online peer mentors at uis
DESCRIPTION
A brief description of the peer mentor program at the University of Illinois SpringfieldTRANSCRIPT
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Developing a Developing a Peer Peer Mentoring Mentoring Program to Program to Sustain Sustain Online Online StudentsStudents Ray Schroeder, Emily Boles, Shari Smith, Carrie LevinRay Schroeder, Emily Boles, Shari Smith, Carrie Levin
Center for Online Learning, Research and ServiceCenter for Online Learning, Research and ServiceUniversity of Illinois at SpringfieldUniversity of Illinois at Springfield
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SustainingSustaining
To keep in existence; maintain. To supply with necessities or
nourishment; provide for. To support the spirits, vitality, or
resolution of; encourage. To bear up under; withstand: can't
sustain the blistering heat. -american heritage dictionary
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Need for Online MentoringNeed for Online Mentoring
Where/how does that informal advising take place online?
Commonly we create a “coffee shop” or a “pub” in the discussion boardDoes that serve the conversation between
students as they walk into/out of class – as they chat about …. “Are you kidding me, or did old Prof Ray really mean we should………?
NO…. Because the old prof sees that conversation!
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Need for Online MentoringNeed for Online Mentoring
Academic Issues
For online students, who fills the role of the senior student – the one down the dorm hall who has taken this class?
In an online class, who models best student responses? Where do you find a student who has taken the class who can look over your paper?
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Need for Online MentoringNeed for Online Mentoring
Non-Academic Issues
Many not purely academic issues arise for online students:
Why is he always picking on my postings? I am in a family crisis – too embarrassing to
tell my professor directly; falling behind English is not my first language and I just
don’t understand what she is writing
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Need for Online MentoringNeed for Online Mentoring
Confidential communicant
One of the under-recognized, yet highly valued roles of the department secretary is as a confidential filter for student concerns
Is there a liaison person who filters student concerns and raises them anonymously to the instructor as a departmental secretary might?
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Example #1Example #1
Professor Donald Difficult Didactic (non-constructivist) approach More interested in research grant than
teaching Checks DB once a week – flurry of cryptic
responses then nothing for a week
Low student satisfaction Low student evaluations Low course completion rates
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Enter the Peer MentorEnter the Peer Mentor
Sally Successful
Aced Prof Difficult’s class last semester Through diligence and sophisticated online
skills Excellent social skills and knowledge Likes people and loves the opportunities
online learning has given her to complete her degree
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Enter the Peer MentorEnter the Peer Mentor
Sally Successful -continued
Jumps into the class, identifies herself as a mentor
Becomes the friend of each of the students
Models the best of the student responses to assignments
Engages each student along the way Respects confidentiality
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Peer MentorPeer Mentor
Online peer tutors play an important role as peer mentors in classroom activities, sharing their experience, fostering discussion, and modeling the role of a successful student.
They are asked not to perform any activities pertaining to grading.
Why? What is lost by grading?
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Qualities of a Good Peer Qualities of a Good Peer TutorTutor
What qualities make for a good online peer tutor?
In addition to having a good knowledge of the course material, an online peer tutor should be comfortable online. He or she will need verbal skills and social sensitivity.
-UIS guidelines
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The Online Peer Mentor RoleThe Online Peer Mentor Role
The role of the online peer mentor
“The duties of online peer tutors include tutoring students, facilitating discussion, and locating resources, but their most essential function is to model the role of a successful student. ”
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Peer MentorPeer Mentor
Peer mentors may help faculty by: Tutoring individual students Monitoring for students who fall behind Some may provide front line help with
technical problems. Relieve the feelings of isolation that
faculty members sometimes feel in an online classroom
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Online MentorOnline Mentor
Interpreting faculty expectations One key role is to assure that students
fully understand the expectations of the faculty member
Emphasizing rubrics Answering questions about assignments Modeling excellence in assignments Seeking out students who show signs of
struggling This role requires that mentors stay in
close communication with the faculty member
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Online MentorOnline Mentor
Modeling excellence to online students Commonly online classes include activities:
Discussion questions Group projects Synchronous discussions
The mentor may: Participate along with the other students Be the first to post a sample discussion
response Goal is to assure that students understand
the expectations – quantity and quality
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Online MentorOnline Mentor
Interpersonal advising The culture of online learning is new Many students in their first online class
Don’t understand the self-discipline required Don’t understand the independent work required Feel unsupported in their learning endeavors Some students face crises during the semester
The online mentor has a role in working with the student to help them find a comfort level
Email, phone calls, private discussion sessions
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Online MentorOnline Mentor
Ombudsperson for student needs and issues Even more so than on campus – needs and
issues arise in the lives of online students These students are distant and without
support mechanisms we take for granted on campus
The mentor becomes an ombudsperson Listener Information Center Referrer Wide range of needs
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Peer HelpingPeer Helping
“Peer helping is simply people helping other people. When people experience frustrations, worries, concerns, and other life events, they typically turn to their friends, not professionals, for help, advice, practical assistance, and support. ”
- http://www.peer.ca/peerdefinitions.html
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Establishing a Peer Mentor Establishing a Peer Mentor ProgramProgramGetting Started
Incremental start is wise Identify a handful of successful faculty members Begin with classes where success is most likely
Develop best practices Refine compensation plan for mentors Initiate training program Establish an assessment program
Assessment program should loop into training program
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Establishing a Peer Mentor Establishing a Peer Mentor ProgramProgram
Coordinating program - supporting mentors Organizational structure possibilities
Center for teaching and learning Online learning center Advising / tutoring center
More content-centric than techno-centric Hosting unit
Must support meetings / training Some mentors may be at a distance
Provide assistance with challenging issues
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Establishing a Peer Mentor Establishing a Peer Mentor ProgramProgram
Selecting peer mentors Relationship to faculty member is
essential Level of trust must be established Continuous flow of communication UIS effective practice – faculty members
choose Content knowledge is important Compensation issues may arise
Graduate Assistants may not be able to receive additional compensation
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Establishing a Peer Mentor Establishing a Peer Mentor ProgramProgram
Training peer mentors Intake training will be required Senior mentors may “mentor” others Tutoring and counseling staff may make
valuable contributions Assessments of the program should flow
into the training Don’t forget to assess the training itself
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Establishing a Peer Mentor Establishing a Peer Mentor ProgramProgram
Compensation for peer mentors In order to rely on peer mentors
compensation should be a part of the program
Tutorial/independent study credit a possibility Particularly for those who seek to go into teaching
Compensation should reflect the time expectations
Eight to ten hours a week may be appropriate Should be monitored by the faculty member
$1,200 at $8.00/hour covers 10 hours a week for 15 weeks
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Establishing a Peer Mentor Establishing a Peer Mentor ProgramProgram
Confidentiality Important aspects of the mentor’s role Faculty members need to rely on the
confidentiality of the mentor For exam material For some class strategies
Students need to rely on the confidentiality of the mentor
For personal problems To protect against possible retribution
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Establishing a Peer Mentor Establishing a Peer Mentor ProgramProgram
Assessing the program Success of the program requires monitoring How do we measure success?
Course completion rates Student performance – as in grades Student satisfaction Faculty satisfaction Learning effectiveness
Assessments should be shared with mentors Assessments should feed back into class
development cycle
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Summary and ConclusionsSummary and Conclusions Peer mentoring enhances online classes Peer mentoring involves close
communication with both faculty and students
Assessment and change is essential to success
If one student per class is retained (tuition retained) the cost of the tutor is covered – and all benefit! win-win-win!
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Some ResourcesSome Resources
Online Peer Tutor Site:http://online.uis.edu/peermentor/index.html
Peer Resources http://www.mentors.ca/helping.html
University and College-Based Peer Helping Programs http://www.peer.ca/peerprograms.html#collegepeer
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