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

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

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!

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?

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

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?

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

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

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

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?

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

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. ”

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

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

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

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

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

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

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

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

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

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

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

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

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

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!

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