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
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