Presentation on theme: "Using Peer Tutors to Improve College Students’ Academic Success"— Presentation transcript:
1Using Peer Tutors to Improve College Students’ Academic Success Johanna Dvorak, PhDUniversity of Wisconsin-MilwaukeeInnovative Educators Webinar
2IntroductionThis 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.
3OverviewThis webinar will discuss three aspects of organizing a peer tutoring program to improve student learning and retention.I. Organizing peer tutoring servicesII. Staffing and evaluating peer tutorsIII. Conducting tutor training
4What will participants learn? ObjectivesParticipants 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 performanceIII. Learn various models of tutor training and modes of delivery.
5AttendeesPost-secondary Tutoring Program or Learning Center Managers: Colleges and Universities, Community Colleges, and Technical CollegesPost-secondary Learning Center Professionals with an interest in online tutoringNew professionals in the field of college learning assistance who aspire to become program managers
6Speaker: Johanna Dvorak Director of Educational Support Services at University of Wisconsin-MilwaukeeTutoring Management Experience: 25+ yearsLeadership roles in NCLCA and NADEFrequent presenterQualitative Researcher
7Organizing Peer Educator Services What types of peer educator services can you choose?Peer Tutoring ProgramOnline Tutoring ServicesSupplemental InstructionStructured Learning AssistancePeer-led Study GroupsMentoringAcademic Counseling
8What tutoring services will you offer? Types of TutoringIndividualGroupOnline TutoringWalk inScheduled weeklyBy appointmentIn Class
9Steps to Organizing a Tutoring Center Where and when to provide tutoringSelecting courses to be tutoredSelecting tutorsPromoting the programMonitor the progress of the programEvaluating the service
10Resources 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, ppDvorak, J. “The college tutoring experience,” The Learning Assistance Review, (6)2, Fall 2001, ppFalchikov, N. (2001). Learning together: Peer tutoring in higher education. New York, NY: Routledge
11More 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.
12Activity Planning your peer tutoring services List all the services in your centerWhat works well?What is most attended?What changes are you seeing?What services would you like to add or develop?
14Activity: 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?orII. Problem: Brainstorm how community college programs can use peer tutors effectively when many students leave after two years.
15Staffing Can you use peer educators? Pros: budget savings, students are in class and know exact content, work study students, technology expertise, developing leadersCons: continuity and expertise of staff, turnover of students which increases the need for training & supervisory staff
16Selecting Peer Tutors What functions will they perform? Do you need content experts?Undergraduates or graduate students?Tutoring function examples:TutorSupplemental Instruction leaderMentorAcademic CoachProgram assistant to help other tutors
17Qualifications: Supplemental Instruction Leaders: SI leaders are model students who have usually taken the classSome are graduate studentsMay be referred by professor or have been excellent tutorsSI leaders attend course lectures & hold 3-4 review sessions per weekSI leaders integrate course content with learning/study strategies
18SI Leaders vs. Tutors Tutor meets faculty once Role determined by tutor coordinatorTutor training: 10 hours per semesterTutor earns $9 per hourCost for tutor coordinatorSI leader meets w/ faculty oftenRole determined by programSI training, coachingSI leader earns about $10 per hr.Costs for SI staff
19The Interview ProcessInterviewing guidelines to improve the of selection peer tutors:Determining qualificationsPosting the openingScreening applicantsBroadening the applicant poolThe interviewChecking referencesWho make the best tutors?
20III. Why Tutor Training? Research Shows Better Retention: Tutor Training= higher student retentionTutor Certification GuidelinesClark-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.
21Tutoring Certification Guidelines Tutor Program Certification CRLAIndividual Tutor Certification ATPLearning Center Management Certification NCLCAProgram Certification NADEDevelopmental Education CoursesTutoringCourse-Based Learning Assistance
22Training Tutors Training Formats Hold training prior to the semester Pay student workers to attend meetings throughout the semesterTutor Training CourseExample: The Master Tutor (Cambridge)Use a Course Management SystemOnline Tutor TrainingPeer Educator Conference
23Cost Efficient Training Follow CRLA standards for tutor training:- 10 hours of tutoring per semesterWhat 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
24Activity: 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.
25IV. Tutor Evaluation Evaluate your tutors Students evaluate tutors Staff visits tutors’ sessionsStaff evaluates tutors’ overall performanceProgram is evaluated byTutorsStudents
26Use Research to Evaluate Tutoring Practice Research I conducted showed that the best tutors displayed the following characteristics:Caring about studentsShowing sensitivityBuilding rapportDemonstrating flexibilityServing as role modelsDvorak, J. “The college tutoring experience,” The Learning Assistance Review, (6)2, Fall 2001, pp
27Best Tutoring Practices Motivated studentsSet expectationsBuilt self-confidenceDeveloped rapportMade a connection to campusProvided mentoring(Dvorak, 2001)
28Top Tutoring Techniques Explained college study strategiesAided in reading college textbooksEncouraged active learningUsed excellent communication skillsUsed visual aids and examplesAdapted tutoring techniquesIncorporated teaching and coaching styles(Dvorak, 2001)
29Benefits to Tutors Empathized with struggling students Gained the satisfaction of helping other students succeedSolidified their own knowledgeDeveloped leadership skillsImproved communication skillsIncreased multicultural awarenessBecame more prepared for future careers(Dvorak, 2001)
30Activity: 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.
31Contact InformationDr. Johanna Dvorak, DirectorPanther Academic Support ServicesPASS/Bolton 180University of Wisconsin-MilwaukeeP.O.Box 413Milwaukee, WI 5320131