Abstract
This paper will describe the impact a series of advising sessions had on two university students being trained as peer advisors during the first half of a peer advising training course conducted at a self-access center in the Republic of Turkey. The author provides the rationale for developing the peer tutoring program, the selection procedure, and aspects of the training course. The paper will then focus on the learner development that occurred as a result of the trainees experiencing three advising sessions. The paper explores key training experiences, including insights and observations made by the trainer and trainees to illustrate how the development of the peer advisors was affected.
Highlights
This paper explores the impact that three advising sessions had on two students being trained as peer advisors at a self-access center at Ankara Yildirim Beyazit University (AYBU) in Ankara, Turkey
peer advisors (PAs) trainees will be recognized with the title of Peer Advisor (PA) within AYBU and will be expected to use the skills and techniques they acquired during training to help students currently enrolled in the English preparatory program at the School of Foreign Language (SFL) at AYBU
The principle motivating factors behind the decision to create the PA Program at AYBU were two-fold: (1) the desire to motivate current preparatory students through the use of student role models who exhibited confident English skills; and (3) as suggested by Gardner and Miller (1999), Newton, Ender, and Gardner, (2010) and Papadima-Sophocleous (2013), the need to provide a source of highly trained student volunteers who as volunteers would provide additional advising help in the Independent Learning Center (ILC) without adversely impacting the fixed budget assigned to the School of Foreign Languages
Summary
Background and ContextThe principle motivating factors behind the decision to create the PA Program at AYBU were two-fold: (1) the desire to motivate current preparatory students through the use of student role models who exhibited confident English skills; and (3) as suggested by Gardner and Miller (1999), Newton, Ender, and Gardner, (2010) and Papadima-Sophocleous (2013), the need to provide a source of highly trained student volunteers who as volunteers would provide additional advising help in the ILC without adversely impacting the fixed budget assigned to the School of Foreign Languages.Rationale behind the selection of the first two PA trainees The PA trainees were informed that this was a pilot study and as such, their efforts and experiences would help establish the contents of the PA training program. This paper explores the impact that three advising sessions had on two students being trained as peer advisors at a self-access center at Ankara Yildirim Beyazit University (AYBU) in Ankara, Turkey.
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