Increasing diversity in peer-to-peer education: A case study of manager experiences with student paraprofessionals in learning development in the Canadian context
Keywords:autoethnography, learning development, management, diversity, peer learning, student paraprofessionals
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.
How to Cite
LicenseAuthors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).