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Peers
Engaging as
Energizing
Resources        Our Students are the Village:
                  A Peer Coaching Program
Center-based &          Creation Story
0nline                                  Presented by
                 Dr. Lisa D’Adamo-­­Weinstein, Director of Academic Support
Academic                 SUNY Empire State College - Northeast Center

Collaborative           National College Learning Center Association
                                  27th Annual Conference
Helpers                                   Reno, NV
                                      October 6, 2012

Enhancing
Success
Agenda
•   Overview & Introductions
•   Creating
•   Implementation
•   Impact
•   How can our story help you?
Introductions
 & Overview
SUNY Empire State College’s Northeast Center
                                             (NEC) Office of Academic Support (OAS) is one of 9
                                             such offices at the college with a Director of
                                             Academic Support (DAS) at each location.

                                             There are approximately 20,000 undergraduate
                                             students at the college.

                                             At the Northeast Center (NEC), we offer our
                                             services to approximately 1,900 students directly
                                             affiliated with the center.
       Northeast
        Center                               We have 1 fulltime Director of Academic
                                             Support, 2 half-time Learning Coaches and 10 Peer
                                             Coaches.
Programs & Services - The NEC Office of Academic Support offers workshops; individual
appointments with learning & peer coaches; academic skills development and study strategies
courses; we have print and online resources; and we offer online content area tutoring as well
as onsite and online peer coaches.

Space & Resources - A Student Success Lab/study space and a computer lab are available for
individual and/or group work on assignments , individual
appointments, workshops, assessments, and/or using online resources.
Mission
The staff of the Northeast Center Office of Academic Support (OAS)
operate as a collaborative team, striving to establish a friendly
welcoming learning environment for all students.

Our mission is to:
   •support students in becoming successful independent learners
   through a comprehensive array of services and resources tailored
   to students’ individual academic needs and goals;
   •deliver these services and resources via individualized and group
   programming in face-to-face, telephonic and virtual formats; and
   •work with students, staff and faculty with the expectation that
   willing students can reach and exceed their academic potential
   with appropriate assistance.
The Academic Support Team




  Sarah Spence-Staulters                                        Kate Stockton
      Learning Coach                                           Learning Coach
Peer Coaching Coordinator                                  Academic Eye Instructor




                               Lisa D’Adamo-Weinstein
                            Director of Academic Support
A   learning coach at the Northeast Center is a college graduate who:
•    Provides direct academic support to students in one-on-one or small group settings
•    Works with students in both face-to-face and virtual environments
•    Conducts workshops
•    Present at orientation
•    Develops academic support materials for both online and print mediums
•    Performs secondary assessment
•    Either
       Teach credit bearing studies – Enhancing the Academic Eye (an advanced level version
       of ESC101 that includes academic research skills instruction)
       http://academiceye.pbworks.com
OR
      Coordinates all aspects of the Peer Coaching Program including the daily operations as
      well as the training and supervision of students who are peer coaches.
      http://peercoaches.pbworks.com




         http://necacademicsupport.pbworks.com/
Apeer coach            is an alumna/us or a current undergraduate
or graduate student trained to guide and encourage other students in
improving their academic performance and developing as life-long
learners.

What do Peer Coaches Do?: Peer coaches assist students by focusing
on enhancing general study skills, tutoring in specific content
areas, navigating through college resources, and developing study
strategies within their Areas of Study.

Peer coaches work in both face-to-face and virtual environments. They
are trained by the staff of the NEC Office of Academic Support following
internationally recognized certification standards set forth by the
College Reading & Learning Association (CRLA) for peer tutors. Peer
Coaches work as volunteers, work-study, or practicum students.


             http://peercoaches.pbworks.com/
Brief Overview of NEC Peer Coaching
Peer coaches assist students by focusing on enhancing
  general study skills, tutoring in specific content
  areas, navigating through college resources, and
  developing study strategies within their Areas of
  Study.

Peer coaches work in both face-to-face and virtual
  environments. They are trained by the staff of the NEC
  Office of Academic Support following internationally
  recognized certification standards set forth by the
  College Reading & Learning Association (CRLA) for peer
  tutors. Peer Coaches work as volunteers, work-
  study, or practicum students.
Our Students are the Village: A Peer Coaching program Creation Story
How does peer coaching fit into the Office
        of Academic Support?
 • Peer coaches provide a perspective that only
   another student /recent graduate can give
   – Peer Coaches have been in the same shoes and
     could have faced the same struggles
 • Supplement and expand the ways in which
   current students can get their questions
   answered and find support
   – Peer Coaches provide a non-threatening peer
     perspective
Creating The Program
Successful Academic Support Services Include…
   Proactive interventions,
   Supportive environments,
   Personalized support systems,
   Small group tutorials,
   Development of students’ basic learning skills,
   Teaching of study skills and learning strategies in the context of
    academic content courses,
   Opportunities to interact in informal settings and develop personal
    relationships with faculty, and
   Opportunities to experience success.
                                 - Adapted from Maxwell and Casazza & Silverman
Academic Support
Services Model...      PROGRAMS
                           &
                        SERVICES




                    MISSION & GOALS



               STUDENTS’ SKILLS & NEEDS
Our Students are the Village: A Peer Coaching program Creation Story
1. We wanted students to help
   other students. We are a non-
   traditional college and wanted
   to have peer coaches who
   understand what that entails.

2. We wanted certification from
   the College Reading and
   learning Association

3. We wanted all of the
  information about the program
  to be accessible at any time.
We followed an intentional design that
 included the following elements for
 consideration:
   •   Service Delivery Model(s)
   •   Responsibility & Ownership
   •   Professional Standards
   •   Tailoring Training
   •   Feedback & Evaluation
   •   On-going Professional Development
       & Sharing
Peercoaches.pbworks.com
Service Delivery
• How Students Access a Tutor/Peer Coach
   – Self-referral
   – Faculty-referral
• Where Students Can Get Assistance
   – Onsite & Online
      • Resources
      • Study aids
      • Presentations
• What Help Can Students Get?
  – Content Tutoring
  – General Study Skills
  – Critical Thinking
  – Navigating College Resources
  – Computer/Information Literacy
•   Peer coaches (rather than tutors)
•   No group
•   Individual
•   Workshop presentations (student panel)
•   Appointment (evenings, work schedule, 1 hr-ish)
    – Form triage (low-pc, mid, high-Lisa)
• Smarthinking for content
• Elluminate/Collaborate for at a distance
• Workshops
Responsibility & Ownership
• Encouraging peers to take initiative, ask
  questions, and help.
   – Working yourself out of that job.
   – “Teachers are those who use themselves as
     bridges, over which they invite their students to cross;
     then having facilitated their crossing, joyfully
     collapse, encouraging them to create bridges of their
     own.” –Nikos Kazantzakis, Greek writer and
     philosopher (author of Zorba the Greek & The Last
     Temptation).

• Delegation
   – Raise your kids well, then trust.
Peer Coaches Participate in the Program
Paid Work Study
Students who qualify for Federal Financial Aid work study status can receive payment for their
work as a Peer Coach and will also receive all of the general benefits listed above.
                                                     3 have participated as work-study student s

Practicum
A practicum is a credited bearing study that gives students both a theoretical and
practical/work experience in the field of learning assistance and adult learning. Anyone
interested in the practicum should obtain approval from their mentor, then enroll in the study
as an independent study with the Director of Academic Support (Lisa D'Adamo-Weinstein) and
pay for it as they would any other credit bearing course at the college. Students can earn 2-4
credits as part of their college level degree program and will also receive all of the general
benefits listed above.
                                                2 have participated and completed the practicum

Volunteers
Students who volunteer will not receive pay or course credit, but they will gain work
experience for their resume and will also receive all of the general benefits listed above.
                                                     11 are currently participating as a volunteer
PRACTICUM COURSE INFORMATION
TITLE: The Theory and Practice of Learning: Learning Assistance and Academic Support
for Post-Secondary Learners

Offered at 2 or 4 credits, Advanced, Liberal


A. PURPOSE - The purpose of this practicum is for students to develop a theoretical
grounding in the field of learning assistance and to engage in practical applications for
teaching/training postsecondary learners. Students in the practicum will learn about
the scholarship and best practices of college level learning assistance and academic
support by reading about and engaging in discussion of academic literature on
appropriate theories of adult learning, student engagement, academic skills
development, and learning center pedagogy. They will also engage in hands-on
practice in assisting college level learners in enhancing general study skills, tutoring in
specific content areas, navigating through college resources, and/or developing study
strategies and resources within specific Areas of Study or general learning skills
development.
B. LEARNING ACTIVITIES
 Most of the work for this study will occur as part of the student’s work as a peer coach. The ten
hours of training that all peer coaches undertake is a part of the initial theoretical and practical
foundations of the study and should be completed before engaging in other learning activities of
this practicum.

There are THREE CATEGORIES of learning activities:
 1 - PEER COACHING: TRAINING, ENGAGEMENT, & REFLECTION
The amount of time spent over the course of the term should range between at total of 100-140
hours for 4 credits and 50-70 Hours for two credits. These hours include peer coach
training, meeting with the course instructor, and working with students or on specific academic
support projects. Scheduling of the bulk of these hours is determined between the student and
the Peer Coaching Program Coordinator and/or practicum instructor.

The first 10 hours of this time commitment are derived from the official Peer Coach training
(outlined @ http://www.peercoaches.pbwiki.com).

Additionally, five to ten of the remaining hours should be spent in individual meetings with the
course instructor to discuss the readings for the study. A specific schedule will be developed
between the instructor and the student after the student completes the 10 hours of training.

The remaining hours should be dedicated to specific engagements focusing on the all aspects of
academic skills counseling including preparation, evaluation, and conducting individual and
group support in face-to-face and virtual environments. These engagements will range from
observation to active participation.
2 – ACADEMIC READING
All required and supplemental readings and course materials will be available online at
http://bit.ly/PracticumReadingsList (Please Note – the instructor updates the site each term
and students in the practicum may be asked to add some of their work to the wiki).

3 – WRITTEN WORK
Two 8-10 page formal written essays are required for this study:

Theory Essay – This essay should be grounded in the literature and should include critical
theoretical analysis of assigned readings and/or relevant research. The essay should explore
research, theories and practices gained from course materials, independent
research, discussions with the instructor, and experiences at the practicum site. The essay can
be a combination of a literature review that includes relevant examples from the practicum
experience or it can solely be about the areas of interest the student has in the literature and
research. The student should plan to hand this essay in around the midpoint of the term.

Practice Essay - One essay should be reflective in nature and articulate the specific experiences
at the practicum site as well as the knowledge and skills gained during the practicum. This essay
should be handed in at the end of the term as a summative/reflective piece and to document
the entire practicum experience.
Professional Standards




     www.myatp.org/cert.htm
• Level 1 (learning coaches/ Level 2-3)
• Break-up training (2x a month, full day,
  evening sessions)
• Adult learning theory to meet adult/returning
  students
• Refresher/skills ready to enter upper level
  classes.
Tailoring Training
• Don’t reinvent the wheel, but paint it a color
  you like.
  – Standards like: ATP training, CRLA, others.
  – Additional resources: online, journals, videos, etc.
• Addressing student/institutional needs and
  resources.
We designed our training around the College Reading and Learning Association standards.

Our training consisted of the CRLA required 10 hours.
6 hours are face-to-face and cover:
         Definition of tutoring and tutor responsibilities
         Basic tutoring guidelines and/or Tutoring do's and/or Tutoring don'ts
         Techniques for successfully beginning and ending a tutor session
          Adult learners and/or Learning theory and/or Learning styles
         Assertiveness and/or Handling difficult students
         Role modeling
         Setting goals and/or Planning
         Communication skills
         Active listening and paraphrasing
         Referral skills
         Study skills
         Critical thinking skills
         Compliance with the ethics and philosophy of the tutor program and/or Sexual harassment and/or
         Plagiarism
         Modeling problem solving
         Other (please specify)
4hours of independent/ supervised training
         Scavenger Hunt for Empires State College Resources
         Attending several workshops
         Researching websites and other online resources
Feedback & Evaluation
• Different levels (student, supervisor, self-
  reflection)
• Quantitative/Qualitative
• Observation session
• Feedback forms
• Recording online sessions
• Coach the coaches
Ongoing Professional Development
• Think “Professional Development” Not
  “Training.”
• More Than Just a Class or Event.
• Feedback/Evaluation Spiral of Growth
• Broader Approach/Two Birds With One Stone
  – (peer coaches, presentation skills, resume, job
    skills)
• Other Certifications (NCLCA LCLC)
Implementing The Program
We began training
                In the Spring of
               2011 we trained
                our first 6 Peer
                    Coaches.
               But, they did not
                  start working
                 with students
                 until Fall 2011.
The Peer Coaching Team
                                                  2012-2013


                                      Business,               Writing &
                                    Economics &                General
 Writing,                            Accounting               Study Skills                          History
  Library                                                                                              &
 Research                                                                                           Writing
& Graduate
  Studies



                                                                                            Writing, Cultural
Writing, Cultural Studies                                                                      Studies &
 & Introductory Math                                                                        Graduate Studies
                                                           Business
                                         Technology           &
                                                          Management




              Math, Writing & Business                    Critical Thinking, Psychology & Writing
Impact Of The Program
Our Students are the Village: A Peer Coaching program Creation Story
Our Students are the Village: A Peer Coaching program Creation Story
Our Students are the Village: A Peer Coaching program Creation Story
What are the numbers?
13 = Total # of peer coaches trained - July 2011-June 2012
July-Dec 2011 - 10
Jan-June 2012 – 3


9 = Total # of peer coaches meeting with students - July 2011-June 2012
July-Dec 2011 - 5
Jan-June 2012 - 4

25 = Total # of students meeting with peer coaches - July 2011-June 2012

July-Dec 2011 - 15
Jan-June 2012 - 9

47 = Total # of appointments between peer coaches and students - July 2011-June 2012

July-Dec 2011 - 30
Jan-June 2012 - 17
What are the students saying?
“For me this is a much needed service due to returning to a learning environment after
30 years Thank you.”

“I liked the encouragement. I liked how she made me think about the material that I
needed help with. I like her easy going manner.”

“Very hands on and took time to explain trouble spots. Explanations were concise and
allowed me to se what was wrong with my approach.”

“The peer coach was a good listener and very understanding of the topic.”

“I liked the time spent with out pressure. I wish I took advantage of Peer Support earlier
in class very beneficial to the course.”

“The coach was good about visual examples working on the problems with me and made
the formulas understandable.”

“Gave me visual aides to complete my project. I like the one on one help.”
What impact has there been on grades?
Most of the students are in the 1st or 2nd term, but there have been 5th and 6th term
students as well.

10 of the students were “A” students each term and in the term they worked with the
peer coach

8 of the students had a grade range of A-NC, but the term with the peer coach was their
best term, passing all classes.

2 students got straight As in their first term (spring 2012)

2 students had their best term with As and Bs and before and/or after were As-Ds.

1 student passed both classes she got assistance with and w/d from the other

1 student did not pass the class he got assistance with
Our Students are the Village: A Peer Coaching program Creation Story
What Can You Take Away from
Learning the Story of Our Program?
Things for You to Consider

We followed an intentional design before
 implementation that included the following
 elements:
  •   Service Delivery Model(s)
  •   Responsibility & Ownership
  •   Professional Standards
  •   Tailoring Training
  •   Feedback & Evaluation
  •   On-going Professional Development
      & Sharing
What is the ONE GREAT PROJECT/IDEA/AREA that
you want to work on when you get back to your campus?
Make a Plan for Yourself


Take a few minutes
   to jot down the
 ideas you have for
enhancing your tutor
       program.
ACTIVITY – Focusing on Just One Thing
                                For Peer Coaching/Tutoring on Your Campus




Directions: Pick from your idea list. What is your number one interest/priority?-- You
    can determine this based on your center/college’s constraints, $$$, time
    (workload, seasonal demands, etc.), staff desires/access, student needs, access to
    technology, etc.

Defining your top priority…
Major idea/goal/priority -


Narrowing it down…
    List at least 3 components related to this idea/goal/priority –
1.
2.
3.
What research/people/resources/etc. do you need to connect with to get a start on
    making your idea/goal/priority a reality? Outline some of the first steps you need
    to take.

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Our Students are the Village: A Peer Coaching program Creation Story

  • 1. Peers Engaging as Energizing Resources Our Students are the Village: A Peer Coaching Program Center-based & Creation Story 0nline Presented by Dr. Lisa D’Adamo-­­Weinstein, Director of Academic Support Academic SUNY Empire State College - Northeast Center Collaborative National College Learning Center Association 27th Annual Conference Helpers Reno, NV October 6, 2012 Enhancing Success
  • 2. Agenda • Overview & Introductions • Creating • Implementation • Impact • How can our story help you?
  • 4. SUNY Empire State College’s Northeast Center (NEC) Office of Academic Support (OAS) is one of 9 such offices at the college with a Director of Academic Support (DAS) at each location. There are approximately 20,000 undergraduate students at the college. At the Northeast Center (NEC), we offer our services to approximately 1,900 students directly affiliated with the center. Northeast Center We have 1 fulltime Director of Academic Support, 2 half-time Learning Coaches and 10 Peer Coaches. Programs & Services - The NEC Office of Academic Support offers workshops; individual appointments with learning & peer coaches; academic skills development and study strategies courses; we have print and online resources; and we offer online content area tutoring as well as onsite and online peer coaches. Space & Resources - A Student Success Lab/study space and a computer lab are available for individual and/or group work on assignments , individual appointments, workshops, assessments, and/or using online resources.
  • 5. Mission The staff of the Northeast Center Office of Academic Support (OAS) operate as a collaborative team, striving to establish a friendly welcoming learning environment for all students. Our mission is to: •support students in becoming successful independent learners through a comprehensive array of services and resources tailored to students’ individual academic needs and goals; •deliver these services and resources via individualized and group programming in face-to-face, telephonic and virtual formats; and •work with students, staff and faculty with the expectation that willing students can reach and exceed their academic potential with appropriate assistance.
  • 6. The Academic Support Team Sarah Spence-Staulters Kate Stockton Learning Coach Learning Coach Peer Coaching Coordinator Academic Eye Instructor Lisa D’Adamo-Weinstein Director of Academic Support
  • 7. A learning coach at the Northeast Center is a college graduate who: • Provides direct academic support to students in one-on-one or small group settings • Works with students in both face-to-face and virtual environments • Conducts workshops • Present at orientation • Develops academic support materials for both online and print mediums • Performs secondary assessment • Either Teach credit bearing studies – Enhancing the Academic Eye (an advanced level version of ESC101 that includes academic research skills instruction) http://academiceye.pbworks.com OR Coordinates all aspects of the Peer Coaching Program including the daily operations as well as the training and supervision of students who are peer coaches. http://peercoaches.pbworks.com http://necacademicsupport.pbworks.com/
  • 8. Apeer coach is an alumna/us or a current undergraduate or graduate student trained to guide and encourage other students in improving their academic performance and developing as life-long learners. What do Peer Coaches Do?: Peer coaches assist students by focusing on enhancing general study skills, tutoring in specific content areas, navigating through college resources, and developing study strategies within their Areas of Study. Peer coaches work in both face-to-face and virtual environments. They are trained by the staff of the NEC Office of Academic Support following internationally recognized certification standards set forth by the College Reading & Learning Association (CRLA) for peer tutors. Peer Coaches work as volunteers, work-study, or practicum students. http://peercoaches.pbworks.com/
  • 9. Brief Overview of NEC Peer Coaching Peer coaches assist students by focusing on enhancing general study skills, tutoring in specific content areas, navigating through college resources, and developing study strategies within their Areas of Study. Peer coaches work in both face-to-face and virtual environments. They are trained by the staff of the NEC Office of Academic Support following internationally recognized certification standards set forth by the College Reading & Learning Association (CRLA) for peer tutors. Peer Coaches work as volunteers, work- study, or practicum students.
  • 11. How does peer coaching fit into the Office of Academic Support? • Peer coaches provide a perspective that only another student /recent graduate can give – Peer Coaches have been in the same shoes and could have faced the same struggles • Supplement and expand the ways in which current students can get their questions answered and find support – Peer Coaches provide a non-threatening peer perspective
  • 13. Successful Academic Support Services Include…  Proactive interventions,  Supportive environments,  Personalized support systems,  Small group tutorials,  Development of students’ basic learning skills,  Teaching of study skills and learning strategies in the context of academic content courses,  Opportunities to interact in informal settings and develop personal relationships with faculty, and  Opportunities to experience success. - Adapted from Maxwell and Casazza & Silverman
  • 14. Academic Support Services Model... PROGRAMS & SERVICES MISSION & GOALS STUDENTS’ SKILLS & NEEDS
  • 16. 1. We wanted students to help other students. We are a non- traditional college and wanted to have peer coaches who understand what that entails. 2. We wanted certification from the College Reading and learning Association 3. We wanted all of the information about the program to be accessible at any time.
  • 17. We followed an intentional design that included the following elements for consideration: • Service Delivery Model(s) • Responsibility & Ownership • Professional Standards • Tailoring Training • Feedback & Evaluation • On-going Professional Development & Sharing
  • 19. Service Delivery • How Students Access a Tutor/Peer Coach – Self-referral – Faculty-referral • Where Students Can Get Assistance – Onsite & Online • Resources • Study aids • Presentations • What Help Can Students Get? – Content Tutoring – General Study Skills – Critical Thinking – Navigating College Resources – Computer/Information Literacy
  • 20. Peer coaches (rather than tutors) • No group • Individual • Workshop presentations (student panel) • Appointment (evenings, work schedule, 1 hr-ish) – Form triage (low-pc, mid, high-Lisa) • Smarthinking for content • Elluminate/Collaborate for at a distance • Workshops
  • 21. Responsibility & Ownership • Encouraging peers to take initiative, ask questions, and help. – Working yourself out of that job. – “Teachers are those who use themselves as bridges, over which they invite their students to cross; then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own.” –Nikos Kazantzakis, Greek writer and philosopher (author of Zorba the Greek & The Last Temptation). • Delegation – Raise your kids well, then trust.
  • 22. Peer Coaches Participate in the Program Paid Work Study Students who qualify for Federal Financial Aid work study status can receive payment for their work as a Peer Coach and will also receive all of the general benefits listed above. 3 have participated as work-study student s Practicum A practicum is a credited bearing study that gives students both a theoretical and practical/work experience in the field of learning assistance and adult learning. Anyone interested in the practicum should obtain approval from their mentor, then enroll in the study as an independent study with the Director of Academic Support (Lisa D'Adamo-Weinstein) and pay for it as they would any other credit bearing course at the college. Students can earn 2-4 credits as part of their college level degree program and will also receive all of the general benefits listed above. 2 have participated and completed the practicum Volunteers Students who volunteer will not receive pay or course credit, but they will gain work experience for their resume and will also receive all of the general benefits listed above. 11 are currently participating as a volunteer
  • 23. PRACTICUM COURSE INFORMATION TITLE: The Theory and Practice of Learning: Learning Assistance and Academic Support for Post-Secondary Learners Offered at 2 or 4 credits, Advanced, Liberal A. PURPOSE - The purpose of this practicum is for students to develop a theoretical grounding in the field of learning assistance and to engage in practical applications for teaching/training postsecondary learners. Students in the practicum will learn about the scholarship and best practices of college level learning assistance and academic support by reading about and engaging in discussion of academic literature on appropriate theories of adult learning, student engagement, academic skills development, and learning center pedagogy. They will also engage in hands-on practice in assisting college level learners in enhancing general study skills, tutoring in specific content areas, navigating through college resources, and/or developing study strategies and resources within specific Areas of Study or general learning skills development.
  • 24. B. LEARNING ACTIVITIES Most of the work for this study will occur as part of the student’s work as a peer coach. The ten hours of training that all peer coaches undertake is a part of the initial theoretical and practical foundations of the study and should be completed before engaging in other learning activities of this practicum. There are THREE CATEGORIES of learning activities: 1 - PEER COACHING: TRAINING, ENGAGEMENT, & REFLECTION The amount of time spent over the course of the term should range between at total of 100-140 hours for 4 credits and 50-70 Hours for two credits. These hours include peer coach training, meeting with the course instructor, and working with students or on specific academic support projects. Scheduling of the bulk of these hours is determined between the student and the Peer Coaching Program Coordinator and/or practicum instructor. The first 10 hours of this time commitment are derived from the official Peer Coach training (outlined @ http://www.peercoaches.pbwiki.com). Additionally, five to ten of the remaining hours should be spent in individual meetings with the course instructor to discuss the readings for the study. A specific schedule will be developed between the instructor and the student after the student completes the 10 hours of training. The remaining hours should be dedicated to specific engagements focusing on the all aspects of academic skills counseling including preparation, evaluation, and conducting individual and group support in face-to-face and virtual environments. These engagements will range from observation to active participation.
  • 25. 2 – ACADEMIC READING All required and supplemental readings and course materials will be available online at http://bit.ly/PracticumReadingsList (Please Note – the instructor updates the site each term and students in the practicum may be asked to add some of their work to the wiki). 3 – WRITTEN WORK Two 8-10 page formal written essays are required for this study: Theory Essay – This essay should be grounded in the literature and should include critical theoretical analysis of assigned readings and/or relevant research. The essay should explore research, theories and practices gained from course materials, independent research, discussions with the instructor, and experiences at the practicum site. The essay can be a combination of a literature review that includes relevant examples from the practicum experience or it can solely be about the areas of interest the student has in the literature and research. The student should plan to hand this essay in around the midpoint of the term. Practice Essay - One essay should be reflective in nature and articulate the specific experiences at the practicum site as well as the knowledge and skills gained during the practicum. This essay should be handed in at the end of the term as a summative/reflective piece and to document the entire practicum experience.
  • 26. Professional Standards www.myatp.org/cert.htm
  • 27. • Level 1 (learning coaches/ Level 2-3) • Break-up training (2x a month, full day, evening sessions) • Adult learning theory to meet adult/returning students • Refresher/skills ready to enter upper level classes.
  • 28. Tailoring Training • Don’t reinvent the wheel, but paint it a color you like. – Standards like: ATP training, CRLA, others. – Additional resources: online, journals, videos, etc. • Addressing student/institutional needs and resources.
  • 29. We designed our training around the College Reading and Learning Association standards. Our training consisted of the CRLA required 10 hours. 6 hours are face-to-face and cover: Definition of tutoring and tutor responsibilities Basic tutoring guidelines and/or Tutoring do's and/or Tutoring don'ts Techniques for successfully beginning and ending a tutor session Adult learners and/or Learning theory and/or Learning styles Assertiveness and/or Handling difficult students Role modeling Setting goals and/or Planning Communication skills Active listening and paraphrasing Referral skills Study skills Critical thinking skills Compliance with the ethics and philosophy of the tutor program and/or Sexual harassment and/or Plagiarism Modeling problem solving Other (please specify) 4hours of independent/ supervised training Scavenger Hunt for Empires State College Resources Attending several workshops Researching websites and other online resources
  • 30. Feedback & Evaluation • Different levels (student, supervisor, self- reflection) • Quantitative/Qualitative • Observation session • Feedback forms • Recording online sessions • Coach the coaches
  • 31. Ongoing Professional Development • Think “Professional Development” Not “Training.” • More Than Just a Class or Event. • Feedback/Evaluation Spiral of Growth • Broader Approach/Two Birds With One Stone – (peer coaches, presentation skills, resume, job skills) • Other Certifications (NCLCA LCLC)
  • 33. We began training In the Spring of 2011 we trained our first 6 Peer Coaches. But, they did not start working with students until Fall 2011.
  • 34. The Peer Coaching Team 2012-2013 Business, Writing & Economics & General Writing, Accounting Study Skills History Library & Research Writing & Graduate Studies Writing, Cultural Writing, Cultural Studies Studies & & Introductory Math Graduate Studies Business Technology & Management Math, Writing & Business Critical Thinking, Psychology & Writing
  • 35. Impact Of The Program
  • 39. What are the numbers? 13 = Total # of peer coaches trained - July 2011-June 2012 July-Dec 2011 - 10 Jan-June 2012 – 3 9 = Total # of peer coaches meeting with students - July 2011-June 2012 July-Dec 2011 - 5 Jan-June 2012 - 4 25 = Total # of students meeting with peer coaches - July 2011-June 2012 July-Dec 2011 - 15 Jan-June 2012 - 9 47 = Total # of appointments between peer coaches and students - July 2011-June 2012 July-Dec 2011 - 30 Jan-June 2012 - 17
  • 40. What are the students saying? “For me this is a much needed service due to returning to a learning environment after 30 years Thank you.” “I liked the encouragement. I liked how she made me think about the material that I needed help with. I like her easy going manner.” “Very hands on and took time to explain trouble spots. Explanations were concise and allowed me to se what was wrong with my approach.” “The peer coach was a good listener and very understanding of the topic.” “I liked the time spent with out pressure. I wish I took advantage of Peer Support earlier in class very beneficial to the course.” “The coach was good about visual examples working on the problems with me and made the formulas understandable.” “Gave me visual aides to complete my project. I like the one on one help.”
  • 41. What impact has there been on grades? Most of the students are in the 1st or 2nd term, but there have been 5th and 6th term students as well. 10 of the students were “A” students each term and in the term they worked with the peer coach 8 of the students had a grade range of A-NC, but the term with the peer coach was their best term, passing all classes. 2 students got straight As in their first term (spring 2012) 2 students had their best term with As and Bs and before and/or after were As-Ds. 1 student passed both classes she got assistance with and w/d from the other 1 student did not pass the class he got assistance with
  • 43. What Can You Take Away from Learning the Story of Our Program?
  • 44. Things for You to Consider We followed an intentional design before implementation that included the following elements: • Service Delivery Model(s) • Responsibility & Ownership • Professional Standards • Tailoring Training • Feedback & Evaluation • On-going Professional Development & Sharing
  • 45. What is the ONE GREAT PROJECT/IDEA/AREA that you want to work on when you get back to your campus?
  • 46. Make a Plan for Yourself Take a few minutes to jot down the ideas you have for enhancing your tutor program.
  • 47. ACTIVITY – Focusing on Just One Thing For Peer Coaching/Tutoring on Your Campus Directions: Pick from your idea list. What is your number one interest/priority?-- You can determine this based on your center/college’s constraints, $$$, time (workload, seasonal demands, etc.), staff desires/access, student needs, access to technology, etc. Defining your top priority… Major idea/goal/priority - Narrowing it down… List at least 3 components related to this idea/goal/priority – 1. 2. 3. What research/people/resources/etc. do you need to connect with to get a start on making your idea/goal/priority a reality? Outline some of the first steps you need to take.