Yes / Near-peer teaching is becoming increasingly popular as a learning methodology. We report the development of a novel near-peer biological sciences revision course and its acceptability and impact on student confidence and exam performance. A cross-sectional analysis of tutee-completed evaluation forms before and after each session was performed, providing demographic details, quality scores, and self-rating of confidence in the topic taught on a 0 to 100 mm visual analogue scale (VAS). The confidence data was examined using analysis of means. Exam performance was examined by analysis of variance and canonical correlation analysis. Thirty-eight sessions were delivered to an average of 69.9 (±27.1) years 1 and 2 medical students per session generating 2656 adequately completed forms. There was a mean VAS gain of 19.1 (5.3 to 27.3) in self-reported confidence. Looking at relationship between attendance and exam scores, only two topics showed significant association between number of sessions attended and exam performance, fewer than hypothesised. The present study demonstrates that near-peer teaching for biological sciences is feasible and is associated with improved self-reported confidence in the sessions taught. The outcome data, showing significant effect for only a small number of items, demonstrates the difficulty of outcome related research.

This case study examines the National College Advising Corps advisers’ perceptions of their preparedness to assist and encourage underrepresented and low-income students to matriculate to a postsecondary education. The methods utilized in this study were qualitative in nature. Four semistructured questions were asked of the 10 participants who were members of the National College Advising Corps (NCAC). Purposive sampling was utilized based on gender, ethnicity, and first-generation status and was reflective of the NCAC chapter’s demographics. The interviews were transcribed with codes and themes assigned to the participants’ responses. Peer debriefing was utilized in validating the participants’ responses, which provided insight on what preparation was effective and insight on ways to improve the preparation of advisers. The participants were actively involved in coaching and mentoring students. They spent the majority of their time assisting students in the functional tasks of completing admissions, financial aid, and scholarships applications. The preparation that they received prior to assisting students in their respective high schools was sufficient for the participants to accomplish their assigned duties. Learning while performing the functions of the adviser position was critical because the initial preparation could not cover all situations that the participants could encounter. Preparation for tasks outside the functional area was noted as being deficient at varying degrees. Once advisers started working in their assigned schools, they generally had issues with managing their time in light of the numerous tasks to be completed each day, asking other school staff members for assistance in preparing students for college, ensuring that they maintained a balance between work life and personal life, and navigating the relationships between the advisor and school staff. Knowing how to handle these issues was classified into the theme of professional development and was critical to the advisers’ success. Having the right balance of functional preparation versus professional preparation can improve the participants’ success in assisting and encouraging underrepresented and low-income students to matriculate to a postsecondary education.

Retention has been a focus of universities and policy makers for decades. However, there is a gap in research of Pell-eligible and first-generation student retention and completion. Researchers have indicated that peers can influence retention of other students. Using the theories of Astin (1993) and Tinto (1993) as the framework, this study explored near-peer coaching effects on retention of Pell-eligible and first-generation students. The study focused on the College Possible Catalyze program which trains near-peer coaches for partnering institutions. near-peer coaches were assigned 120 first-time full-time Pell-eligible or first-generation students at two partnering institutions. The study compared the retention of students being coached and retention of students in the same categories not coached. A series of statistical analyses were conducted including chi-square, t-tests, and logistical regression in order to test for associations of retention of students with and without a coach, associations of GPA of students with and without a coach, and if there is a predictive association controlling for coach, Pell-eligible, and first-generation indicators. All analyses indicated a strong significance between coaching and both spring and fall retention in all groups. Students who were coached were retained at significantly higher rates than students without a coach. There was a positive significant association in GPA and coaching for both groups. Results indicated there were strong predictive association in retention controlling for Pell-eligible and first-generation factors. The results provide clarity on programming that can directly affect first-year retention in the Pell-eligible and first-generation populations.