partnering with students to promote student success-peer mentoring interventions for "at risk...

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


1. Administration


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


2010+.20 +.70

GPA Increase Fall 2010—Winter

2011+.46 +.90


2012+.32 +.92


2013+.94 +.45


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


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


1. Administration


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

partnering with students to promote student success-peer mentoring interventions for "at risk...

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