The document describes the creation of a peer coaching program at SUNY Empire State College's Northeast Center Office of Academic Support. It provides an overview of the program, including that peer coaches are trained students who provide academic support to other students. The document outlines how the program was intentionally designed around principles like professional standards, tailored training, and ongoing evaluation and professional development. It also provides details on the implementation of the program, reporting that it has trained over 13 peer coaches since 2011 who have helped over 25 students through 47 appointments. Student feedback indicates the peer coaching is helpful, and the program seems to have had a positive impact on student grades.
The application of technology enhanced learning to enhance the ‘student learning journey’, was a presentation to the staff of the University of South Africa on Tuesday 16 September 201
Lisa D'Adamo-Weinstein
Director of Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson
Director, Academic Success Center, Retired
Clemson University
Laura Sanders
Assistant Dean, Student Success
College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to: ••• honor the history of established and unique learning centers; and • celebrate the outstanding achievements of centers that meet and exceed these standards. This post-conference institute will walk participants through the rationale for the creation of the designation program; review the criteria for evaluation and the steps for application. We will address relevant theories and best practices in learning center management, encouraging participants to reflect on their own centers and what they they can do to measure up to excellence in the field of learning assistance and academic support.
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
Directors Meeting - Feb. 2, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Dan Friedman, executive director of University 101 Programs
Dennis Pruitt, vice president for student affairs
The application of technology enhanced learning to enhance the ‘student learning journey’, was a presentation to the staff of the University of South Africa on Tuesday 16 September 201
Lisa D'Adamo-Weinstein
Director of Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson
Director, Academic Success Center, Retired
Clemson University
Laura Sanders
Assistant Dean, Student Success
College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to: ••• honor the history of established and unique learning centers; and • celebrate the outstanding achievements of centers that meet and exceed these standards. This post-conference institute will walk participants through the rationale for the creation of the designation program; review the criteria for evaluation and the steps for application. We will address relevant theories and best practices in learning center management, encouraging participants to reflect on their own centers and what they they can do to measure up to excellence in the field of learning assistance and academic support.
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
Directors Meeting - Feb. 2, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Dan Friedman, executive director of University 101 Programs
Dennis Pruitt, vice president for student affairs
District Implementation and Integration of Naviance into a Counseling Curricu...Naviance
District Implementation and Integration of Naviance into a Counseling Curriculum
Presented by Janette Walters, Tammy Lawrence, and Anjela Schwab
Naviance Summer Institute July 2015
The Naviance College and Career Readiness Curriculum is a blended learning experience for students in grades 6-12 that helps develop critical non-cognitive skills and college knowledge and instills confidence so that students persevere. In this presentation, Curriculum experts Kim Oppelt and Upendra Jejjala present the problems facing today's schools and students, preview the Curriculum lessons, and the highlight the results of the pilot program.
Whether you want explore a new teaching tool or learn strategies for improving teaching effectiveness, OLC has the workshop for you. Come learn about our 2015 online professional development offerings! Q & A welcome.
It’s not too early to plan your 2015 New Year’s Resolution! This webinar is a great opportunity to learn more about ways that the 2015 OLC Institute for Learning offerings can help you continue your professional development.
There are a host of support services required for students in a typical technical institute. This presentation highlights importance of such services at IIT Delhi
CAA Global Education Conference 2011- Expanding ACCESS to International StudentsCISA-GMU
Session Title: Expanding ACCESS to International Students
Session Abstract: Mason’s recent foray in international education is an innovative new foundation year program for international freshmen designed to increase their academic English language skills while enrolled as full-time students. The presenters will discuss the historical development of the program (beginning with a university encounter with INTO); its academic foundation utilizing cross-departmental collaboration between university and intensive English programs; its implementation this past fall providing cohort-style, credit-bearing, custom curriculum, along with academic and student services designed for students studying abroad; research-backed program revisions and implications for comprehensive approaches to language-supported internationalization in U.S. higher education, and the development of a new university entity developed to manage administration of the program which builds further on interdepartmental partnerships.
Presenters:
* Nicole Sealey, Director, Center for International Student Access, George Mason University
* Rick Davis, Associate Provost, Undergraduate Education, George Mason University
* Karyn Mallett, Assistant Director, English Language Institute, George Mason University
* Ghania Zgheib, Faculty, English Language Institute and Ph.D. Student, Graduate School of Education, George Mason University
Division Meeting - Nov. 17, 2020
UofSC Division of Student Affairs and Academic Support
"2019-2020 UofSC Community Insights Survey"
presented by Nathan Strong and Kim Pruitt, UofSC Human Resources, and Stacey Bradley and Alicia Bervine, Student Affairs and Academic Support
"2019-2020 UofSC Community Insights Survey"
Division Meeting - October 1, 2021
UofSC Division of Student Affairs and Academic Support
Staff Senate Overview
Presented by:
- Leena Holt, Parent and Family Programs
- Rushondra James, College of Information and Communications
Updates on Telecommunicating and Class and Comp Study
Presented by:
- Stacey Bradley, Student Affairs and Academic Support
“The University is a community of scholars engaged in the task of seeking truth”. Karl Jaspers, 1923
“I find the three major administrative problems on campus are sex for the students, athletics for the alumni and car parking for the faculty”.
Clark Kerr President,
University of California, 1958
Skills@Library at the University of LeedsHelen Howard
Presentation for the academic skills support event at Leeds Metropolitan University June 2012, outlining why and how Skills@Library evolved and looking at the services we provide.
Effective Work-Based Learning Practices: A Large Comprehensive Academy's Appr...NAFCareerAcads
Learn how to develop innovative work-based learning plans for student learning and success at all grade levels, 9-12. Participants at this session will see how a large and comprehensive high school explores creative work-based learning ideas to integrate college and career readiness practices.
Supporting internal communication and professional development for a student ...Maegan Gudridge
Clarke, K. and Gudridge, M. (2014, March) Supporting internal communication and professional development for a student affairs division. ACPA Convention, Indianapolis, IN.
Two directors meet at the crossroads of peer (lisa d'adamo weinstein's confli...Lisa D'Adamo-Weinstein
Our peer tutor training and academic support delivery models are tailored to the diverse needs of student
populations at a 2 year and 4 year college.
The directors will discuss how these models prepare students for
success. Participants will leave with ideas for enhancing their training and academic support programs.
District Implementation and Integration of Naviance into a Counseling Curricu...Naviance
District Implementation and Integration of Naviance into a Counseling Curriculum
Presented by Janette Walters, Tammy Lawrence, and Anjela Schwab
Naviance Summer Institute July 2015
The Naviance College and Career Readiness Curriculum is a blended learning experience for students in grades 6-12 that helps develop critical non-cognitive skills and college knowledge and instills confidence so that students persevere. In this presentation, Curriculum experts Kim Oppelt and Upendra Jejjala present the problems facing today's schools and students, preview the Curriculum lessons, and the highlight the results of the pilot program.
Whether you want explore a new teaching tool or learn strategies for improving teaching effectiveness, OLC has the workshop for you. Come learn about our 2015 online professional development offerings! Q & A welcome.
It’s not too early to plan your 2015 New Year’s Resolution! This webinar is a great opportunity to learn more about ways that the 2015 OLC Institute for Learning offerings can help you continue your professional development.
There are a host of support services required for students in a typical technical institute. This presentation highlights importance of such services at IIT Delhi
CAA Global Education Conference 2011- Expanding ACCESS to International StudentsCISA-GMU
Session Title: Expanding ACCESS to International Students
Session Abstract: Mason’s recent foray in international education is an innovative new foundation year program for international freshmen designed to increase their academic English language skills while enrolled as full-time students. The presenters will discuss the historical development of the program (beginning with a university encounter with INTO); its academic foundation utilizing cross-departmental collaboration between university and intensive English programs; its implementation this past fall providing cohort-style, credit-bearing, custom curriculum, along with academic and student services designed for students studying abroad; research-backed program revisions and implications for comprehensive approaches to language-supported internationalization in U.S. higher education, and the development of a new university entity developed to manage administration of the program which builds further on interdepartmental partnerships.
Presenters:
* Nicole Sealey, Director, Center for International Student Access, George Mason University
* Rick Davis, Associate Provost, Undergraduate Education, George Mason University
* Karyn Mallett, Assistant Director, English Language Institute, George Mason University
* Ghania Zgheib, Faculty, English Language Institute and Ph.D. Student, Graduate School of Education, George Mason University
Division Meeting - Nov. 17, 2020
UofSC Division of Student Affairs and Academic Support
"2019-2020 UofSC Community Insights Survey"
presented by Nathan Strong and Kim Pruitt, UofSC Human Resources, and Stacey Bradley and Alicia Bervine, Student Affairs and Academic Support
"2019-2020 UofSC Community Insights Survey"
Division Meeting - October 1, 2021
UofSC Division of Student Affairs and Academic Support
Staff Senate Overview
Presented by:
- Leena Holt, Parent and Family Programs
- Rushondra James, College of Information and Communications
Updates on Telecommunicating and Class and Comp Study
Presented by:
- Stacey Bradley, Student Affairs and Academic Support
“The University is a community of scholars engaged in the task of seeking truth”. Karl Jaspers, 1923
“I find the three major administrative problems on campus are sex for the students, athletics for the alumni and car parking for the faculty”.
Clark Kerr President,
University of California, 1958
Skills@Library at the University of LeedsHelen Howard
Presentation for the academic skills support event at Leeds Metropolitan University June 2012, outlining why and how Skills@Library evolved and looking at the services we provide.
Effective Work-Based Learning Practices: A Large Comprehensive Academy's Appr...NAFCareerAcads
Learn how to develop innovative work-based learning plans for student learning and success at all grade levels, 9-12. Participants at this session will see how a large and comprehensive high school explores creative work-based learning ideas to integrate college and career readiness practices.
Supporting internal communication and professional development for a student ...Maegan Gudridge
Clarke, K. and Gudridge, M. (2014, March) Supporting internal communication and professional development for a student affairs division. ACPA Convention, Indianapolis, IN.
Two directors meet at the crossroads of peer (lisa d'adamo weinstein's confli...Lisa D'Adamo-Weinstein
Our peer tutor training and academic support delivery models are tailored to the diverse needs of student
populations at a 2 year and 4 year college.
The directors will discuss how these models prepare students for
success. Participants will leave with ideas for enhancing their training and academic support programs.
Mentor Orientation for Apprenticeships in Science and Engineering (ASE) ProgramJulia Soto
Guidance for mentors and supervisors for Saturday Academy's high school internship program (ASE). Including how the program works, what we expect, and tips for helping your student be successful during an eight-week internship.
Presented at the National College Learning Center Association (NCLCA) 2010 Institute in Napperville, Illinois @ North Central College.
Best practices in learning center management are difficult to define. Learning centers are multifaceted and complex, varying according to student demographics, institutional structures, facilities, funding, programs/services, staff expertise/size, and a myriad of other factors. This presentation will introduce participants to some models of best practices in order to spark conversation, promote reflection, provide insight, and point participants to resources to be explored within their own institutional contexts.
Presentation at the 2017 SUNY CIT Conference discussing the integration of Academic and Instructional Services at SUNY Empire State College into the college's learning envornoment.
School Counselors – Become a Change Agent for College and Career ReadinessNAFCareerAcads
Does your school struggle to define the role of school counselors within your academy? This session provides details on what counselors need to know about
the NAF model and how it relates to their daily work. Learn about developmental guidance with a focus on how to connect career counseling with work-based learning. Hear from fellow counselors across the country on how to support students in college and career readiness. This session is crucial for all counselors and school leaders!
Presenter:
Maria Alutto,
Paxton/Patterson
The Geraldton Universities Centre hosted representatives from the Regional Study Hubs Network, led by the NCSEHE with support from the Australian Government Department of Education.
The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
More on how Valencia College started the conversation with faculty, engaged them in a pilot, and ultimately had them informed and excited as they began app implementation.
This breakout session was hosted at the Civitas Learning 2015 Winter Summit, by Kurt Ewen and Wendy Dew, Valencia College.
Managing Yourself as a Successful Student
Do you wonder what the best approach to your learning is?
Do you want to learn how to become more organized with your studies and your time?
This workshop will show you how to effectively organize yourself and your time. You will also learn how to maximize your study strategies and tailor them to your individual learning needs.
www.necacademicsupport.pbworks.com
In order to foster the academic skills development of students at all levels of academic ability and to increase student learning and retention, Northeast Center faculty and academic support collaborated to design innovative approaches which integrate in-person academic support into credit-bearing studies. As a result, we have developed several embedded academic support models using learning and peer coaches to assist students in their acquisition and enhancement of writing skills, academic research strategies and content area knowledge. This presentation will explore the ways in which we have embedded academic support into two different study groups, highlighting the benefits for both faculty and students, and examine lessons learned. Our intention with the presentation is to bring the audience into this conversation, sharing the models we use for our peer coach training and embedded academic support approaches. Participants will be asked to reflect on their own centers and take away ideas for how they might adapt these models to start/enhance their own embedded academic support efforts.
Planning & Writing Your Rationale Essay
Rationale Essay? Are you unsure of how to begin and what to include?
Designing your own degree plan is difficult; writing about that plan is even harder. Thinking about your degree plan as your resume & the rationale essay as your cover letter is the approach we take in this workshop that will introduce you to the steps & strategies necessary to complete the most unique piece of writing that you will do at ESC .
In order to foster the academic skills development of students at all levels of academic ability and to increase student learning and retention, Northeast Center faculty and academic support collaborated to design innovative approaches which integrate in-person academic support into credit-bearing studies. As a result, we have developed several embedded academic support models using learning and peer coaches to assist students in their acquisition and enhancement of writing skills, academic research strategies and content area knowledge. This presentation will explore the ways in which we have embedded academic support into two different study groups (writing and history) – highlighting the benefits for both faculty and students – and examine lessons learned. Our intention with the presentation is to bring the audience into this conversation, sharing the models we use for our peer coach training and embedded academic support approaches. Participants will be asked to reflect on experiences in their own centers and take away ideas for how they might adapt these models to enhance their own embedded academic support efforts.
Are you unsure what to expect in your first term?
Do you need to brush-up on organization, time management, and goal setting?
Do you need help keeping the momentum going throughout the term?
Completing orientation is only the first of many pieces to your success at SUNY Empire State College’s Northeast
Center (NEC). Now that you have met your mentor and learned about the many resources available to you, you are
ready to put together the other pieces that will help you have a successful first term.
At three important stages during the
term, we will offer workshops and
interactive sessions conducted by staff
and current students to provide you with
additional resources and effective
strategies to help you piece together a
successful academic experience. We
highly recommend this series for new
students, but all students are welcome
to participate each term.
Before You Begin HIGHLY recommended for new students
Being a Successful Learner
Communicating Effectively with your Mentor and Instructors
Setting Term Long Goals
Student Panel : The Balancing Act & Other Success Tips
Rationale Essay? Are you unsure of how to begin? Of what to include?
Designing your own degree plan is difficult; writing about that plan is even harder. Thinking about your degree plan as your resume & the rationale essay as your cover letter is the approach we take in this workshop that will introduce you to the steps & strategies necessary to complete the most unique piece of writing that you will do at ESC .
Planning & Writing Your Rationale Essay
Rationale Essay? Are you unsure of how to begin? Of what to include?
Designing your own degree plan is difficult; writing about that plan is even harder. Thinking about your degree plan as your resume & the rationale essay as your cover letter is the approach we take in this workshop that will introduce you to the steps & strategies necessary to complete the most unique piece of writing that you will do at ESC .
Write Effectively & Overcome Writer’s Block
Do you have a hard time deciding what to write about? Do you have trouble developing a thesis?
Have you gotten feedback on your papers asking you to more clearly develop your ideas?
This workshop will introduce you to the principles of effective writing. You will also learn some strategies for how to critically analyze information in
order to more effectively write your essays & get through writer’s block.
Academic Research Strategies
How do I effectively & efficiently do academic research & navigate the college's online library?
This workshop will introduce you to the principles of academic research & show you how to best use the ESC Library resources to find sources & cite
them in your academic papers.
From Research to Paper: How to Write a Research Paper
Do you feel overwhelmed when you try to pick the right resources to include in your research paper?
Do you know how to properly cite your research sources?
This workshop shows students how to effective use the research they have completed & put those resources together into a properly cited & well
developed research paper.
The second in our Pieces of Success Workshop Series - "Starting the Term Off Right". This workshop covers the following topics:
- Student & Academic Support Resources
- Organizing Yourself : Learning Contracts,
- Assignments, & Maintaining a Balanced Life
- Student Panel : Study Smart & Other Success Tips
More from Northeast Center, Office of Academic Support, SUNY Empire State College (20)
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.
10.
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
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.
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
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
42.
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.