Pre-Training Survey Findings Based on an analysis of Facilitator responses to the pre-training survey, Facilitators

feel least confident about the following:

“My previous interactions with students were informed by theories related

to transition, development, and retention.” (n=5, mean=3.2) (Returners Only)

“I can define and articulate the influence of Dissonance and Incompatibility

on freshmen students.” (n=12, mean=3.75)

“I believe I can identify campus resources and events that can address issues

surrounding Academic Boredom.” (n=12, mean=3.42)

“I believe I can identify campus resources and events that can address issues

surrounding Irrelevancy.” (n=12, mean=3.58)

*Levitz, R., & Noel, L. (1989). Connecting students to institutions: Keys to

retention and success. In Upcraft, J.L., Gardner, J.N., & Associates (eds.),

The freshman year experience (pp. 65-79). San Francisco: Jossey Bass.

The idea for the creation of this training curriculum, as well as the comic book training

theme, originated from this chapter. The authors stress that the “forces of attrition” are

“hazards” that influence first year students during their “most critical transition period

occurring during the first two to six weeks.” The forces of attrition are the basis for the

weekly topics reviewed in the curriculum:

¤ Transition and Adjustment Difficulties ¤ Academic Underpreparedness

¤ Limited or Unrealistic Expectations of College ¤ Academic Boredom

¤ Lack of Certainty about a Major or Career ¤ Irrelevancy

¤ Dissonance and Incompatibility

Training and Curriculum Implementation Before Fall Training:

Supervisor assigns Facilitators “Connecting Students to Institutions: Keys

to Retention and Success”* reading.

All Facilitators complete pre-training survey.

Fall Training:

Supervisor introduces curriculum and sets semester expectations.

i.e. Weekly Assignments. Newsletter and Social Media Frameworks

Supervisor and Facilitators define key terms and concepts.

i.e. Success, Retention, Attrition, Persistence

Supervisor reiterates the influential role of Facilitators in retention ef-

forts.

Weekly Staff Meetings:

Assignments: Supervisor assigns a short reading (5-10 pages) to be

completed by all Facilitators before Staff Meetings.

Activity: Rotating pairs of Facilitators lead an activity with the larger

group that connects the weekly assignment to their role as peer mentors.

Review: Lead Facilitators review the edition of Wildcat Connections that

was most recently sent to students and review the quality and quantity of

the social media disseminated throughout the week.

Finalize: Lead Facilitators collect and format any additional information

for Wildcat Connections. Lead Facilitators delegate social media responsi-

bilities.

Prepare: Lead Facilitators introduce the topic for the upcoming edition

of Wildcat Connections (based off Levitz and Noel’s “forces of attri-

tion”).*

Henceforth, individual Facilitators are responsible for collecting and

formatting information for the edition and social media.

Purpose of Curriculum While peer mentors often have the most direct interactions with students, limited

training may result in a disconnect between practice and intended outcomes. There-

fore, a six week training curriculum was designed to educate and immerse peer men-

tors in theories related to college retention. This extended curriculum was designed

and evaluated to further develop student workers, better serve first year students,

and positively influence retention.

Desired Outcomes At the end of the training curriculum, peer mentors will be able to:

Engage in meaningful conversations with peers, students, parents, staff, and faculty

about conceptualizations of student success and topics related to transition, stu-

dent development, and retention.

Identify and articulate issues related to transition, development, and retention

they, themselves, may have experienced as a student; and use this to influence

their interactions with students.

Reflect on the implications university resources and activities have in assisting stu-

dents with their transition to college, development, and persistence; and appropri-

ately refer students to campus resources.

Use a variety of methods to communicate useful information to students and

continue conversations about retention.

Fighting the Forces of Attrition: Implementing a Theory-Based Training Curriculum to Educate, Empower, and Engage Peer Mentors

Daniel DeHollander ¤ University of Arizona

“Wilbur, I wonder what peer mentors will learn from the

implementation of an extended training curriculum dedi-

cated to transition, student development, and retention

theories?”

Sample and Research Methods Student Affairs Outreach Facilitators (hereafter “Facilitators”) are peer mentors

who forge a digital bond to serve 3,000 first year, off-campus students at UA. To

assist students and connect them to campus resources, Facilitators send weekly

Wildcat Connections newsletters, use social media, and conduct phone campaigns.

Additionally, Facilitators are available to meet in person.

To evaluate the success of the curriculum, 12 Facilitators (5 returning and 7 new)

completed Likert-scaled surveys (range: strongly disagree to strongly agree) before

and after the training. Returning Facilitators answered additional questions. Survey

questions related to:

General competencies about student transition, development, and retention.

Understanding and appreciation of campus resources.

Ability to articulate and refer students to resources related to “forces of first

year attrition.”*

“Thank you Jen Ludwig and the 2012-2013 Student Af-

fairs Outreach Facilitators for your support and will-

ingness to implement a design that will help us defeat

Attritionator and help our students to succeed!”

“ATTRITIONATOR LEADS THE FORCES OF ATTRITION! IF WE DO NOT CAPTURE AND DESTROY HIM IN THE FIRST 2-6 WEEKS OF THE SEMESTER, HIS IMPACT ON OUR FIRST YEAR STUDENTS WILL BE DEVESTATING!”

Week 1: Activity (Reflection); Review (Transition or Adjustment Difficulties); Finalize (Academic Underprepar-

edness); Prepare (Limited or Unrealistic Expectations of College)

Example Curriculum from the University of Arizona Student Affairs Outreach

“Six Week Challenge to Defeat Attritionator”

Week 2: Activity (Academic Success); Review (Academic Underpreparedness); Finalize (Limited or Unrealistic

Expectations of College); Prepare (Lack of Certainty

about a Major and/or Career)

Week 3: Activity (Communication); Review (Limited or

Unrealistic Expectations of College); Finalize (Lack of

Certainty about a Major and/or Career); Prepare

(Academic Boredom)

Week 4: Activity (Diversity); Review (Transition Lack of

Certainty about a Major and/or Career); Finalize

(Academic Boredom); Prepare (Irrelevancy AND Disso-

nance or Incompatibility)

Week 5: Activity (Motivation); Review (Academic Bore-

dom); Finalize (Irrelevancy AND Dissonance or Incom-

patibility); Prepare (Career Development)

Week 6: Activity (Mental Challenge); Review

(Irrelevancy AND Dissonance or Incompatibility); Finalize

(Career Development); Prepare (Registration Prepara-

tion)

Week 7: Surprise Recognition!

What is Wildcat Connections? Wildcat Connections is the name of the weekly newsletter created by Facilitators

and sent to off-campus students at UA. This newsletter is divided into the following

sections: Dates and Deadlines, What’s Happening, Resource Connection, Blog Topics.

Based on a rotating schedule, Lead Facilitators are responsible for overseeing edi-

tions of the newsletter. Using an established framework, Lead Facilitators delegate

responsibilities to other Facilitators who then gather and format information for the

newsletter and social media.

Post-Training Survey Findings and Observations Based on survey comparisons, Facilitators did gain assurance in the areas they felt

least confident about prior to the training curriculum:

“I can define and articulate the influence of Dissonance and Incompatibility

on freshmen students.” (n=10, mean=4.43, mean change=+0.55)

“I believe I can identify campus resources and events that can address is-

sues surrounding Academic Boredom.” (n=10, mean=4.45, mean

change=+1.08)

“I believe I can identify campus resources and events that can address is-

sues surrounding Irrelevancy.” (n=10, mean=4.3, mean change=+0.72)

Most of the desired outcomes for this project were achieved; yet, based on survey

comparisons, Facilitators feel slightly less comfortable discussing transition, reten-

tion, and development theories with their co-workers and supervisors (mean

change=-0.42). Based on personal observations, however, Facilitators consistently

have conversations with each other about the “forces of attrition”* and hold each

other accountable for including these topics in their work.

Post-Training Facilitator Comments “When thinking of ways to relate the (edition) themes to my students, I must first

understand them for myself and how they relate to me.”

“(Wildcat Connections) has helped me identify problems my students encounter

and realize that not all students are the same.”

“Students who read Wildcat Connections will have opportunities to combat the

top difficulties they could be facing as first year students. Those who actively pur-

sue these opportunities and use the information we give them have a much better

chance at success.”

Implications and Conclusion

This training curriculum has inspired many meaningful conversations about

transition, development, and retention. By working together and delegating

tasks, the Facilitators remain engaged in the battle against attrition. Facilitators

continue to reflect on their own experiences as students and use those experi-

ences to influence their interactions with off-campus freshmen and inform

their contributions to weekly newsletters and social media.