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

CSAD 242 B: Language Methods II

Embedded Content Tutor, Community Building, Responsive

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

I completed the PARC program of embedded content (EC) tutor, as this is a clinical methods course and having a student tutor who recently completed the course was a great way to bridge the gap between theory and practice in speech-language pathology. I am grateful to my wonderful EC tutor, Christine Rubio, who was available any time we needed and even extended her availability to other students in our department. This program helped me increase the variety of assignments offered and allowed students a safe space to ask questions, get clarification, and implement additional resources from the tutor.

The readings from Hammond's Culturally Responsive Teaching and the Brain had a positive impact on my teaching practices and understanding of student perspectives. My biggest takeaway from that book is that students may enter a "fight or flight mode" when their deepest cultural values are violated or challenged. This is relevant in the classroom and in the speech therapy room with clients because if an individual is in a fearful state, they are not available for learning or creating new neural pathways. It is essential for students (and clients) to feel safe, respected, and valued so that learning can take place. I even had my students in this course complete the culture tree activity and write a reflection on how their perspective is similar or different to their speech clients and how that impacts their clinical practice.

The course assignment I modified with the EC tutor is called a "reflection on action." This is a four part assignment where students reflect on their own clinical perspective. This was originally a written assignment, but the EC tutor allowed me to modify this and allow students to complete it in writing or verbally with the EC tutor. Students were about 50/50 in how they chose to complete the assignment. They responded positively to having more flexibility and the chance to talk through this assignment, stating that it didn't feel like "busy work" when they met with the EC tutor.

Reflection on My Cultural Awareness- Culture Tree

My cultural tree allowed me to identify how my personal background valued formal education, individualism and extroversion. Friendliness and harmony were rewarded over speaking up or being assertive. This makes me more aware of how students may interpret and handle conflict differently when they assert themselves or advocate for themselves. I also recognize that many students have more collective cultural perspectives and feel strong loyalty and/or pressure to remain in the geographic region of their family rather than moving away for career prospects. I love this activity and have used with with a faculty presentation and classroom activity to help facilitate a discussion about our clinical services and perspectives as speech-language pathologists.

**Evidence of Instructional Change**
Information from syllabus about peer tutor and her bio along with how students can contact her.	Screenshot of canvas page with additional resources and links posted by the peer tutor to support student success.

Moving Forward

My students responded very positively to having a EC tutor in this class. Since the class applies clinical practice to theory, the students reported that the EC tutor understood their perspective as student clinicians. This format also allowed me to modify some assignments to offer an oral presentation option, rather than written reflections, that supported students who prefer a collaborative, verbal back and forth interaction (collective perspective) over writing (individualistic). The peer tutor was so popular that other instructors asked if she could provide additional support to their students! I have encouraged other faculty to use this resource and participate in upcoming FLCs.

**Faculty Bio**
	Hi! My name is Dr. Katie Abendroth, I am originally from Virginia, and earned my BA from University of Virginia. I then moved to Louisiana where I got my PhD in Applied Language and Speech Science from University of Louisiana at Lafayette. I moved to Sacramento and CSUS in February 2022, with my family. I am the clinic coordinator at the Maryjane Rees Language, Speech and Hearing Center. I have worked with children and adults as a speech-language pathologist, and really enjoy working with students in middle- and high-schools. I am a qualitative researcher, with an interest in developmental language disorders, neurodiverse-affirming practices, and how family members respond to communication challenges. If you are interested in these research topics or need any clinic support beyond the scope of this course, please email me at abendroth@csus.edu. Related to this class, CSAD 242 B, Please feel free to reach out with any questions or feedback about the course. I take your feedback seriously and want to ensure you leave this course with strong clinical skills.

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