1. Using Peer Tutors to Improve College Students’ Academic Success
Johanna Dvorak, PhD
University of Wisconsin-Milwaukee
Innovative Educators Webinar

2. Introduction
This webinar will assist tutoring coordinators and professionals in improving their programs and practice of tutoring at the post-secondary level.
As many programs face shrinking budgets, we can maximize services and reduce costs by using student/ peer tutors.

3. Overview
This webinar will discuss three aspects of organizing a peer tutoring program to improve student learning and retention.
I. Organizing peer tutoring services
II. Staffing and evaluating peer tutors
III. Conducting tutor training

4. What will participants learn?
Objectives
Participants will be able to improve tutoring program practices in the following areas:
I. Choosing the most effective peer tutoring program service components for your campus.
II. Interviewing and evaluation guidelines to improve the quality of peer tutor performance
III. Learn various models of tutor training and modes of delivery.

5. Attendees
Post-secondary Tutoring Program or Learning Center Managers: Colleges and Universities, Community Colleges, and Technical Colleges
Post-secondary Learning Center Professionals with an interest in online tutoring
New professionals in the field of college learning assistance who aspire to become program managers

6. Speaker: Johanna Dvorak
Director of Educational Support Services at University of Wisconsin-Milwaukee
Tutoring Management Experience: 25+ years
Leadership roles in NCLCA and NADE
Frequent presenter
Qualitative Researcher

7. Organizing Peer Educator Services
What types of peer educator services can you choose?
Peer Tutoring Program
Online Tutoring Services
Supplemental Instruction
Structured Learning Assistance
Peer-led Study Groups
Mentoring
Academic Counseling

8. What tutoring services will you offer?
Types of Tutoring
Individual
Group
Online Tutoring
Walk in
Scheduled weekly
By appointment
In Class

9. Steps to Organizing a Tutoring Center
Where and when to provide tutoring
Selecting courses to be tutored
Selecting tutors
Promoting the program
Monitor the progress of the program
Evaluating the service

10. Resources for Managing a Tutoring Program
Bingham, R., Daniels, J. (1998). Developing student support groups: A tutor’s guide Brookfield, VT: Gower.
Dvorak, J. “Managing tutoring aspects of the learning assistance Center,” Research for Education Reform, (9) 4, December 2004, pp
Dvorak, J. “The college tutoring experience,” The Learning Assistance Review, (6)2, Fall 2001, pp
Falchikov, N. (2001). Learning together: Peer tutoring in higher education. New York, NY: Routledge

11. More Resources for Peer Educators
Gottesman, B. L. (2009). Peer coaching in higher education. Lanham, MD: Rowman & Littlefield.
Newton, F. B. (2000). Students helping students: A guide for peer educators on college campuses. San Francisco, CA: Jossey-Bass.
Wisker, G., Exley, K., Antoniou, M., & Ridley, P. (2007). Working one-to-one with students: Supervising, coaching, mentoring, and personal tutoring. New York, NY: Routledge.

12. Activity Planning your peer tutoring services
List all the services in your center
What works well?
What is most attended?
What changes are you seeing?
What services would you like to add or develop?

13. II. Staffing & Evaluating Peer Tutors
Management Functions:
Recruiting
Hiring
Orientation
Training
Evaluating

14. Activity: Should you use peer tutors? Discuss and post on one of these:
I. What are the advantages and disadvantages of using peer tutors in a college setting? or
II. Problem: Brainstorm how community college programs can use peer tutors effectively when many students leave after two years.

15. Staffing Can you use peer educators?
Pros: budget savings, students are in class and know exact content, work study students, technology expertise, developing leaders
Cons: continuity and expertise of staff, turnover of students which increases the need for training & supervisory staff

16. Selecting Peer Tutors What functions will they perform?
Do you need content experts?
Undergraduates or graduate students?
Tutoring function examples:
Tutor
Supplemental Instruction leader
Mentor
Academic Coach
Program assistant to help other tutors

17. Qualifications: Supplemental Instruction Leaders:
SI leaders are model students who have usually taken the class
Some are graduate students
May be referred by professor or have been excellent tutors
SI leaders attend course lectures & hold 3-4 review sessions per week
SI leaders integrate course content with learning/study strategies

18. SI Leaders vs. Tutors Tutor meets faculty once
Role determined by tutor coordinator
Tutor training: 10 hours per semester
Tutor earns $9 per hour
Cost for tutor coordinator
SI leader meets w/ faculty often
Role determined by program
SI training, coaching
SI leader earns about $10 per hr.
Costs for SI staff

19. The Interview Process
Interviewing guidelines to improve the of selection peer tutors:
Determining qualifications
Posting the opening
Screening applicants
Broadening the applicant pool
The interview
Checking references
Who make the best tutors?

20. III. Why Tutor Training? Research Shows Better Retention:
Tutor Training= higher student retention
Tutor Certification Guidelines
Clark-Thayer, S. & Putnam Cole, L (2ndEd). (2009). NADE self-evaluation guides: Best practices in academic support programs. Clearwater, FLA: H&H Publishing.
Self- Assessment Guides: Learning Assistance (2007). Washington, DC: Council for the Advancement of Standards in Higher Education.

21. Tutoring Certification Guidelines
Tutor Program Certification CRLA
Individual Tutor Certification ATP
Learning Center Management Certification NCLCA
Program Certification NADE
Developmental Education Courses
Tutoring
Course-Based Learning Assistance

22. Training Tutors Training Formats Hold training prior to the semester
Pay student workers to attend meetings throughout the semester
Tutor Training Course
Example: The Master Tutor (Cambridge)
Use a Course Management System
Online Tutor Training
Peer Educator Conference

23. Cost Efficient Training
Follow CRLA standards for tutor training:
- 10 hours of tutoring per semester
What type of training format costs less?
Analyze what type of training would be most efficient:
Example: Offering a tutor training course where tutors pay for credits for training rather than us paying them to get trained

24. Activity: Tutor Training
What formats for tutor training do you use?
Which models of tutor training are or would be most effective for you?
What would you like to improve or try?
Develop an plan for peer tutor training for your campus.

25. IV. Tutor Evaluation Evaluate your tutors Students evaluate tutors
Staff visits tutors’ sessions
Staff evaluates tutors’ overall performance
Program is evaluated by
Tutors
Students

26. Use Research to Evaluate Tutoring Practice
Research I conducted showed that the best tutors displayed the following characteristics:
Caring about students
Showing sensitivity
Building rapport
Demonstrating flexibility
Serving as role models
Dvorak, J. “The college tutoring experience,” The Learning Assistance Review, (6)2, Fall 2001, pp

27. Best Tutoring Practices
Motivated students
Set expectations
Built self-confidence
Developed rapport
Made a connection to campus
Provided mentoring
(Dvorak, 2001)

28. Top Tutoring Techniques
Explained college study strategies
Aided in reading college textbooks
Encouraged active learning
Used excellent communication skills
Used visual aids and examples
Adapted tutoring techniques
Incorporated teaching and coaching styles
(Dvorak, 2001)

29. Benefits to Tutors Empathized with struggling students
Gained the satisfaction of helping other students succeed
Solidified their own knowledge
Developed leadership skills
Improved communication skills
Increased multicultural awareness
Became more prepared for future careers
(Dvorak, 2001)

30. Activity: Choose one IV. How would you evaluate your tutors? or
What peer opportunities are on your campus for student leadership? How could your program collaborate to provide cross training for peer leaders? Develop a collaboration plan.

31. Contact Information
Dr. Johanna Dvorak, Director
Panther Academic Support Services
PASS/Bolton 180
University of Wisconsin-Milwaukee
P.O.Box 413
Milwaukee, WI 53201 31