Lake Superior College

Online Student Mentors

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A Few Vital StatsOver 2,000 students take

at least one online course each semester at LSC.

150 sections of online courses were taught during fall semester 2008.

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A Few Vital Stats24% of our total

enrollment is online.

89% of all available seats are taken.

Approx. 65 faculty members teach at least one online course per year at LSC.

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History

Student Mentor ProgramThe LSC Online

Programs Advisory Committee (OPAC) engaged in discussions related to this concept during the spring semester of 2003.

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History

Student Mentor ProgramFour faculty members

used student mentors for the first time at LSC during the fall semester 2003.

Each faculty member decided how to best use the mentor for assistance.

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By the NumbersOnline Student Mentor Program for Lake Superior Connect e-Campus

  FY 03-04 FY 04-05 FY 05-06 FY 06-07 FY 07-08

Mentors 13 20 22 19 17

Faculty 11 18 20 17 13

Courses 16 29 36 33 29

Sections 35 54 66 63 52

In total, 270 different online course sections have included mentors during the 5 years.

34 different faculty members have used mentors.

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Money, Money, MoneyStudent mentors

are paid a $50 base plus $100 per credit for each course mentored.

For example, the pay would be $350 per semester for a 3-credit class.

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Students are paid as student workers from the Virtual Campus budget. This is one of the things provided through an additional tuition charge for online courses.

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Money, Money, Money

Why Student Mentors?Student Mentors were seen as a possible solution

to relieving a portion of the sometimes overwhelming crush of electronic communications …. especially those questions not related to course content.

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Why Student Mentors?As a 2-year school, we don’t have the ability to use

Teaching Assistants or similar employees.Online student mentors are intended to assist

both students and teachers.

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Our OSM ModelMentor is “tied” to a

particular course.Help with technical aspects

—especially at beginning of course

Answer general questionsSupport the instructorHelp with assignments and

reminders

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Our OSM ModelThey are NOT:

Subject tutorsCounselorsAdvisorsProofreadersGradersDisciplinarians

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Models at Other SchoolsSome schools take the “advisor

approach” to peer mentoring.Students are assigned a peer

mentorMentors are not tied to a

particular course but to a particular student

Mentors help more with student services and/or business services functions than with academic course functions.

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Comparing ModelsOur course-centered approach

was intended to help students complete specific courses in an effort to positively impact course completion rates and persistence.

The advisor approach won’t help the student much if they don’t complete their first round of courses.

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Selecting Mentors

Faculty members select students (usually “star” students) and invite them to be mentors for the class in future semesters.

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Selecting Mentors

Students who are familiar with the program will often initiate conversation with the faculty member in an effort to become a mentor.

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Actual Email #1Hi, I want to say how much I have enjoyed this

class, and how I want to take it over and over again! I am interested in being a student mentor. I don’t know how to be one, or even if you need one next semester. But if you do…I would be interested and honored to be a student mentor for this class. Thanks, Ann

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Actual Email #2I just want to tell you how much I loved your

class!!! I was not looking forward to a lit class, but your class ended up being my favorite!!! I was just wondering if that student mentor thing is a work/study thing and if I could possibly do it next semester. I qualify for work/study, but I couldn’t do it this past semester since I don’t l ive in Duluth. Danielle

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Basic QualificationsExperienced online

student—preferably of the same class

Successful (A or B) student

Technologically savvy and confident

Responsible and timelyCurrently enrolled

studentAble to commit 3-5 hours

per week for a three-credit class

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Mentor Creating Helpful Content

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Mentor Introducing Herself

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Mentor Being a Cheerleader

Mentor Giving a Helpful Answer

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Mentor Giving a Good Reminder

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Success StoriesDevelopment of future

teachers Many have gone into education

without having that career path previously in mind.

Jobs for distance students This was one of the main reasons

for initial implementation.

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Success StoriesEmployment for students w/

unique circumstancesStudents w/disabilities,

opportunities for housewives, and many other reasons.

Continued learningMentors benefit from additional

review of course materials and from different perspectives brought to the class by other students

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Noel-Levitz PSOL

Priorities Survey for Online Learners – Spring 2005 Demographics question added: Have you taken an online

class at LSC where there was an “Online Student Mentor”? Yes 42% No 35% Don’t Know = 23%

Item Yes No Diff.

Institution responds quickly to info requests. 5.85 5.43 .42

Appropriate technical assistance available. 5.81 5.42 .39

Quality of online instruction is excellent. 5.93 5.44 .49

So far, has your college experience met your expectations? 5.22 4.87 .35

Rate your overall satisfaction with your experience here thus far. 6.02 5.63 .39

All in all, if you had it to do over, would you enroll here again? 6.05 5.60 .45

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“Yes” students had higher satisfaction on all 36 items surveyed.

Non-Completion Rates

3,648 students – Spring 2008

Barry Dahl

. .b dahl@lsc edu

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