Increasing diversity in peer-to-peer education: A case study of manager experiences with student paraprofessionals in learning development in the Canadian context

This autoethnographic case study examines the experience of managers with hiring student paraprofessionals into various roles within peer-to-peer education models and programmes as a method to increase the diversity in learning development services in the Canadian context. Tailoring learning develo...

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Autores principales:	Jenna Olender, Michael Lisetto-Smith
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2019
Materias:	autoethnography learning development management diversity peer learning student paraprofessionals Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/814ef06891f04b738dee8c9102025ddb
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spelling	oai:doaj.org-article:814ef06891f04b738dee8c9102025ddb2021-11-29T14:02:43ZIncreasing diversity in peer-to-peer education: A case study of manager experiences with student paraprofessionals in learning development in the Canadian context10.47408/jldhe.v0i14.4561759-667Xhttps://doaj.org/article/814ef06891f04b738dee8c9102025ddb2019-04-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/456https://doaj.org/toc/1759-667X This autoethnographic case study examines the experience of managers with hiring student paraprofessionals into various roles within peer-to-peer education models and programmes as a method to increase the diversity in learning development services in the Canadian context. Tailoring learning development through peer-to-peer education models for diverse student groups is an important aspect of how learning development supports students in higher education. Including the knowledge and perspectives of student paraprofessionals who better reflect the diversity of the population we serve has been an important aspect of our practice. Our purpose for this case study is to better understand how our experiences with paraprofessional staff diversity, over a seven-year period (2010-2017), have influenced our practice of learning development in an institutional context focussed on creating a more inclusive and welcoming environment on campus to better support the needs of diverse learners. The knowledge that we gained through this analysis of diversity and peer learning as an approach to learning development may serve as an example of the value of autoethnography as a method to provide useful insight to professionals and leaders in the field. Jenna OlenderMichael Lisetto-SmithAssociation for Learning Development in Higher Education (ALDinHE)articleautoethnographylearning developmentmanagementdiversitypeer learningstudent paraprofessionalsTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 14 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	autoethnography learning development management diversity peer learning student paraprofessionals Theory and practice of education LB5-3640
spellingShingle	autoethnography learning development management diversity peer learning student paraprofessionals Theory and practice of education LB5-3640 Jenna Olender Michael Lisetto-Smith Increasing diversity in peer-to-peer education: A case study of manager experiences with student paraprofessionals in learning development in the Canadian context
description	This autoethnographic case study examines the experience of managers with hiring student paraprofessionals into various roles within peer-to-peer education models and programmes as a method to increase the diversity in learning development services in the Canadian context. Tailoring learning development through peer-to-peer education models for diverse student groups is an important aspect of how learning development supports students in higher education. Including the knowledge and perspectives of student paraprofessionals who better reflect the diversity of the population we serve has been an important aspect of our practice. Our purpose for this case study is to better understand how our experiences with paraprofessional staff diversity, over a seven-year period (2010-2017), have influenced our practice of learning development in an institutional context focussed on creating a more inclusive and welcoming environment on campus to better support the needs of diverse learners. The knowledge that we gained through this analysis of diversity and peer learning as an approach to learning development may serve as an example of the value of autoethnography as a method to provide useful insight to professionals and leaders in the field.
format	article
author	Jenna Olender Michael Lisetto-Smith
author_facet	Jenna Olender Michael Lisetto-Smith
author_sort	Jenna Olender
title	Increasing diversity in peer-to-peer education: A case study of manager experiences with student paraprofessionals in learning development in the Canadian context
title_short	Increasing diversity in peer-to-peer education: A case study of manager experiences with student paraprofessionals in learning development in the Canadian context
title_full	Increasing diversity in peer-to-peer education: A case study of manager experiences with student paraprofessionals in learning development in the Canadian context
title_fullStr	Increasing diversity in peer-to-peer education: A case study of manager experiences with student paraprofessionals in learning development in the Canadian context
title_full_unstemmed	Increasing diversity in peer-to-peer education: A case study of manager experiences with student paraprofessionals in learning development in the Canadian context
title_sort	increasing diversity in peer-to-peer education: a case study of manager experiences with student paraprofessionals in learning development in the canadian context
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2019
url	https://doaj.org/article/814ef06891f04b738dee8c9102025ddb
work_keys_str_mv	AT jennaolender increasingdiversityinpeertopeereducationacasestudyofmanagerexperienceswithstudentparaprofessionalsinlearningdevelopmentinthecanadiancontext AT michaellisettosmith increasingdiversityinpeertopeereducationacasestudyofmanagerexperienceswithstudentparaprofessionalsinlearningdevelopmentinthecanadiancontext
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Increasing diversity in peer-to-peer education: A case study of manager experiences with student paraprofessionals in learning development in the Canadian context

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