Embedded Files
Peer note-takers provide outlines, summaries, and supplementary notes to students with documented accommodations. This method is used for students affiliated with the Accessibility Resource Center (ARC).
When to Use Peer Note-Taking
When to Use Peer Note-Taking
Peer note-taking is most commonly used as a documented accommodation issued by the Accessibility Resource Center (ARC) for individual students. This method requires moderate preparation and can be combined with other forms of note-taking.
Elements of Successful Peer Note-Taking
Elements of Successful Peer Note-Taking
Peer note-takers for students with documented accommodations are organized through the Accessibility Resource Center. ARC can be contacted to formally arrange the process. Direct students affiliated with the Accessibility Resource Center (ARC) to request a peer note-taker using the “Request a Student Note Taker” form.
Regular Attendance
Regular Attendance
Peer note-takers need to regularly attend class. It is helpful to have backup peer note-takers identified, even if the class uses another collaborative note-taking method.
Turnaround Time
Turnaround Time
Peer notes should be shared in a timely manner. Provide the note-taker with clear guidance on where to upload the notes to maintain consistent access to notes.
Organized Notes
Organized Notes
Peer notes should be legible and organized in a way that is comprehensible. Clear labeling systems assist those using peer notes. Notes can be labeled by date and course number.
Interested in a student guide on best practices for peer note-taking? Download a resource from CETL using the link below. This can be posted in Canvas or shared with the individual peer note-taker.
Students benefit from being peer note-takers, as it: encourages participation in class; builds community with peers and instructor; provides additional interpretations of class lectures, activities, and assessments; ensures important concepts are covered; offers exposure to various note-taking methods; and adds experience to a resume.
The Intersections of Peer and Collaborative Note-Taking
The Intersections of Peer and Collaborative Note-Taking
Peer and collaborative note-taking reflect principles of Universal Design for Learning, such as multiple means of representation.
Universal Design for Learning
Universal Design for Learning
One of the foundational principles of Universal Design that applies to learning is Flexibility in Use. It emphasizes the importance of providing students with various options to engage with course materials, such as offering the ability to review notes following a synchronous class. Making peer notes accessible to all students fosters a more inclusive classroom environment.
Learn more about Universal Design for Learning Guidelines from the Center for Applied Special Technology (CAST).
Multiple Means of Representation
Multiple Means of Representation
Incorporating multiple means of representation in a course provides students with alternative and diverse ways to comprehend critical concepts. This translates to students having the flexibility to learn information via their preferred mode of representation. By allowing easy access to peer notes, students can review class lecture material through written text. This approach also benefits students using assistive technology, as the notes can be read aloud.
Sources:
Sources:
Burgstahler, S. (2021). Universal design: Process, principles, and applications. How to apply universal design to any product or environment.
Burgstahler, S. (2020). Creating inclusive learning opportunities in Higher Education: A universal design toolkit. Harvard Education Press.
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