Peer Learning Facilitators
Among the most important pedagogical changes that aid learning is faculty movement away from extensive lecturing to greater utilization of active, collaborative, assignments and discussion during class time. I therefore utilize Peer Learning Facilitators (PLFs) in my Linguistics 301 classroom where the enrolled students receive learning-assistance from undergraduates working with instructors to facilitate active, collaborative learning during class time. The PLFs are former LING 301 students. You can read about their experiences as PLFs below.
In particular, Peer Learning Facilitators assist with active learning approaches that involve students working with each other during class, which features three essential elements for student learning:
- As their most important task, PLFs work with small groups of learners to support the successful completion of in-class assignments
- PLFs also clarify and explain classroom expectations or help students review the material
- PLFs enable instructors to use active-learning techniques that would otherwise be very challenging in a very large class with a single instructor
Damien Avenicio Lopez
I am an undergraduate student at the University of New Mexico where I began studying Linguistics, my current major, and Japanese, my current minor, in the fall of 2016. It was during my first semester that I took Dawn’s Introduction to Linguistics Analysis course (LING 301) and initially discovered my passion for Linguistics. After taking multiple linguistics courses, including Grammatical Analysis (LING 322), I was given the opportunity to work with Dawn as a PLF in her LING 322 course. As a current Mellon Mays Undergraduate Fellow, a career in academia is part of my future, and working with Dawn provides me with invaluable experience in facilitating an active and collaborative learning environment. Further, Dawn is a great role model who provides me with valuable insight into developing and planning course content. I enjoy working with students who share an interest in Linguistics while guiding them to understanding of the content. Both their effort and enthusiasm make it worth the challenge!
Jenna Stoff
I have been studying at the University of New Mexico since 2014, starting as a Journalism and Mass Communication major before switching over to the Department of Speech and Hearing Sciences. I took Dawn’s Introduction to Linguistic Analysis course (LING 301) during my junior year and had a great experience. I realized that the concepts I was learning about and the problem solving skills I was building were (and continue to be) relevant to my goal of becoming a speech-language pathologist. As there is overlap of terminology between the linguistics field and speech and hearing sciences, I wanted to help students make connections and deepen their understanding. My desire for a challenge, as well as Dawn’s enthusiasm for teaching, encouraged me to take on a new role. As a Peer Learning Facilitator, I enjoy having the opportunity to use creative approaches to get students on the right track and contribute to their success in the course. There is a sense of satisfaction that comes with seeing the light bulb turn on, or moment when you are guiding a student through the problem solving process and he/she recognizes their mistake. It is always interesting to observe different ways of thinking and address the questions that keep me on my toes!
Tori Gibson
I have been an undergraduate student at the University of New Mexico since 2015 and I am proud to be a Lobo. My studies are focused in the International Studies Institute and Department of Foreign Languages and Literatures where I am learning Arabic and Mandarin. I began my study of linguistics with Dawn Nordquist at the very advent of my college experience, sparking my love for linguistics and providing a great first impression of UNMs vibrant academic community. Spring 2017 I had the opportunity to work with Dawn as a Peer Learning Facilitator for her class Introduction to Linguistic Analysis (LING 301). As a Peer Learning Facilitator, my role in the classroom was to assist Dawn and my fellow students in creating an active learning environment. I quickly found that this process was just as fulfilling and beneficial to me as it was for my fellow students. Through the experience of facilitating communication and active learning, I gained a deeper understanding of linguistic analysis and of learning processes. My work as a Peer Learning Facilitator has not only furthered my passion for linguistics, but also given me the skills in communication, collaboration, and problem solving necessary for me to carry my passion forward into a career. I have great admiration for Dawn and for the dedication and excitement she possesses and inspires in her students. I am so grateful to have been a part of the process!
Lyndsey Holland
I have been a student at the University of New Mexico since 2008 where I began my studies in the Department of Foreign Languages and Literatures, focusing on Spanish and Portuguese. After taking some time away from the University, I was re-admitted in 2015. Shortly thereafter I began studying Linguistics with Dawn Nordquist which led to both a growing interest and enthusiasm for the study of linguistics, and the wonderful opportunity to work with Dawn as a Peer Learning Facilitator for her class Introduction to Linguistic Analysis (LING 301). During my time as a Peer Learning Facilitator, I found that interacting with and coaching my fellow students allowed me to both deepen my knowledge and understanding of the subject matter and provide guidance and support towards a common goal. The experience of facilitating communication between student and professor is both fulfilling and rewarding as I truly feel that I make a difference in the education of my peers. Working with Dawn has also allowed me to broaden my linguistic horizons and open my eyes to opportunities I had otherwise not considered. She encourages her students to achieve great things and I am honored to be a part of her team!
Jayce Pezzelle
I am a second-year Linguistics students with interests in Cognitive Linguistics, particularly semantic construction, and Discourse Theory. I am also a Pre-Interpreting Major working towards becoming fluent in American Sign Language within the next two years. I am currently a student in Grammatical Analysis and Phonology so all my assistance with Phonetics and Morphology only strengthen the skills I regularly use. Please don't be afraid to ask for assistance. Languages are incredibly complex and abstract tools and we need strong and flexible connections with their fundamental structures to do them justice. If you find yourself in need of aid or are just looking for extracurricular activities I am Head of the Academic subcommittee of the RULS Linguistics club and will be regularly holding brainstorming sessions to expand on our mutual love of language. In addition to my professional aspirations in ASL I also practice Mandarin, Cyrillic and Romance languages amateurishly and am highly curious about the impact various languages have on the construction of thoughts. So if English isn't your first language, please make it a point to say "Hi!"
