me get familiar with all the resources that CSUN was offering. I learned a lot of things I didn't know about.
 She helped me to connect to CSUN.
 She helped with being able to understand my presentation project
 She informed me about events relating to my major.
 She is responded fast though e-mailing. She was also my R.A for LLC kinesiology. She made things fun!
 She made extra time to meet outside of class during her time.
 She made me feel more at ease by being friendly.
 She made time to meet with me last minute to help me with assignments that were do.
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She really became my friend. I felt I could go to her and ask her anything about CSUN or graduating
She really kept me on track. If not for her consistency I probably would have missed a few thinhs that could hurt me in my academics.
She really tried her best to help me if I had an issue or question about anything.
She was able to give advice when needed.
She was also a student so she understood the preasure I was under as well.
She was always around when I needed her
She was always available and made me feel confortable.
She was always available through email or phone and helped with anything you needed.
She was always available through phone
She was always avaliable.
She was always glad to help. She was so nice, she made talking to her so easy.
She was always ready to answer any questions I had.
She was available outside of class.
She was available outside of class.
She was helpful and was there when needed. And was also a friend.
She was in the same major as me and gave me advice or what classes I should take for my major. Also I was able to ask question about certain
events on campus.
She was my biggest resource this year. Answered all of my questions and I thank her a lot for her help
She was not helpful to me at all and did not care about me.
She was really awesome, she talked to me like if she was my friend I knew from a long time.
She was someone who I could ask if U needed anything or had a question about something whenever I needed. Truly flexible around her
schedule and mine
She was there for me when I needed her. She always made me feel comfortable asking her questions and she was really cool
She was very helpful when I had questions about what classes I should take to get where I want. I understand my DPR now.
She was very supportive and always had the answer to my question. She Showed interest in my activities and helped me transition. Also she
helped me connect to CSUN.
she was very supportive and was involved with students , incluiding myself. She was also available whenerver I needed advice
She was very welcoming and very nice
Some of the advice she gave me at our first meeting.
Someone with similar experiences to talk to.
Support and encouragement
That she helped me went I was behind
That she was able to share with me all the different resources and some of her experiences here at CSUN
That she was always there when I needed help on something. She always responded to my questions
That she was always there when I needed help.
That they are students like I am, so they understand the things I go through. They were very helpful, flexible, reachable.
That they pushed me to not be shy!
That they were always accessable.
That they were available to help us students succeed.
That you could talk to them and ask questions involvingeverything at CSUN not just a specific class like you might w/ a teacher.
the advice given to me
The advice they gave about majors and etc.
The fact that we can talk to them about anything. And ask them questions. Everyone needs a little push and I can definitely say she was my push
The helped when we needed help, very supportive
The information that they provided
The knowledge they shared about other classes
The main beneficial thing about the peer mentors is that they instantly provide us with a new friend that is familiar to this new school.
The most beneficial part of having a peer mentor was the information they provided us about the university. There are many services I didn't
know about, however with my peer mentor I became aware.
The peer mentors helped me feel connected to CSUN. They also provided that extra support I neede to be academically succesful
The peer mentors like a helping hand, someone I kenw that could help me when ever I needed the help. They were supportive and
understanding and fun to be around.
The peer mentors were able provide me with advice and support when I need it. They told me about available resources at csun and would
always answer my questions.
the resources she provided and the advice she gave
Their availability and they're resourceful . She always made sure we ? Notified about our assigment deadline to get our events done.
Their experience and ability to help
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Their experience and advice.
Their support and a backbone when you don't have one.
There were always available and willing to help.
They answer the questions I had. They helped me feel confortable in a class and in campus.
They answered questions I had about resources, activities, requirements for my major.
They are there if you cannot get in touch with the professor
They are very helpful. Natalie was always there when I asked for help.
They cared a lot of about true students fufure
They experienced freshman year
They gave insight regarding what the campus had to offer
They gave us their contact information so we could always reach them if we had a question.
They good advice they gave me
They have gone through waht I am going through already, so they can give great advice
They have outgoing personalities and are great motivators. They showed that they care about our success here
They helped a lot when I missed information in class.
They helped everyone become involved with school events. They gave pro-tips on what could be done as an Accounting Major.
They helped me feel more connected with CSUN. I would have never gone to the events if it wasn't for them.
They helped me with all the questions I needed. They also informed me about the resources CSUN had.
They helped me with questions I had about my future in CSUN.
They knew what they were talking about since they had already experienced it. They all provided you with many resources that can help you.
They made sure we met with them. Gave me advice on what I should do on the long run. Overall a so great mentor. (USC social crak material)!
:)
They provided answers to all my questions and are available 24/7.
They provided me with helpful information on finance/accounting majors
They share tha same major as the majority of the class, allowing them to give personal advice ti students.
They told me all the events that were going to happen at CSUN.
They understood where students were coming from and give some advice on anything asked.
They were a text or email away whenevr I had questions to ask.
They were able to answer questions, give advice and attend CSUN events.
They were able to help me my first semester, by guiding me with resources.
They were always available for whatever I needed help or something, they were there to help.
They were always available to talk to and get help for
They were always there and helpful
they were always there for support. They reminded us about assignments and madre arrangements to help us
They were always there to help the students
They were always there to help. If I ever had questions I knew I could ask them
They were available for majority of questions and got back to me very fast, Overall supportive and encouraging for me to do well at CSUN.
They were available most of the time when needed and they provided help with practically everything.
They were available when I needed them
They were down to ____ very helpful, enthusiastic
They were older students who we could see had succeeded and they gave us advice on edlege and just supported us!
They were really helpful! I had questions they answered!
They were so helpful with everything! They helped find resources to better my Familiarity with the school.
They were supportive
They were supportive It felt like if you had always by your side to help you.
They were there for me at any time at the day
They were there whenever you needed them and when going to the professorwas intimidating or uncomfortable they were open, kind and
friendly.
They were very approachable and they were always there for us. I felt as if they were actually students in the classroom.
They were very helpful and were always there even outside school
They were very kind, supportiver, & flexible with my schedule
They werw well informed on what campus has to offer. My peer mentor looked pretty!
Very positive attitude
Very supportive and caring anytime. I talked to him
Was supportive and connected me to the university more.
Was very organized and was always there through email.
What I find beneficial about the peer mentors is the fact helped us improve our overall proformance and they were there for us.
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 What I found beneficial about the peer mentors was that they can help you in any way. They give good advice and resources.
 What I found beneficial was that they were able to answer any questions regarding accounting and CSUN life. They were also always available,
and helped us experience events on campus (it wasn't strictly academics).
 What I thought was beneficial about having a mentor was she was always available before, during after class.
 What was very beneficial about having a peer mentor was having someone with answers when needed also if needed help on paper or anything
they were there .
 When I needed help about my major, she was there to give me guidance and anwers all of my questions
 Whenever I had a question even about something tha had nothing to do with CSUN. She always helped me and answered my questions.
 Yes because they helped me with whatever I needed and gave me advice.
 you always had someone to rely on when you have questions or concerns about something
 You could talk to them about _____ stuff
FALL 2012 COLLEGE OF SOCIAL & BEHAVIORAL SCIENCES
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Someone to talk to if I had any question
Always there when needed
Ani was very helpful and she not only helped us in school, but also with our personal lives
Any questions I had I was able to ask her, I felt like a luxury
Connected because they were students just as and more important are students
Daniella was great, she helped me out in whatever I needed. Any questions I had, she answered when I emailed her, she responded back
quickly
Easy to talk to.
Everything she was a great mentor
Everything, she was a counselor towards me, guided me through steps academicaly
Get to hear more straight up answers to questions
Having her their to answer questions and talk to me. Felt connected with her because she could relate to what I feel now as a freshman. Gave
information about certain events that could help
Having someone to talk to was definitely a plus of having a peer mentor. At one point through the semester, I needed assistance to finding a
roommate and was very stressed about it but Daniella helped me out and asked frequently how the process of finding a roomate was going
Helped me search for jobs, gave me application advice. Gave me advice about future career, but also how to enjoy the time getting there here at
csun. Provided emotional support when I was des____ ober work. Helped me feel connected to csun.
Helped me understand how I could and I use resources at CSUN. Answered my question with good details
Helpful and approchable.
Helpful and very informative when I asked a question about something
Her emails were extremaly helpful because she save us an overal summary of what the events were. She made things really easy
I found it beneficial to have a peer mentor be there to talk whenever and kept us informed of special events.
I found it helpful now she can be approachable.
I found it very beneficial that Marisol was always there to talk even if she is busy. She also keeps reminding us of our assigments and help us if
we are in need of help.
I found it very beneficial that she was there to help me with the struggles in my classes. She knew alot about the resources and was able to
share with me her experiences as an undergraduate
I found that she help me a lot throughout this semester because I was able to talk to her about issues that I had in school and personally
I found the amount of information she had really beneficial, and the guidance she provided
I found the peer mentors helpful because they want the student to successful in college. Peer mentors, incluiding my academic mentor Ani, allow
answered questions of students
I had someone to talk to when I really needed it
I liked how she was so easy to talk to and I was able to reach her outside of class
I liked the fact that Larissa helped me with the sources that csun has on campus and everytime I would have 20 minutes to talk about anything
she would give me advice
I really loved the fact that our peer mentor wanted to stay involved in my life. She was helped me so much academically and is just a great
benefit to have her
I think that the beneficial part about a peer mentor was the feedback and support with issues or concerns about school. Our peer mentor knew
waht she was doing and it made we feel more comfortable
I think the most beneficial my mentor was that she provided counseling, to meet up with her and she asked now we are, she wanted talk now
about our problems to helps us find a motive in trying to fix it
I thought she informed me well on what I needed to do to succeed in college. She helped me keep a positive outlook
I was able to talk to her about anything
Report #2
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I was able to talk to someone that I know wouldn't go and tell others and that would make things get worse
I was able to talk to them about my problems or If I was struggling with a class
I was able to tell someone my personal life and get a good advise from someone responsible
If I had doubts about something, she was very helpful
if I needed to talk someone I could
If you had questions or showed interest towards something (i.e., estudy abroad) she'd email you information
In terms of help she very much answered questions I had
It feels good have someone which you can talk to and just relax
It was awesome having someone to talk to and have answers to some of my questions
It was benefitial to know someone who has already gone though the process
It was easier to release with them because they also had similar experiences. Audrey was very interested in the class and students __ and was
always trying to hep us
It was helpful to have someone to talks to. She also sent us very good information about resources, activites and events
It's beneficial to have them, especially as freshmans because they hear us out, help us out with any concerns that we have. Overall they are very
helpful
Knowing there is someone I can ask questions to.
Marcy had a lot of knowledge
Meeting with Ani was awesome because she easily offered helped and care to me, not even knowing who I am. It was comforting knowing I had
someone I can go to and who was more than willing to listen and help
My peer mentor really helped me with issues that I had and directed me to a place where I could get help
My peer mentor was like a friend and resource. She was understanding and always available to answer my question are might of had over the
process of our freshman experiences
Peer mentors introduce me to new activities on campus
Provided me with good advise on how to succeed in college
Provided someone to tell my academic problems to you and she gave me advice
Provided the students enough information of events on campus, and gave tips on how to be succesful in college
She actually listened to me and my needs and she gave great advice
She allowed me to became aware of useful resources and helped me stay on the right path, not just academically but socially as well
She always had an answer to questions we had and if she didn't know she would try to find out
She answered questions about the university that was unsure of, she answered questions about priority registration
She experienced the same things while here
she gave advice , inputs and feedback to personal and school related problems. She was a big help. It was nice being able to talk someone
She gave me great advice
She gave some good advice on my major because it was her's as well
She had a lot of resources for us if we needed help. She was also available for us at any time.
She had a minor in Sociology so we were able to relate, and gave me tips. She was very well informed.
She had all information for us and if she didn't she would try to get it
She helped every one including me a lot. She let me know that if I needed help with anything she was available
She helped explain things about my major and future choices
She helped me realize that I do have a positive outlook on life, which was very encouraging. It was nice to have someone to talk to, some one
who won't judge me. She helped me focus on my strengths instead of being strssed about my weaknesses.
She helped me to understand my career and what I really wanted to do with my major
She helped me with issues in school and home. She was easy to talk to and made me feel comfortable at such a big place, so helped me adapt
quicker
She helped us locate resources and encoraged us to achieve our goals
She is understanding and extremely helpful. If she didn't know an answer she would do her best to answer and would research for you
She knew about ambassadors and is trying to get in, which I am too. Have good advice and provided a class to raise my GPA which I need
She let us know she was always available
She made me feel that I needed any resources, she could point me in the right direction. She also made me feel that if i had something on mind
and I needed to talk to someone, I could call her and she would helpe me in any way she could
She was always a email away she was an extra tool. She was young and was a person one could relate to or easier to talk to. She had the
answers to any question. Even a person who provided advice
She was always open to to answering questions
She was always there if you needed a question answered or if you just needed someone to talk to
She was always there in the back of our minds making ___ we knew about all things going on in campus as was just there as a support___
She was always there to help me with any questions and concerns that I had
She was always there when I needed her assistants
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Report #2
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She was available to talk and ask advice for, she was helpful
She was great to talk to and hear. She gave me many advices on how to do better in the classes
She was helpful and interactive. Was very supportive
She was helpful and very understanding, she related to my personal issues
She was interested in my success not only in the classroom but in life. She offered many resources and ideas for support. She was kind
supportive and a great listener
She was prepared and had information of resources at hand
She was resourceful, and easy to talk to
She was so supportive of everything and anything I told her, I thought of her more as a friend than a mentor. She helped me realice so many
things that could have gone wrong. I believe she really helped me ___right path. Honestly without her I would have given up a long time ago
She was there for me when I needed her and provided me with resources
She was there to inform me about resourceful things such as the health center. She also listened to all my problems and gave me great advice
She was very easy to talk to made, me feel comfortable. Also informed me about CSUN and answered my questions when I needed
She was very helpful and nice.
Someone close to my age that was easy to talk to
Someone to help me with my questions
Someone to talk to when new @ csun
That I was able to know more about CSUN and what they offered here
That she was there to answer questions and she always brought useful things to our attention
That they answered all the question we had and were nice
That they were close to courage, and I could be late to many things
That whenever I had questions or conflicts, she suggested a solution or answer
The ability to talk about any academic or personal concerns I had. She helped make more driven and more focused. I believe it helped my
academic success more than it would have been without a peer mentor
The advice she provided and shared personal experiences as well
The benefits would be that she was there when I needed help. If i didn't know where something was or needed some guidance she was there
The helpful advice I got from it and understands me
The motivation they provided us made me feel good
The peer mentor helped me connect with the career and I now have an idea of what I want to. I also found that I know a lot more resourcees.
They answered any questions I had and if I was confused about anything she helped me clear it up
They are able to give you advice but because they have the experience to do so, and are supportive
They are another person that is very, very good for me to know and get to know.
They had good advice because they have experience and are knowledgable about the school. They helped answer my quick questions
They have a lot of information about the school and campus.
They helped clarify every thing and gave options on academic success
They helped me with getting involved on campus
They took the time to help with information/questions . Good guidance
They were able to help with any problem that we had
Understanding towards the class
Very convenient and easy to talk to. Open to any problems
we had someone who knew where everything was located at in csun and she answered all questions and doubts I had. She gives great advice
What I found beneficial about having Daniella is that I didn't even see her as a mentor. I saw her as a friend who just happens to know a lot about
the ___. The sessions with her made me feel real comfortable and it wasn't difficult taliking to her at all. she would also make conversation with
us in class while waiting for our professor and she'd ___next to different people every class
When I had questions she was there to answer them
When I needed advice or had a question she was there to help me.I felt comfortable around her and talking to her
When we had a concerned she would email you right away with sources where you can get help on campus
Report #2
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APPENDIX 6: SUGGESTIONS FOR IMPROVEMENT OF THE PEER MENTOR PROGRAM
FALL 2011
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Be present and in the classes more often.
Better perspective on outside activities.
Can't think of any negatives.
Can't, it was good.
Deciding which cultural activities we have to choose from earlier in the semester so we have more time to plan for it.
Expand to other courses.
Found everything helpful as it is.
Give more answers to questions.
Greatly organized.
Have mentor more confident with public speaking.
Have more opportunities to help together.
I don't know I am content with everything about my mentor.
I don't think there needs to be any improvement.
I don't think they can be improved because they work so hard.
I honestly don't think improvements need to be made all peer mentors were good in general.
I think having more opportunities to be with our peer mentors and groups can make it more enjoyable.
I think it was great.
I think less people in the peer mentor groups so it's easier to connect with your peer mentor or more peer mentors.
I think maybe a more clear understanding of what we will be doing with our peer mentor would be helpful because I was confused as to why we
had to go to activities in the beginning.
I think she was great. Easy to get along with and was never scared to ask her anything.
I think that the program should have more activities as a group so they would form friendships. Overall the program and mentors were great.
I think there should be more activities with your mentor because they were very helpful and fun.
I think they all did a great job, don't know how they could improve.
I think they did a great job!
Informing mentees of activities.
It can be improved if they have training from Isaura :)
It's a solid program as is.
Keep it up! I am glad that there are peer mentors who are there for the students!
Maintain constant communication.
Make certain activities mandatory, plan and organize more group activities.
Make more event plans.
Make the peer mentors more involved throughout the class rather than just a few activities.
Make the sessions more towards graduation rather than events, other than learning about CSUN arts and athletics. I couldn't see how it related
to course work.
Maybe be a little more clear in the activities.
Maybe be required for us to help them also! We're all in college and can help each other! :)
Maybe get together more often, whether it be a study session or simply just to meet up and talk or work.
Maybe give her mentees more recommendations. Like courses she thought were helpful, etc.
Maybe only allow seniors that can share helpful experience.
Maybe with meetings with our individual groups.
Meet with them more in class or provide more opportunities to work together.
Meet with them more often to ask questions.
Meeting with them more often.
More academic activities, workshops!
More activities with peer mentors.
More activities with peer mentors. More help on major assignments.
More activities!
More activities!
More activities! Only saying this because it was extremely fun and cooperative.
More activities.
www.csun.edu/BuildingConnectionsForSuccess
Report #2
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More activities.
More activities.
More events planned.
More group activities would be cool. I was thankful that my group was pretty close.
More group activities, get to know the whole group better.
More involvement with the class.
More one on one activities.
More outside activities, they were awesome! My peer mentor was amazing, very friendly and smart.
More peer mentors in other departments.
Motivation of the students. Make sure they will follow through with events. Be a little happier.
My peer mentor was very helpful, so she doesn't need improvement :)
None.
None.
Not quite sure. It was a good experience.
Nothing more. They're all great. They work hard enough in addition to school.
Nothing she was great.
Nothing! They were perfect!
Perhaps have a one on one during class time to just ask any questions we might have about KIN, PT, CSUN, etc.
Perhaps have more required activities.
Seeing them more often. I feel like I only met when we had to 1-3 times. More hands-on activities would help create real connections and a more
memorable experience.
She is wonderful, very cheerful. Wouldn't change a thing, more one on ones.
She needs no improvement, she was an excellent mentor.
She was perfect.
She was pretty much good to go.
Smaller groups.
Some of the activities seemed somewhat chaotic (the way they were scheduled).
The peer mentor did great this semester.
The peer mentors should have more time with their mentees.
There could be more activities arranged.
There really isn't anything that I would suggest to improve. :)
They could talk to us more, even more than school related stuff.
They should have a list of things that happen or are available for students on campus and share that (USU free printing, medical care, etc.)
They were fine this year.
They were great.
Time is hard for people they should try to understand that.
To be more of a friend. Be supportive. More approachable.
To have more activities, like the carnival, etc.
To keep doing what she's doing.
Try to create more outside group events, so students get more involved.
Try to reach out to mentees more.
FALL 2011 COLLEGES: HEALTH & HUMAN DEVELOPMENT, BUSINESS & ECONOMICS, SCIENCE & MATHEMATICS
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Ability to adjust to student (maybe?)
Allow more time in the class for the peer mentors to do their activities.
Although we were able to contact them, there should have been more events to attend.
Always be welcoming and helpful
As far as improvement I don't see anything lacking, howeverif there must be I say arganization can be better.
As long as the mentors are as great as Rebecca they wont need improvements
Ask Isaura! She was the greatest mentor.
Ask students what events they may want the peer mentors to take them too.
Be a little more involved. We just talked
Be a little more talkful
Be more academic supportive.
Be more hards on with students, make sure everyone is on top of their work more.
Report #2
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page138
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be more involved
Be more involved
Be more involved, active
Be on time , she tended to be a littke lafe for study sessions, but we always stayed later.
Be there a little more often!
be____
Being more interactive with the students.
Bihn was a extremely helpful mentor already. No need to be improved on __
By following the example of this years.
By helping students all around.
By making the meetings on a day where everyone has school that same day.
By trying to get everyone together in the events/activities.
Check in with the students progress every now and then
Connect/talk to the students more. Grat to know them.
Contacting the mentors more often would be beneficial towards communication.
Continue doing what you did this year and have a few more group study sessions. (They were very helpful).
Continue her positive attitude towards mentee. I really have nothing bad to say about her. I had an amazing learning experience with my mentor.
Could possibly help with course material more
Create more activities of their mentees
Decline to state
Do a session in class to avoid problems concerning time.
Do not overload the students with requered activities.
Eva could be more friendly, more involved, etc.
Everything with the peer mentors seemed perfect
Find ways to work around the students schedule? Other that that, I through both the mentor did a really good job this semester
Get a little more involved. Other than that they work great.
Get more involved
Give a little bit more space for students not to be babied.
Give advice on class row so see if your carrer choice was the rightone for you.
Give more advise on what courses to take.
Give us more time with them and have them introduce us to more people than they already did.
Good as is.
happier. Sometimes I felt she was unhappy to be in this class
Have more confidence, because she was a little shy, but overall a great mentor!
Have more group meetings & activities.
Have more mentors.
Have more one on meetings
Have more opportunitties for group activities
Have specific resources to show us on specific days to stay more organized.
Having more activities.
Help on keeping on.
Help students understand requirements for students majors.
Help with deciding our majors and helping us figure out the requierements we need for our major
Help with the future classes (give advice)
Honestly not much. It was a great experience and they did a wonderful job.
I began writing what I thought they could improve on, but I realized I have no complaints. They did an amazing job at mentoring.
I believe my mentor did a great job
I did not find any flaws, Thus they should be as helpful as Veanet was.
I do not see how they can improve anymore.
I do not think they can improve more than what they are now, They are great.
I don't feel that they need to improve.
I don't feel they can be improved if the peer mentors are as good next year as they were this year there will be no problem.
I don't have any
I don't know
I don't know.
I don't see how it could get better than this.
I don't see how they could be any better then they were
www.csun.edu/BuildingConnectionsForSuccess
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page139
 I feel like they've done all that they can
 I felt that our peer mentors were a little shy and quiet it could really help if they were more outgoing and talkative. If they are out going I think the
mentees might approach them more.
 I guess there is always room for improvement but I think Patrixia did great and I have no improvement suggestions.
 I honestly do not think there needs to be improvement.
 I liked everything she did!
 I personally think they were fine as is.
 I think having more one on one meetings with their mentee can help their students with any questions they have.
 I think it has very good to tave them, but maybe if it were more times they were in class that could help. But overall I liked that I could contact
them
 I think it was fine just they way it was
 I Think it would be great if they spent more time discussing the major and answering questions in class.
 I think maybe communication should be improved since I heard not many mentees were keeping in touch with their mentors.
 I think maybe have more than 3 activities to do.
 I think Patricia was great. She should just continue to be herself
 I think she has everything set.
 I think that doesn’t need to improve in any way. Maybe figure better study session schedules.
 I think that peer mentors shouldn't quit halfway through the semester.
 I think that since the peer mentors have the same majors, it is very helpful to the mentors.
 I think that so far it is fine.
 I think that the peer mentors don't need improve next week because they are good how they are rigth now.
 I think the peer mentors are already perfect to perfect will be to make robotic and unessesary.
 I think the peer mentors are great how they are right now.
 I think the peer mentors did a great job this year. One thing to improve would probably more events because those are a fun experience to have
with the mentors and peers.
 I think they are already great.
 I think they are doing fine now. They could probably get to know the students better, but I don't have as many suggestions.
 I think they are fine just how they are.
 I think they are fine the way they are because they are very helpful
 I think they could have more opportunities to get to know them on a personal level.
 I think they did a good job. Keep it up!
 I think they did such a great job that next years mentor should follow their examples.
 I think they should have like a SI lab so we can feel more connected
 I think they were good this year, not and changes to be made
 I think they were very helpful.I don't think there should be any extra improvements.
 I think we were a little distant so I would hope they would become friends with their mentees – find stuff in common to talk about.
 I thought Patrixia was great. She was very organized and kind.
 I thought she did perfect
 I would maybe sugess having more activities. Be ???
 I would not change a thing everything was great.
 I would say more meetings.
 I would say nothing because they are perfect.
 I would suggest more events planned out to do together in the way there is more interaction.
 I wouldn't change anything.
 I'm not sure I like Cristina, because she was on top of the students when things needed to get done.
 In my opinion, I think that they are great overall. I don't know what they could improve on, they did a great job.
 Isaura is very helpful the way she is.
 It felt like they wanted us to get to know the campus more and that was why they were here. To me that's not a peer mentor.
 It shouldn't be a requirement to do things with them or meet with them. *
 Just continue on what they do
 Just keep doing what they are doing.
 Learning more about advice they could give to the students on their majors.
 Make more of a connection so the mentees trust the mentor.
 Make sure that whoever you pick doesn't have to much on their plate and is respectful to the students.
 Make them have more of a connection with students, more activities, etc.
 Maybe by showing us how their career choices affect them/ what they must do to succeed.
 Maybe do more activities to get know each other more.
Report #2
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Maybe give a syllables of what she/he is offering and the dayss of activities.
maybe have involvment activities
Maybe have more CSUN events, like attending them with their mentees.
Maybe have more peer mentor activities so everyone can become a bit closer within the mentors themselves & mentors.
Maybe have more than 1 mentor per student.
Maybe have them come to class more.
Maybe having a ove on lunchtime or dates, But not as a relationship date but a friendly date.
Maybe it seen more frequently it would better
Maybe letting the peer mentors have a little more control on waht goes on in the classroom
Maybe make more activities to help the mentees even more.
maybe meet one on one more.
Maybe more events with them
Maybe we can get together more.
More Activities
More activities :) You guys are awesome.
More activities as a whole group
more activities with the students.
More confidence!!
more events
More events. More events create long lasting memories and bonds that last forever.
More exciting, more spontanous in order to get students even more connected to CSUN
More flexability with the required events.
More fun activities outside of class.
More in class activities to fot schedule since outside activities interfered in work
More involved,
More ont of class activities to explore the campus
More participation I guess.
More peer mentors
More personal interactions
more students opinion or which places to go as a group. Nothing really
More time spent with students
more time to spend on CSUN resource.
More time with students
motivate more students to participate in events
My mentor was great, I don't know how she could have been better.
My peer mentors were already great
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Need no improvement, already great.
Needs to be more resposive, getting us, as students involved, showing us around to different activities and events. Also, being more available
and not just during classtime
no comment
No comment.
No comments.
No complaints.
No improvement needed.
none
Not at all, it's my first mentor.
Not much they can really do
Not sure.
Nothing needs to improve.
Nothing they are very helpfull
Nothing to improve, just keep in contact.
www.csun.edu/BuildingConnectionsForSuccess
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Nothing, they were great.
Nothing.
Nothing.
Nothing. I adored my mentor she was fantastic.
Nothing. Margita was amazing!
offer more group activities
Organize time a little bit better.
Overall the oeer mentors are very suppotive but they can be more helpful by finding more helpful resources.
perfect as is
Plan and plan to get together ___
Possibly have more interactive activities.
Possibly more group activities that take place outside of class
Probably to ___checking on us students to ____ we are doing because some are ___ to say something
Require more time to connect or obtain resources from pee mentors.
Seems pretty perfect to me
She doesn't need to improve!
She was a good mentor to me made have more _____ like have dinner together
She was great, no change needed
She was great, no improvement
She was great.
She was perfect. Probably meeting up a couple more times with the whole group.
She was really good, no improvements.
Spend more time with the mentors.
stay the same
Stop making excuse everytime we have an event to go to and show up on time.
Stranger listeners and reach out with a smile.
That a tough one because it was by far over-rated.
The mentors can do little to improve
The peer mentor I got was great. I don't think of anything they should improve on. They should maybe interact more in class. I think they were
very helpful overall.
The peer mentor should be a bit more involved with the students
The peer mentor were extremely great.
The peer mentors are perfect the way they are now there is no need for change what so ever.
The peer mentors should be less shy! Other than that the peer mentors are great!
There could me more group outings: Maybe more ways to interact with one another.
There is nothing to improve. I believe she awesome already
They are already awesome. They were bale to bond with the kids. At lost me.
They are already good they just have to keep doing what they are doing and they are going to be good mentors.
They are already helpful
They are also be stressing on school but overall be involved with students more?
They are fine just the way they are.
They are great!
They can attend class for both days instead of just one.
They can have more group events and study groups
They can improve by adding more things on potential majors.
They can improve in iintroducing you to different people in the college of business.
They can't, they are great!
They could say more during class.
They did a very good job this year, I don't feel they need improvement.
They did enough and as much as they could. They can't be here 24/7 to help since they have their own classes.
They did fine in view, the mentees are the ones that might need to improve.
They get to participate more in the class
They should be our mentors for the four years we stay at csun. *
They should have more study groups.
They should just continue to do what they did this semester and they'll be great.
They were a bit ____ the first week, but after that, awesome
They were awesome!
Report #2
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page142
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They were great I don't know what to say because the mentors we had were really helpful.
They were great, I can't think of improvements.
They were great, maybe just have more activities
They were perfect
They were really good this year. I don't think they need to improve .
They're fine the way they are.
Threre is not much I could say that could improve from this years peer mentor system
To be honest, she was really great and does very well
To be more accurate when it come to meeting at places.
To be more involved with students
To be on time.
To cannot get any better __ it already is
Try to fit arround our schedules.
Try to show up more to the actual class. Even more so than usual
Use or explain to us more about the binders.
Valerie was responisive to all my questions about the activities I had to complete until the 3rd one. She seemed upset that I was not able to stay
throughout the 3rd activity. She also did not respond to an email I sent about an activity and I was not able to complete it.
 We should meet with them more.
 Yes, there should be mor of academic activities than social about the accounting major so freshmen can know mor about their degree of study.
FALL 2011 COLLEGE OF SOCIAL & BEHAVIORAL SCIENCES
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Actually nothing really there amazing
All be like Ani
Be more interactive/involved with the students
Be more involved in class
Be more involved with class activities
Be more involved with the class
be more involved with the students
Be more part of the classroom, for example see more of them inside and not after class
Better scheduling for more time with them
Create activities that will make us all participate.
Do more activities with them.
Fine as it is
Get more involved in class material not be there jsut for advice
Get the mentors to have like a lecture day instead of the professor.
Have her teach at least on class to be able to get know her more
Have more activities
Having more meetings with them might help
Having more mentors like her. Not to judge others by the mistakes they did
Honestly my mentor was great and I couldn't find a way to improve her
I don't know because overall my mentor was good
I don't know how
I don't know I think she is pretty good as she is
I don't see what else they can do because they already are doing what they can if not more
I don't think there isn't to be improve just have more mentors like Daniela __care
I feel my peer mentor was great and no need for improvement. She was great
I feel she does not need to improve. Because she was very supportive and knowledgeable about resources available on campus as well ___
I think Audrey was a great mentor
I think Daniela was very good. No need for improvement
I think everything is fine
I think it was awesome this year. Marisol did an amazing job.
I think that Maray did a fantastic job this semester. I believe she did everything she was asked to do and more. If anything, she should just have
more practice and more opportunities. She is just fabolous
 I think that my mentor did just fine ____ don't need to improve
 I think that the peer mentors can be improved by having more sessions with the students
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I think that the peer mentors should have more presentations, if possible (as opposed to just one)
I think that they do a good job
I think they are fine the way they are
I think they are great already. God bless my mentor
I think they should be put into lessons ___ more and given more time to talk in class and be involved
I think they should meet with each student at least 3 or 4 times in the semester
I thought my peer mentor didn't need any change so I don't think there is need for improvement. It all depends on what type of peer mentor they
are, an I get and excellent peer mentor
I would say a little bit more of one on one time
I'm not sure
IDK
If they are willing to work even outside of class like Audrey.
Interact more with class/students
It's great as it is
Job well done, and do not see anything that needs to be fixed
Make them all like Marisol.
Marci was great, I don't think she needs improvement
Marisol was great, I don't think there really anything she could improve on
Maybe be more involved with the class
Maybe do more activities with the students as a group
Maybe have more appointments with our mentors
Maybe if they were more involved in class for example if once a week the mentor took over class and worked with us
Maybe meet up for more days or times a semester
Maybe more meeting with them or interactive things
Maybe peer mentor should ask students more about how they are doing in classes and help with that
Maybe they can come up with events to feel more like a friend than just like a mentor
Maybe they can tell us the requirements for our major.
More approachable
More interaction with the students
More knowledge on athletics
More meetings, time
More mentors. They are awesome
More one on one interactions
More required meetings. They are very useful
More sessions
More student meeting.
More time to meet with them
N/A
No improvement needed
No to my knowledge
Nothing
Nothing I can think of
Nothing she was great
Nothing, she is a wonderful mentor
One idea would be to maybe offer two mentors for class to leave more time for meetings that are very useful
Peer mentors are good as is
Peer mentors could improve by getting to know the student before the semester begins
Perhaps, two mentors to better utilize their assests to take full advantage of them
Personally, I think Marcy is already great as she is
Probably be more involved in class
She could be allowed to participate more in the lessons throughout the semester
She did everything right, nothing to improve.
She was a good mentor and gave me a lot of information she was better then I thought she would be.
She was excellent
She was great, nothing I would say
She was great.
She was perfect, had no __ maybe the amount of necessary meetings could increase
Report #2
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page144
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Some mentors seemed unaware of their students were doing well as a student. Overall this peer mentor approach proved to a success for me
Staying involved
Take time to visit more resources on campus
Talk more about majors and give advice waht courses to take
Telling us more about jobs and having a chance to teach the class based on what they think was helpful to them
The peer mentor could be improved by scheduling more afternoon times with students. I understand that time meetings are set up by peer
mentors availability but sometimes it is difficult for both student and mentor to meet up
The peer mentor could be just to way Ani was, nice, helpful, understanding, great listener, and open about something
The peer mentors are already helpful
The peer mentors should be more involved in the overall course.
Them are great just the way they are
They can be improved by having more informations on major
They can continue to do the same things they did this year.
They can improved by having more one on one time with students
They can take the step towards knowing the individual student a little better
They could have a better time _____
They could just ask students to get involved at the school a little more.
They should be more involved and get to know the students more, so that they can understand the students more
They were fine
Think the peer mentor had everything on point. She always provided any answers
To be more involved with students as for as providing guidance
To keep up with their positive attitude they project
Try to be a bit more interactive with the students
Well I honestly do not know because I believe Marcy was a great mentor
Well with Audrey she was great so I don't know how else she could be better
Why change what isn't broken?
www.csun.edu/BuildingConnectionsForSuccess
Report #2
page145
APPENDIX 7: BUILDING CONNECTIONS FOR SUCCESS BINDER
COLLEGES: HEALTH & HUMAN DEVELOPMENT, BUSINESS & ECONOMICS, SCIENCE & MATHEMATICS
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___ to it to recomend with my strength and ___ for my relative future careers.
A futured-oriented student with goals and aspirations
As a resource for school.
As a way of connecting to all my classes and finding wasys to be successful in them
As an aid to help me build connectors to what I want to do in my future
As I complete the requirements on the binder, I fivit out and whit for the next instructors.
Basically, just using strategies and tips to help better my decisions on choosing my career.
Becoming more organized.
Being able to look back at the contents for reference or ideas.
Building connections for success has help me improve my skills in many ways. I have learned at the type of careers there are and also about
fanancial aid.
Building time management and organization skills.
By keeping me organized
By putting my classes for the semester and being organized.
By using the resources and tips provided to help me better plan my success.
Create path toward my major and career for that major
Decline to state
Definetly, I will use it until I graduate.
Did not really use it
Didn't use it
do see myself using it a lot. Maybe once or twice
Figuring onto what exactly you want to do
filling it in so I can know my path towards my career
Focus on my goals
For future assigments
For keeping thhings organized.
For my future career choices
For when I needed some help.
Getting involved, runnging with CSUN truck team.
Guidance for a career? Suggestions?
Hardly to use the ___
Haven't used it that much.
Hel me to organize fo the future school years
Help me be able to plan my goals for graduating college and for my career.
Help me find a career I would like. Help me decide a major.
Help me guide myself through college.
Helping on the path for careers and my options for my future.
Honestly, probably won't be using it.
I am not sure
I am not sure, I have not really looked at it.
I can be able to understand what I want to do in the future and how I can get there.
I can look at it to see what is in it and fill out the paper to help me have a better direction of my future.
I can plan out my goals and use it to keep me focused about what I want to do.
I can use it for next semester (spring semester) and sophomore year in order to guide me in my path to success.
I can use it on my every day life.
I can use it to help me in carrying my school material.
I can use it to keep my important papers. All pepers involving finanacial aid, scholarships, schedules, different school resourcesand reciepts.
I can use it to reach my career and life goals
I can use the building to help me stay focused in school+ prepare me for interviews.
I can use this binder in the future when thinking about what has to be done
I could see myself succesful in the future
Report #2
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page146
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I could use it for keeping books and notes for other class.
I could use it incase i forget about the number of a place where I can go for help
I could use it to help my career in the future.
I definetly use it for references. When I forgot a certain reference I look through it and find my answer. I am watting until I get a class that has a
lot of paperwork to carry arround in that way I can make good use of the folder.
I did not recieve a binder
I didn't use it all and I don't see myself using it.
I didn't use it.
I do nnot see myself using the binder.
I do not
I don't
I don't
I don't know
I don't know because I probably looked at it once and I don't really see the point
I don't know tasks and goals I have to complete so I will start there
I don't know.
I don't really look at the binder too often.
I don't really see myself using it.
I don't really use it that much ? Focusing on homework and classes.
I don't remember whichone this was
I don't see myself using it.
I don't see myself using the binder
I don't see use of it.
I don't think I will use it
I don't.
I don't.
I don't. It does not seem to provide me with any real help.
I doubt I will use it too often
I hardly ever used it.
I have no idea right now
I have not used it because, we can already had people from all over campus come and talk to us. The career center and the Klotz center.
I have used it few times but it can benefit others.
I honestly did not see the point in it
I know what I have to do in order to succeed
I mostly dident. Eve plannerhelp a lot.
I never use it
I personally would no use it much, maybe I will just look through and determine what can be helpful to me
I rea through it and checked out the resources listed in it.
I realliy used the planner, and I inserted my reading notes in there. It was a good organizer and had useful information on the tabs in the
beginning.
I see it to help successfully choose my major and be successful.
I see my using the Building Connections for success binder whenever I want to accomplish and when I need to plan certain academic/major
plans.
I see my-self using the Buildingconnections for success binder for organization of my career.
I see myself answeeing the questions to help me make sure that what I want to be my career is the right fit for me
I see myself become a better student and know myself much better.
I see myself looking at it when I am about to start interviewing and planning for my life long career.
I see myself planning my success and my future in the binden
I see myself using it for imputing helpful resources
I see myself using it when I am feeling like I have no other resource to go for.
I see myself using it when I really need to or if maybe I want to go through it and see if I find an answer I might be looking for.
I see myself using the binder as a guide toward graduation.
I see myself using the binder to help me in anything that I need. I know where to go for help.
I see myself using the binder when I need answers to something about the school or about majors
I see myself using the Building Connections for success binder for future questions that I have.
I see myself using the Building Connections for success to organize my remaining college career.
I see that I will be able to use it and know a lot of resouces
www.csun.edu/BuildingConnectionsForSuccess
Report #2
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I think it's allowed me to realize certain skills that I now hope to build on and use them to my advantage.
I use the activities in the binder to see if what I am doing accademically is rightl.
I use the binder to hold on my past assigments and notes for future refference.
I use the binder to store all my previously graded assignments and for handouts that were given during class.
I used it during the career center visit and also to help me figure out what I want to do with my degree
I used it to organize and divide my classes. It was very helpful.
I was never able to use it because of other school work
I will plan out my career plan carefully.
I will use it a bit
I will use this advice. I would ___ to try to help me with my future
I'm not sure
I'm not sure I will use it in the future I would have to look and see.
I'm not sure, maybe for my career goal.
I'm supposed to meet with the professors during office hours. Become friends with my mentors/eop department.
I've only used it once so I can not say much about it. However I will say that there are better alternativesin terms of resources.
Idon't really know what binder is about and wish it was explained better in class.
If I have trouble figuring out my interests and carreers.
It can help me plan out my classes for college.
It had helpful worksheets and a planner.
It has plenty of resources that I could use to help me in the future.
It has some information we can use, and with it we had the chance to learn more about ourselfs, like our strengths.
It helped me have more of an understanding of what I want to do in my fufure
It helps me set my goals on paper, which makes me see it clearly.
It helps to make a plan of the future and bild a career.
It will help me decide on my major. It will answer all of the questions I may6 have later on
It will help me keep track and stay focused on my goals
It's a very good way of keeping track of your goals towards your career of choice.
It's quite helpful. I really liked the complementary folder and the steps inside
Its really good, It helped me get a better Idea about the major I want to study.
Just noting down my strenghts and weaknesses
Looking at it for resources
Looking at where I am and where I can be at the future.
Managing my time and taking proper steps
Maybe once in a while
Maybe to look at certain resources on campus.
Maybe to put papers in.
No at all
Nor sure
Not as much as I should
Not often.
Not really
Not sure
Not sure
Not sure what this is.
Not very much, I think there should be regular assigments in the binder for the mentees to do.
Organizing my thoughts on where to go in life
Plan my academic success to keep track of my stuff
Planning out a successful tutor
Planning out my career choices.
Planning things out, and going by what I planned, unless something prevents me from doing so.
Probably not using it.
Probably using as a guild to help me pick but a career or find out my career interest.
Putting notes, homework, using it as a regular binder to store my semesters work.
Really good because I learned on what are my skills.
Since I had my own Binder, I didn't really use the bulding connections binder. But I did use it
Sometime
Sometimes, when needed.
Report #2
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page148
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Storing all the notes & work I have for classes & organizing myself w/ the use of the binder.
The binder helped me think about the career I want to employ it, therefore, I would use it as a guidance for a career.
The binder will help me plan my college years. I like how we can fill it out as the semester pass.
The building connections for success binder helped me on finding my strengths.
To become more organized and to plan ahead
To find important iinformation on becoming a better individual.
To find information on free printing, tutoring labs, and location of certain offices.
To help me out in the future with jobs or interests that I might have.
To help me with my career goals
To help organize my career plus work, hel get goals
To hold all my belongings
To know what interest me and will consider
To learn about being a first year
To look at the path for my career and how to build on my Strengths.
To organize my career plans and thoughts.
To organize my ideas for my future plans at CSUN.
To organize myself and stay on task
To see What interests me and what I am passionate about
To see where I ___ in my career goals
To seek basic answers with the information given
To use resources from it I would probably use more often.
To write down potential majors that interest me. The binder should have been a smaller size, I felt like it was too big so I could not use it as
effectively.
Using it as a resource to become more clear of what I want in my future.
Using it how it was given to me .
Using it to keep specially important notes related to my major.
Using to find information I will need.
Utilizing the material in the binder about resources on my campus!
Well I hardly use it, to be honest!
When I need guidance of my career options.
When I need help finding the sched resources
When I plan for classes down the rood or even for when I get my forst good job.
When usuing the binder it makes things way much easier, they 're less complicated.
Yes
Yes
COLLEGE OF SOCIAL & BEHAVIORAL SCIENCES
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As a guideline to stay organized in my overall academic ventures
Asa Binder and as a reference if I need to contact someone
Doing the exercises so I could become familiar with my skills
Find out ways in which I could succeed and be involved
Finding out what career I want to follow
For information
For my career goals and to remember my interest
For the career center
For when I'm planning my career and what steps I need to take
Getting more familiar with my career options/majors
Going over it for my major
Help on things that I have no information about.
Hep me now what resources or remind myself what CSUN can do for me
Honestly, I use it to hold other papers I probably will not use it in another way
I am still not sure what it contains but I will look at it and will plan to use any useful information.
I can always go back to the important information. In the binder to help me with any future questions that this binder might have answers to
I can see myself using it to make sure I'm on track academically
I could use it but I rather not. Too big and also I already have a smaller folder that I made to use
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I could use it to get more information about CSUN and the resources available to me
I currently use to put all the papers I receive either by mail or email and I store them there just incase I will need future reference
I didn't use it. I mean we used it once or twice but it didn't really help me
I do not really use it
I don't actually see myself using it because it's not my preferece to use such note books or binder to help me
I don't know
I don't plan on it
I don't really see myself using the binder
I don't really use it, It's too big to lug around so it stays on my desk.
I don't see myself using it
I don't see myself using this book.
I don't think it was of much use, the career center sessions were helpful enough.
I don't use the Building Connections for succes binder at all.
I found it useful because it has a lot of information and you are able to organize yourself
I may look at it from time to time
I never used it
I plan to go back to the binder and fill it up as much as I can, and continue to go to the career center.
I really did not use it so often because I felt like I did not really need it. A lot was covered in the course
I really don't know since I only used it once and I don't remember what is in it
I really don't other than self reflecting knowledge
I see it as a guide to help me plan and know what essential things I need to know as a college student. Tips!
I see it being guideline trought my college career as I take into account what is within the binder
I see myself adding more information about campus to the binder and referring to it when I have a question about a resource on campus
I see myself looking at it and seeing something that may help me in case. I don't understand something
I see myself looking at it I ever need to know any information that has to do with CSUN and it's resources
I see myself looking for resources about certain centers.
I see myself using it in the future when I'm getting ready to take my classes for my major
I see myself using it to help plan my career or figure out organizations around camous that can help me
I see myself using the Binder by looking back at my work and progess.
I see myself using the binder for information I might need about the university
I see myself using the binder frequently in latter semesters because as of right now I don't know how to use it.
I see myself using the binder to better connect myself to a career I really enjoy doing, and find ways to better build on to my major
I see myself using the binder to try and figure out how to set the help needed to have for plan for the future
I see myself using the Building connection for success binder to give me information and guidance on my steps to my future academic and
career
I see myself using the building connections for success binder a few times because i have other binder for school
I see myself using the resources provided. The information can help me get connected to CSUN, there helping me be a succesful student
I think that I ward just be very helpful
I use it as a resource to help me with certain questions I have that need answering
I use it when I feel I need to get back on track and figure out my career path
I used it for reference andat the presentation we had
I used it maintain organize but also as a plan for some of the things I should do while I am here.
I will use it because, it gives great information on careers and things
I will use it to find resources, use the supplies and organize more for next semester
I'm still not completly sure. Although, I know that I will look back at it in the future
It has made it easier to put my career thoughts together
It provides me with resources I can easily access as a student. If I have a question, I know who I can contact if i have a problem
It will help me stay organized, and help me make career choices for later. With tips on how to do so.
It'w going to be a great help in the future knowing that I will have a great guide. If I ever get stuck on something, I'm going to make sure to use it
Keeping important information and resoruces in them to refer to later
Looking back at it for helped information
Looking back for answers
Maybe filling it with important information
Now I can be able to organize things much better and it will hel me more with my academic work
Organizing and scheduling academic projects and assignments
Picking a career that I like
Resources
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Something I can always go back to for any questions
To find more information about certain careers
To get information about the resources available to me
to keep myself organized through the semester
To look at what my goals are.
To plan ahead and for reference
To see the streengths and weaknesses I have
Using it as a guide, resource for my career planning
Using it if I have questions.
Using it whenever I am confused about my university
Very helpful, when I need something and or looking for into I just look at the book for help
Very little but if I use it will be for future personal growth
Very useful
Well as I progress through the years. I will place more information on my binder. Not only information, but the materials that are in that binder. As
I go through the material I will also have appointments in the career center for guideline.
When I need help but I don't quite know how to solve it, it was the papers and info to get help
When I need to check certain things that can help me for my future career
When I start to go further into planning out what I would like to do career __ I plan on using to help me set goals that haven't already been set
When I'm troubled in my academics
Whenever I need something or help from school
Whenever I'm in doubt with anything pertaining to school
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APPENDIX 8: PEER MENTORS’ SELF-REFLECTIONS
PEER MENTORS’ PERCEIVED BENEFITS OF BEING A PEER MENTOR
SPRING 2011
 Absolutely.
 Being a peer mentor was so rewarding because I have a higher sense of helping others. Knowing that I changed someone's life and that's
rewarding enough.
 Being able to give back to CSUN and help others.
 Feeling connected to the campus, a chance to give back, build my leadership skills.
 Getting to know my mentees and seeing them change through the semester.
 Helping my mentees.
 I was able to gain communication/leadership skills and gain speaking skills and confidence. I was able to help students and be a part of a great
experience.
 Learning from my mentees and having them learn from me. I learned to be responsible, organized, and prepared. I loved giving advice and
helping the students the most that I could.
 Learning how I can be a resource to others.
 Sharing my experience with others. Helping them with their academic career.
 The fact that I was able to help other students.
 The overall experience!!! IT helps me learn about my career objectives and grow as a professional.
 To see the mentees grow in their professionalism and become more responsive to me
FALL 2011
 Appreciation of where I am thus far and being able to help serve as a resource
 As a peer mentor. I believe i learnt a lot and It made me think about I really want to do after retirement
 being able to a role model, a guide, and a friend to the mentors. I feel like I trully made an impact on them and in return I improved on my
patience, communication, planning, and public speaking skills.
 Being able to won and connect with students and gaining a lot of experience
 Connecting with students, getting to know them being involved on campus
 Getting to know 11 new students and 29 new mentors learning about CSUN and feeling like you made a difference
 I love the feeling of helped out other people, and helping them succed. One stuend had told me it makes me feel really good when I tell him I am
proud of him, it feels great to be a role model and looked up to.
 I really enjoyed being a peer mentor because I like being a positive role model
 I really enjoyed getting to know the entire Univ.100 class. Whether or not they were my mentors. I saw them around campus, they would say hi.
It really made me feel connected to CSUN, because everywhere I went I was able to see a familiar face.
 I saw improvement and interest in the students wich made me realice that I was needed
 It was rewarding because I was able to offer advice and knowledge about campus resources t the students in order for them to be successful
 It was very rewarding because I got to be a __ of my mentees lives an I feel that I infulenced them in some way
 Receiving their thank you's and words of appreciation
 Seeing the students grow academically and as a csun student and enjoyed their friendship
 Sharing for experiences with the mentors. We laughed together and bonded. I received many thank you's from them, which made me feel like I
helped them.
 The ability to actively ____ is the csun community
 the experience and the skills improved. If I stay at csun I want to continue doing this.
 The fact that i got to meeet so many students and share my experience in college
 The most rewarding thing about being a peer mentor was having the opportunity to meet such a great people. They were very appreciative and
helped me see a more enjoyable side of life.
 What I found rewarding about being a peer mentor was the help that I could provide my mentees. I helped them with time managment,
resources, homework, issues, and personal dilemmas.
 Working with many students and judging my schedule with work and school, I loved it
 yes, the experience rewarding because even when some of the mentees didn't reach out, in the end they always knew I was a person they
could count on and always be there for them
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PEER MENTORS’ PERCEIVED CHALLENGES OF BEING A PEER MENTOR
SPRING 2011
 Adjusting to other people's schedule and getting them to participate together.
 Being available to my mentees, being patient when they didn't want to participate or reply to my emails or texts. Also, being knowledgeable so I
could answer the mentees' questions.
 Being available. Creating events that worked with the mentees' schedules.
 Coordinating everything, not jumping conclusions and letting my emotions get ahead of myself and becoming upset prematurely when they
would not reply and be responsive about their activities with me
 Find a time thought works for students. Everyone has a different schedule, so coord. activities was difficult.
 For me, being a peer mentor was challenging because I was busy, but we all ended up making the time necessary.
 Keeping the students excited about the program.
 Maintaining contact with mentees.
 Not being able to connect with the students. It was difficult to help them when I didn't receive any e-mails or feedback.
 Organizing everyone's schedules and maintaining consistent communication.
 Sometimes it was hard to facilitate the group discussions when people did not want to participate. Also sometimes when people did not respond
to emails.
 Time management.
 Yes, at times.
FALL 2011
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being able to connect one on one with student that we know what motivates the students
Being unable to communicate with students because they didn't reply to their emails.
Communicating and trying to make the students open-up
Communication by email, text and personally, the teacher was awesome, but the content could have reflected ___ about the university a little
mere.
Having my students reply to my emails and texts in a timely fashion was challenging, and also being able to answer their questions
I took on too much this semester. I had 17 units and peer mentor was my second job. It was challenging finding time to do the activities with my
mentees
It was challenging trying to get people involved or making sure that enough people came to the activities because not everyone had the same
availability
It was a little hard because I had a lot of thing I was involved in so time managment was a little hard.
Making the time to meet with both student and continue with my personal life
Managing time, having to find alternative ways to reach students who don't answer emails
Scheduling events were all the mentees can attend. Everyone had a different schedules but it was possible
Setting up times to meet. Sometimes they did not respond to emails, which caused us to meet later into the semester
Sometimes when I didn't hear back from students, I would get frustrated, or when I would text and not get a response, but towards the end of the
semester they improved.
The ___. It was a difficult for me communicating with all students effectively on much on I wish I could have done more, I don't regret any of my
decisions because it built me into a stronger person, ___than break me.
The fact I worked with freshman students what some where still in their high-school stage/mentality
The most challenging part about being a peer mentor was having students respond to emails and text messages and finding different ways and
strategies to have them sign up for activities
The professor was not helpful I seemed uninterested in the program. Also students had a hard time with email
Their levels and frequency of feedbacks
To accommodate different personalities and being patient
Trying to motive students who are close to failing
What was challenging about being a mentor would have been trying to get one of my mentees to come to class. No matter what route I took, she
wouldn't respond
What was challenging was what, in spite of how much I tried to reach out and make myself available, there were still students that did not seem
to want it
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PEER MENTORS’ SUGGESTIONS FOR IMPROVEMENT OF THE PEER MENTOR
SPRING 2011
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Giving us tips on how to approach mentees who don't want to participate.
Ideas to connect when we face situations like the one mentioned above.
Maybe we can have more workshops about how to better facilitate groups or how to encourage participation better.
More in class activities/more organized activities so that we are meeting with mentees more.
More in-class activities.
More interaction with the other peer mentors so we could help each other, as well as more events and opportunities to interact with our mentees,
and so they could get to know each other better also.
More ways to have groups interact with group.
Not have the mentors go to class unnecessarily, and if they do go to class, have an activity for them to do with their mentees (I know we did that
sometimes).
Share more experiences amongst the group and maybe encourage them to do at least 1 activity as 2 groups.
Try to focus on freshman/sophomore because they might benefit more from the activities.
FALL 2011
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Have more meetings and working together more
How to become involved during class time. For example when and when not it may be appropiate.
How to get involved in classes
I don't know. I like how everything was done this semester, especially the moodle website
I don't think there's anything to be improved expectations about the peer mentors role were made clear from the beginning.
I feel that overall the training is very good, the only thing I suggest is considering the use of wiggio I never really went on it
I never used waggio and I really didn't find it that helpful. I really enjoy using moodle. I wished that we went to class more often so the students
can feel connected with us.
I think for future semester, the mentors should get paid for the timesheet signings because they took time where students where not paid. They
could have studied..but they were in the office, so I think they should get paid. Not have wiggio it was too much
I think the mentor training could have told us more about the activities that we would be doing though out the semester, so we could be a little
more prepared. Everything else was great.
Incorporate different guest speakers and activities. For those of use who were returning peer mentors the training was exactly the same as last
semester
Keep mentors engaged by participating in activities
Making the course (graded) and have more lonl's
More everything happen through moodle. What happened to wiggio? Do one day of training vs 2
more experiental and situational
More work as a team, during tarning we were getting to know with oneanother, but once the semester began it felt as that teamwork was not
there. During training maybe assign mentor buddy for the whole semester
Not sure,I think adriana _____ helpful because she won always there encoureging and helping through difficult situations. Basically, the training
was wonderful.
Peer mentor training could be improved by providing peer mentors with strategies for dealing with unresposive students. It was difficult because
peer mentor activities in class were not mentioned in the syllabus so members thought they didn't have to do activities. Peer mentors had to
explain to students that they were getting credit and points for activities. Moodle was great, wiggio started off good but died down after.The little
moments were the biggest and most rewarding especially when a mentee would say thank you and verbally express how much you have helped
them out
Peer mentoring could be improved by having a personal or group training for moodle. Overall, the experience was quite rewarding
Peer mentors should be trained to be more involved and participate in classes. They should also make a greater effort to find other ways of
communicating and connecting with mentees
Teacher peer mentors more in detail about academic sources on campus instead of leaving them to learn eveything for themselves, and risk
giving students the wrong information
We should discuss not only what a mentor is, but also what a friend is. The students see us as friends, which allows them to feel comfortable
around us.
Wiggio is not very useful
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APPENDIX 9: FACULTY LEARNING COMMUNITY
HAS YOUR INVOLVEMENT IN FLC CHANGED HOW YOU TEACH OR INTERACT WITH STUDENTS? 0. NO 1. YES…IF YES,
PLEASE EXPLAIN HOW?
 Greater understanding of first generation students.
 I have a greater understanding of non-traditional/Latino student's needs and how they learn. Good variety. Dr. Montez was wonderful! That FLC
session was probably the greatest workshop or presentation! Excellent.
 Getting more info on illegal students who might benefit from an on-campus HB540 community. 1. we have to get help (marrin villanueva) 2. April
session done by Dr. Montez & Dr. Stout was pretty good! 3. Also Dr. Carrie Rothestein (the first FLC session) was very beneficial too.
 Made me more sensitive to their roles in life - other than as students - that might be influencing their academic performance.
 More empathetic to student circumstances. know not to enable
 Yes, I believe I have a better understanding of our students and their needs. I've learned that you can interact with them with care &
understading while maintaining high expectations.
 Adjustments to my syllabi & how I launch each semester, shifts in approach as to how I language things with the students represented by the
areas we've explored.
 I understand our student body better, in nature of students w/diversity.
 Absolutely. I have become more aware of how my demeanor, my actions, my own personal biases and assmptions affect the way I interact with
students. I always thought that I had such a high level of cultural competence and this experience has opened my eyes to the truth. Now, right
before I walk into the classroom, I check myself FIRST. I'll be in my office with the door closed and check my attitude, make sure that any
tensions i experienced are left in the office, and I replace the scowl with a pleasant smile. This last bit is not always easy but the outcome is
definitley well worth it.
 Participating in FLC has given me the chance to learn through lectures and workshops given by various experts, new teaching methodologies as
well as how to come with various sensitive situations. I hope I became a more effective teacher.
 The session where the woman from DRES came was very helpful to me in terms of knowing what accommodations I am and am not expected to
provide for students.
 My involvement has given me a lot of support especially with handling current situations with students by enhancing my understanding of the
needs and psyche of today's student population. I am able to respond to students better.
 Yes, definitely. It has made me more aware of their needs and different circumstances and I have tried to adapt to these in my teaching and
interactions.
 Not really, I am more aware of cultural differences and try to ensure that I am considering these areas when I plan my teaching.
 I undersand the students better and I am able to modify my pedagogy in such a way that makes me more effective and the students more
engaged.
 Yes, I changed my approach in the classroom. I became more sensitive to the barriers and cultural differences among our students and how this
may affect there learning environment.
 I have become more aware of the challenges our students face and have become more empathic, while at the same time maintaining high
expectations and not enabling students.
WHAT SKILLS LEARNED IN THE FLC DID YOU TRY THIS YEAR? HOW DID THEY WORK?
 Stress mgmt & shared non-traditional student info in both graduate & undergraduate students.
 Group discussion after each session taught me a lot how to work with students based on their strengths & weaknesses! Different cultures, ethnic
backgrounds & etc. should be considered & respected significantly when we are all dealing with student @ CSUN.
 Approaching groupwork "collectivistically".
 being protective of my time & dealing with stress strategically
 Again communicating with students with a greater degree of sensitivity & understanding.
 Deepened understanding around the Dream Act, first generation college students, privilege; all have improved my comfort level and
strengthened my confidence.
 Cultural background diversity application. Every student has a different approach to solve the problem. I tried to understand different phases.
 I changed my syllabus' format because I realized that it wasn't really "student user friendly." Again, I made certain assumptions based on how I
was when I was a college student but I've come to realize that the 21st century learner needs things spelled out and they need the information
repeated. so not only did i spell it out in my syllabus, I made sure to utilize Moodle. I also made it a habit to pull out the syllabus and Moodle at
certain points in the semester to make announcements and to review the details for upcoming projects. This worked out very well...especially
when those few students who didn't follow through on deadlines or projects tried the "I didn't know" excuse. It was very comforting to be able to
say to them with confidence that I went over it in class, it's in the syllabus AND it's posted on Moodle. What was even more validating is when I
would hear other students say things like "Dude, it's in your syllabus!" or "It's on Moodle!" Satisfaction, indeed!
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 The lectures and discussion groups at FLC definitely exposed me to new and interesting ideas about cultural differences, the psychology of the
student and techniques and strategies I can employ to help students overcome obstacles. 1) Encouraging student. 2) Using empathy to build
relationships 3) Making my self more available for advising and tutoring students 4) I make myself available by phone and email to all my
students so they feel I am responsive and they are supported. 5) It is important to me that my students feel that I care about them personally as
well as academically.
 I did try empowering students a bit more by holding them accountable for things like finding documents on Moodle, or not replacing a worksheet
if they lost it.
 Several classroom strategies were discussed during presentations and I was able to incorporate, not necessarily some skills, but anecdotes
shared during these sessions to my interaction with students. This enhanced my interaction with them and their belief in my understanding of
their standing and needs.
 Being more aware of cultural differences and listening to students more carefully. It's been very interesting. Set limits on accessibility to email,
internet, etc., so that students could focus more on class. Also, setting limits on my availability to students via email. It's been very productive.
 Limits on technology use in my classroom.
 Time management, improving interpersonal relationships with students, work-life balance They all were very helpful!!!
 Peer to peer mentoring. Having students establish study buddies at beginning of class that were mixed culturally
 Being protective of my time (e.g., scaffold students to resources instead of providing answers) so that I can be a more effective educator.
DO YOU HAVE ANY SUGGESTIONS FOR HOW TO IMPROVE THE FLC? AND/OR ANY SUGGESTIONS FOR THE FLC
FACILITATOR?
 It seems that we would all benefit from having our students (minority) participate in the sessions, so we get real life stories - and situations on
how to understand what our students need.
 More concrete examples of effective strategies to enhance first generation students skills in classroom.
 Maybe more student representation (from their perspective) and any community resources (like LAUSD for example coming in to speak). Maybe
have refreshments (ok if potluck or just fruit). More teaching ideas.
 A lot of what we discussed felt more general and abstract. Though helpful - and eye opening - I feel I would have benefitted from a greater
emphasis on practical changes I could make in the classroom.
 not get so many forwarded emails. Post things on moodle forum instead to look on own time.
 Clarity on how the mentoring piece will work. But overall it has been a wonderful experience.
 Nothing comes to mind at this point. It was helpful to have a standing meeting day/time in Spring.
 Would like to have some more activity, especially applied activity, which will help for me to apply to class.
 Open discussion format is great. Keep doing that. Tami is wonderful.
 We need to identify high risk students as early as possible and estabmlish a relationship with them that will help the students adjust to the
demands of academic life. Help them understand the importance of commitment and graduating from a university with a degree. Continue to
promote student peer mentorship and student group programs that can support fellow students and expand their participation in university life.
 I feel like we lost touch in the spring. There was so much interaction in the fall, and then it dropped off in the spring. Even if we had just one get
together it would be nice.
 These sessions worked out really well. Continue the presentations by faculty whose research focuses on the needs, requirements, and psyche of
the current student population.
 Keep up the good work!
 I feel it was very successful as is…..
 Perhaps a few more meetings (I know this can be hard with everyone's schedules, but I loved and looked forward to the gatherings!!)
 Continue conflict resolution group discussions.
 Before sending out this survey, remind us what the main meetings consisted of (especially because this survey is one semester removed). It
would be nice to have a $25 gift card to Freudian Sip (or something like that) so the mentor/mentees don't feel awkward about who pays during
the semester during our meetings. This also encourages new faculty to try the establishments on campus. I appreciated the networking group
meetings, but it woulld have been more accessible if it was during school hours. Taking into consideration family time and commuting, I wasn't
able to attend the dance or other activities. I appreciate the peer network establishing peers beyond one's department. Perhaps the pairing of
mentors could be more strategic. For example, a quick survey to the mentees to ask about their hobbies may help find a mentor that has similar
interests, family situation, or concerns. I find that bonding at some personal level is key than simply being at the same college. If I believe I
connect with someone at a personal level, I am more likely to ask them questions or advice.
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