Peer-Led Academic Support Networks: A Pathway to Provide Equity in Difficult Courses in Higher Education

STAT 1: Introduction to Statistics

EC Tutor, Collaborative Learning, Equity

Reflection on implementation of Embedded Content Tutor support in my course:

Firstly, the embedded tutor has played a crucial role in fostering a supportive learning environment by providing timely assistance and clarifications to students. This has resulted in increased student engagement and a more positive attitude towards the course material. The tutor's presence has facilitated more personalized feedback, allowing students to receive tailored guidance on their assignments and assessments. Additionally, the embedded tutor has been instrumental in identifying and addressing common challenges or misconceptions, contributing to improved overall comprehension of the course content. The tutor's consistent involvement has also promoted a sense of community within the course, as students feel more connected and supported in their academic journey. Overall, the embedded course tutor has significantly enhanced the learning experience by offering targeted support, fostering collaboration, and contributing to a more positive and inclusive course atmosphere.

Reading Hammond's "Culturally Responsive Teaching and the Brain" and McGuire's "Teach Students How to Learn" has significantly enriched my approach to culturally responsive pedagogy. Hammond's insights into the intersection of neuroscience and cultural diversity have deepened my understanding of how students from different backgrounds process information and engage with learning. This knowledge has prompted me to tailor my teaching strategies to acknowledge and embrace these diverse cognitive and emotional dimensions. McGuire's emphasis on teaching students how to learn has influenced my practices in creating an inclusive learning environment. By incorporating metacognition and empowering students in their learning journey, I aim to foster a sense of belonging for students from various cultural backgrounds. These readings have also inspired me to continuously reflect on my own biases, develop culturally relevant curricula, and build meaningful relationships with students. Overall, these texts have been instrumental in shaping my commitment to providing an equitable and culturally responsive education.

The activity, structured in two parts with in-class group work and subsequent online discussions, orchestrated by the embedded tutor, effectively cultivated student learning, engagement, and a sense of belonging. The in-class group work fostered active learning through collaborative efforts, encouraging students to exchange ideas and receive immediate feedback. The Canvas board discussions, extending beyond class hours, provided a platform for continued reflection and deepened understanding of the course material. The tutor's presence offered valuable guidance and support, contributing to a supportive learning environment. Moreover, the dual approach, combining traditional in-class interaction with the flexibility of online engagement, not only honed critical thinking skills but also fostered a sense of belonging by creating a learning community. This integration of technology further equipped students with essential 21st-century skills, aligning with the demands of contemporary education and professional landscapes.

Reflection on My Cultural Awareness

The cultural tree above showcases my examples of surface culture, shallow culture and deep culture. As an Indian-Punjabi, traditional food, being multilingual and wearing Sikh article of faith are great examples of surface culture. Respect, equality and compassion for others are part of my shallow culture. For deep culture, we believe in Guru Nanak's teachings such as Simple living and high thinking, standing against oppression, and, self-less service to humanity to name a few.

The cultural tree analogy provides a structured framework to understand and appreciate the layers of my Indian-Punjabi identity. It highlights surface aspects like traditional food and multilingualism, delves into nuanced values in my shallow culture, and explores the profound teachings of Guru Nanak in my deep culture. This framework enhances my awareness of the visible and underlying elements that shape my identity.

Completion of cultural tree has significantly helped me be more culturally aware which in return informs my teaching approach. This awareness allows me to cultivate a more inclusive and respectful learning environment by tailoring my methods to acknowledge and embrace the diverse cultural backgrounds of my students. It enables me to build connections and rapport by recognizing shared cultural experiences, fostering trust in the classroom. Furthermore, my awareness guides the design of a curriculum that reflects cultural diversity, ensuring relevance and engagement. Adaptability in teaching strategies, appreciation for varied learning preferences rooted in cultural backgrounds, and adept navigation of potential cultural differences contribute to effective communication and conflict resolution. Overall, my cultural awareness serves as a cornerstone for promoting inclusivity, encouraging dialogue, and modeling the importance of cultural sensitivity, enhancing the overall educational experience for my students.

**Evidence of Instructional Change**
A chapter titled "This is your brain on culture" in Zaretta Hammond's book has helped me understand that building awareness as a culturally responsive teacher includes learning about how the brain physically works and its influence on our social emotional state.	I chose these trust generators to build trust and rapport with my students. These helped me enhance the teacher-student relationship by creating common ground and fostering a sense of authenticity.

Moving Forward

The benefits of having peer-to-peer education in my course have been manifold. Beyond the conventional instructor-led model, this approach transformed the classroom into a dynamic space of active learning and collaborative knowledge-sharing. The exchange of diverse perspectives during peer discussions fostered a rich learning environment, while collaborative activities promoted teamwork and communication skills. The peer-oriented approach not only prepared students for future collaborative work environments but also cultivated a supportive learning community where feedback, reflection, and shared responsibility became integral components of the educational experience. In essence, peer-to-peer education not only supplemented traditional teaching methods but also equipped students with essential skills and attitudes crucial for their academic and professional journeys.

Going forward, I will continue to support peer-to-peer education through PARC's peer network through EC Tutor. I am planning on implementing EC tutor in my Stat 1 section in Spring 2024.

**Faculty Bio**
Jas Pannu	I am an Assistant Professor in the department of Mathematics and Statistics. I joined Sac State in Fall 2019. Before joining Sac State I worked in Texas from 2015-2019. I graduated from Eastern Michigan University in 2009 with an M.S. in Math. While working on my Masters I discovered my fantasy for different kinds of data, which eventually led to my interest in the field of Statistics and making me earn a Ph.D. in Statistics from Auburn University in 2015. My experience in the doctoral program helped me discover my interest in teaching and research. Consulting is another perk that I enjoy for being a Statistician. In my free time I love to cook, watch movies, do outdoor cycling, socialize, and spend time with my family.

Funding Information
	The Peer and Academic Resource Center (PARC) in partnership with The Center for Teaching and Learning (CTL) The Division of Inclusive Excellence (IE) This work was supported by: CSU Office of the Chancellor Academic Affairs grant for Faculty Professional Development