1. Peers Engagingas Energizing Resources Center-based & 0nline Academic Collaborative Helpers Enhancing Success Training Program

2. How Adults Learn

3. Source: http://studentaffairs.webs.com/

4. What are they asking me to do? Applying Bloom’s Taxonomy EVALUATION - Student appraises, assesses, or critiqueson a basis of specific standards and criteria. SYNTHESIS - Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her. ANALYSIS - Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question. APPLICATION - Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction. COMPREHENSION - Student translates, comprehends, or interprets information based on prior learning. KNOWLEDGE - Student recalls or recognizes information, ideas, and principles in the approximate form in which theywere learned.

5. Perry’s Scheme of Scheme of Intellectual and Ethical Development DUALISTIC STUDENTS are those who see the world as a place of absolutes such as right or wrong, true or false. Knowledge is seen as existing absolutely. Dualistic students tend to think of their role in terms of "right" answers and the role of the professor as providing those answers. These students will present judgments and evaluations as if they were self-evident, without the need for substantiation. MULTIPLISTICSTUDENTS recognize that there are multiple perspectives to problems. However, they are unable to evaluate each perspective adequately. A typical multiplistic response might be "We're all entitled to our own opinions," or "We're all good people." Argumentation ends, or is avoided, with the multiplistic attitude. RELATIVISTICSTUDENTS see knowledge as relative to particular frames of reference. They show a capacity for detachment; they look for the "big picture," think about their own thinking, and evaluate their own ideas as well as those of others. Frequently, by seeing alternative perspectives, they have difficulty making a decision. Authorities are seen as people who can and should be questioned. COMMITTED STUDENTSsee knowledge as an integrated part of who they are and what they have learned from others. They combine personal experience and reflection as they engage in the learning process. Students at this stage realize that learning is a commitment and it is an ongoing, unfolding, evolving activity

6. Shades of GrayBilly Joel (1988)River of Dreams Shades of grey wherever I go The more I find out the less that I know Black and white is how it should be But shades of grey are all the colors I see … Shades of grey are all that I find When I come to the enemy line Black and white was so easy for me But shades of grey are all the colors I see … Shades of grey wherever I go The more I find our the less that I know Ain’t no rainbow shining on my Shades of grey are all the colors I see

7. DUALISTIC STUDENTS MULTIPLISTICSTUDENTS RELATIVISTICSTUDENTS COMMITTED STUDENTS

13. Learning Theory Resources Belenky, Mary F.; Clinchy, Blythe M.; Goldberger, Nancy R.; & Tarule, Jill M. (1986), Women's Ways of Knowing: The Development of Self, Voice, and Mind (New York: Basic Books). Perry, William G., Jr. (1970), Forms of Intellectual and Ethical Development in the College Years: A Scheme (New York: Holt, Rinehart, and Winston). Perry, William G., Jr. (1981), "Cognitive and Ethical Growth: The Making of Meaning", in Arthur W. Chickering and Associates, The Modern American College (San Francisco: Jossey-Bass): 76-116. See also: http://studentaffairs.webs.com/