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Using Peer Tutors to Improve College Students’ Academic Success

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

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Using Peer Tutors to Improve College Students’ Academic Success

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  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 forEducation Reform, (9) 4, December 2004, pp. 39-51. • Dvorak, J. “The college tutoring experience,” The Learning Assistance Review, (6)2, Fall 2001, pp. 33-46. • 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 SI leader meets w/ faculty often Role determined by program SI training, coaching SI leader earns about $10 per hr. Costs for SI staff Tutor meets faculty once Role determined by tutor coordinator Tutor training: 10 hours per semester Tutor earns $9 per hour Cost for tutor coordinator

  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 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. 33-46.

  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 jdvorak@uwm.edu 414-229-5672

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