Using Peer Tutors to Improve College Students’ Academic

Success

Johanna Dvorak, PhDUniversity of Wisconsin-Milwaukee

Innovative Educators Webinar

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.

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

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.

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

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

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

What tutoring services will you offer? Types of Tutoring

IndividualGroupOnline TutoringWalk in Scheduled weekly By appointment In Class

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

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. 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

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.

Activity 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?

II. Staffing & Evaluating Peer Tutors

Management Functions:RecruitingHiringOrientationTrainingEvaluating

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.

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

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

Qualifications: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 tutors SI leaders attend course lectures & hold 3-

4 review sessions per weekSI leaders integrate course content with

learning/study strategies

SI Leaders vs. TutorsSI 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

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?

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.

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

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

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

Activity: Tutor TrainingTutor 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.

IV. Tutor Evaluation Evaluate your tutors

Students evaluate tutors Staff visits tutors’ sessions Staff evaluates tutors’ overall

performance Program is evaluated by

Tutors Students

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.

Best Tutoring Practices Motivated students Set expectations Built self-confidence Developed rapport Made a connection to campus Provided mentoring

(Dvorak, 2001)

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)

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)

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.

Contact Information

Dr. Johanna Dvorak, DirectorPanther Academic Support ServicesPASS/Bolton 180University of Wisconsin-MilwaukeeP.O.Box 413Milwaukee, WI 53201

jdvorak@uwm.edu414-229-5672