Post on 03-Jan-2016
Partnering with Students to Promote Student Success-Peer Mentoring Interventions for "At Risk Students"-Lessons Learned
Julie Preece Ph.D.Scott Hosford Ph.D.Tatiana Leavitt BS.
Ron Chapman Ph.D.Brigham Young University
Please Answer the Following What is your experience with setting up, administrating and
running a peer coaching program?
What would you utilize such a program for? What would be your reason for having such a program?
What resources do you have right now?
• Office space
• Training materials
• Financial remuneration
• Time to supervise and constant training
What support would you have for your program (other staff to assist you supervise and train)?
Administration supportJ
Mission Statement“As Peer Coaches we are trained paraprofessionals who work with students with unique academic concerns. We accomplish this work by challenging students’
ineffective attitudes, habits and behaviors, facilitating student
access to resources, and empowering students to become
self-directed and capable of academic success.”
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Outline of Workshop
History and data Setting up a peer coaching program at your university
1. Administration
2. Recruitment and Selection
3. Training
4. Supervision Q and A’s
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Outline of Workshop
History and data Setting up a peer coaching program at your university
1. Administration
2. Recruitment and Selection
3. Training
4. Supervision Q and A’s J
History of Peer Coaching for the Academic Support Office
Small office, concern that students receive appropriate advisement and follow-up
NACADA session, 2007
Research: indicates students will confide in students
Meeting of the minds with staff and administration
Based on research and need, wrote a proposal
Hired 4 peer coaches initially for one year
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Students Who Use ASO Peer Coaches
Students are on Warning, Probation, returning from academic Suspension or Dismissal
Students who are Freshmen Below 1.0 their first semester at the university
Other students as deemed appropriate by the ASO full-time advisors
Students first meet with an ASO fulltime advisor and are then referred to a Peer coach
Students meet bi-monthly or monthly with both a full-time ASO advisor and the same for a Peer Coach (this can be modified by the full-time advisor)
Not Working with a Peer Coach
Working with Peer Coach
GPA IncreaseFall 2008—Winter
2009+.38 +.77
GPA IncreaseFall 2009—Winter
2010+.20 +.70
GPA Increase Fall 2010—Winter
2011+.46 +.90
GPA IncreaseFall 2011—Winter
2012+.32 +.92
GPA IncreaseFall 2012—Winter
2013+.94 +.45
GPA IncreaseFall 2013—Winter
2014+1.07 +.67
6-year average+.56
(1/2 letter grade)
+.74 (3/4 letter grade)
Data: GPA Increases of “Freshmen Below”
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GPA Increases of Returning/Suspended Students
Working with a Peer Coach and
Advisor
Working with an Advisor
only
GPA Increase 2009 +1.04 +1.56
GPA Increase 2010 +1.48 +1.35
GPA Increase 2011 +1.94 +1.29
GPA Increase 2012 +1.72 +1.19
GPA Increase 2013 +1.62 +2.07
GPA Increase 2014 +1.65 +1.14
6-year Average +1.58 +1.43
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Outline of Workshop History and data Setting up a peer coaching program at your university
1. Administration
2. Recruitment and Selection
3. Training
4. Supervision Q and A’s J
Considerations When Looking to Begin a Peer Coaching Program
Assessing the need for a peer coaching program
Assessing appropriate interventions
Gaining approval of higher administration
Who will administer program?
Marketing to target populations
Competing peer coaching programs on campus
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Administration:Financial Considerations
Estimated budget:
Initial training/supervision:
$10.00/hour for 6 hours = $60.00 per peer coach
Cost to train 4 peer coaches = $240.00
Wages(per peer coach):$10.00/hour for 10 hours per week
=$100.00/weekCost to employ 4 peer coaches =
$400.00/week
Office supplies/copies:$500.00/year
Office Space
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Administration: Staff Support/Training
Quick start Guide
• Locate office space (computer, phone access)
• Decide who will provide support staff (receptionists, hiring managers, IT)
• Assemble a training manual and resource guide
• Coordinate a master schedule around each of the peer coaches’ class schedule, other work schedule etc. and decide who will be in charge of scheduling
• Identify, assign and contact students who will be working with peer coaches.
• Train peer coaches how to use office technology (how to keep notes of sessions, schedule appointments, use the webcam etc.) and on . . .
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The “daily grind”Show peer coaches how to use make long distance calls, set up
their email accounts, use long distance codes, clock in/out, make changes to their time card. Introduce them to other office staff, remind them to check their voice mail/email/snail mail regularly. Show them how to make two-sided stapled copies on the copier, then ask them to make 500 copies on salmon and goldenrod paper – 250 of each color please. Remind peer coaches not to go over their allotted hours or we will get in trouble with HR. Tell peer coaches about the latest updates regarding the “truth in education” act and remind them not to make any promises to their students and make sure to clarify any information that could possibly be misunderstood or misinterpreted. Coordinate who will be in the office and during winter break. Remind the peer coaches to keep all of their documents in a locked drawer because of FERPA violations. Invite a few of the peer coaches to share their most recent webcam video at the next supervision. Follow up on whether or not they have contacted their students who haven’t come in yet this semester.
AND…
Make sure that the peer coaches have all of the tools, training, support, back up support and a way to contact us when the full-time advisors are all out of the office during NACADA!
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Administration: Staff Support/Training
Recruitment • Advertise open
positions, pre-screen candidates
• Set up and conduct interviews
• Hire new peer coaches
Training/Supervision
• Allow peer coaches to shadow you in your
sessions• Observe peer coaching
sessions• Review video tapes
regularly• Hold weekly training
meetings• “On the spot” training as
needed
“Big Picture” Projects
•Collect and analyze data on the program and publish/present findings •Apply for grants•Meet with other administrators on campus to coordinate efforts•Coordinate campus outreach•Run advertising campaigns
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Outline of Workshop
History and data Setting up a peer coaching program at your university1. Administration2. Recruitment and Selection
3. Training4. Supervision
Q and A’sS
Recruitment
Desired Qualifications:
Class standing: Juniors/SeniorsAcademic standing: Good/PreviousMajor: All majors welcomeExperience : Mentoring, tutoring, teaching, experience working with individuals who struggle etc.
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Other Considerations
Peer coaches should be able to work for 2-3 hour blocks at a time
Priority is given to students who are able to work for an entire academic year
Students from diverse backgrounds, or having second language skills, etc.
Gender balance
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Interview ProcessTwo Interviews
First Interview: Getting to know the student and having the student know who we are and what we do.
What do you know of our office and mission statement?
This is who we are and what we do
Why are you interested in the position?
What strengths do you bring to the position?
What would you have to put effort into learning
What past experience do you have?
Alarm Clock scenario
Role Play with student manifesting symptoms of depression
Will stop student to see if student can changedirection, flexible thinker
Can a student “be with a student?”
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Interview Process
Second Interview:
Tell us about an experience when you have had to be extremely detailed
Teach a study skill (reading comprehension, memory etc.)
Role-play working with a student
• Can the prospective peer coach actually “sit” with a student?
• Listen to someone in distress
• Work with someone who does not appear to want help
• Can the student take direction or feedback?
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Outline of Workshop
History and data Setting up a peer coaching program at your university
1. Administration
2. Recruitment and Selection
3. Training
4. Supervision Q and A’s
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Training Agenda Initial training: 6 hours (all training in all of the tiers is
paid)
• Basics of the program, how to clock in, ethics, role, responsibilities, confidentiality
• How to enter notes, various forms and processes
• Resources, how to refer
Second Tier Training: 4-6 weeks
• Novice peer coaches shadow ASO advisors (at least eight to ten sessions)
• Shadow trained peer coaches (four plus)
• Attend weekly Peer Coach training/supervision sessions
• Attend university study skills workshops
Third Tier Training: 2-3 weeks
Shadowed by a full-time advisor while working with a student
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Training Agenda
Fourth Tier (weekly throughout employment)
Attend one hour weekly of supervision and training
Meet with full-time advisors as often as concerns and questions arise
Present case study and show video tape at least twice per semester
Assist with training of new peer coaches
Meet with all full-time advisors at least once per semester to discuss shared students
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Training Agenda
FERPA and confidentialityGoals of the programProfessional expectationsCampus/off campus resourcesDuties of peer coachesAcademic study skillsBasic counseling skills
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Academic Study Skills
Time management Note taking Success in college reading Memory techniques Test preparation Test Taking Reading syllabus, grade projections Talking to faculty Contacting resources around campus Etc., etc., etc.
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Basic Counseling SkillsEmpathyConcretenessOwning thoughts and feelings
ImmediacyConfrontationProblem Solving
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Supervision
Individual & group supervisionRole-playingReview of videotaped sessionsCase studies/consultationsInterpersonal/advisement skills Academic skills
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Q and A’s