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Results-OrientedStudentReten/on/Gradua/onStrategies:
Incorpora(ngPeerMentorsintoFirst-YearPrograms&Courses
Kris&nMichaelWoods,Ph.D.
Director,StudentSuccessandReten&on
DeirdreBucherHeistad,Ph.D.ProfessorandDirector,UndergraduateStudies
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UniversityofNorthernIowa
• TotalEnrollment=12,000 10,200undergraduatestudents
• Loca&on:CedarFalls,IA• Primarilyresiden&al,servingIowaandtheregion
• Carnegieclassifica&on=Master’sLarge,VeryHighUndergraduate
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ImpactofPeertoPeerInterac/ons• Peerinterac&onsthestrongestinfluenceonstudent
learninganddevelopment(Pascarella&Terenzini,2005)
• Significantgainsonseveralmeasuresof:• intellectual,iden&ty,andsocialdevelopment• leadership• civicandpoli&calengagement• reten&on/gradua&on• well-being
• Mostinfluen&alpeer-to-peerinterac&onsarethosewithdiversepeers(Mayhew,Rockenbach,Bowman,Seifert,Wolniak,Pascarella,&Terenzini,2016)
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TypesofPeerMentorPrograms• TeachingAssistants(TAs)inlecturecourses• SupplementalInstruc&on• Living-learningcommunity
mentors• Peertutors• Mentorswithinfirst-year
successcourses/seminars
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UNICourse-EmbeddedModel• Peermentorsplacedwithin“first-yearonly”(FYO)
sec&onsofgeneraleduca&oncourses
• Highlycollabora&veacrossuniversitydivisions– Hostfaculty,peermentors,academicadvising,financialaid,academicsupportservices,etc.
• Developmentalvalueofthenearpeer
• Classroomascommunity(Tinto,2000;Johansson&Felten,2014)
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Course-EmbeddedPeerMentorImpact• Posi&veeffectsofcourse-embeddedpeermentoring:
– Studentlearning(Kuh,Kinzie,Schuh,Wif,&Associates,2010);GPA(Rodger&Tremblay,2003);wri/ngandcri/calthinking(Kuhetal,2010;Pascarella&Terenzini,2005)
– Socialandemo/onalsupportanddevelopment(Cuseo,n.d.;Henry,Bruland,&Sano-Franchini,2011);reducedpsychologicalstress(Fantuzzo,Riggio,Connelly,&Dimeff,1989)
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Theore/calFrameworkforReten/onandStudentSuccess
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Braxton,J.M.,Doyle,W.R.,Hartley,H.V.,Hirschy,A.S.,Jones,W.A.,&McLendon,M.K.(2014).RethinkingCollegeStudentReten(on.SanFrancisco,CA:JohnWiley&Sons.
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SocialIntegra/on• Student’spercep&onofmembershipinthecampussocialenvironment,withanemphasisonpeerrela&onships(Braxtonetal,2014)
– Occursattheleveloftheuniversity,oratthelevelofasubcultureoftheins&tu&on
– Directandposi&veinfluenceonstudentpersistenceincollege
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InfluencesonSocialIntegra/on• Abilitytopaydegreeofsa&sfac&onaboutcostsofafendingchosencollege(Braxtonetal,2014);inabilitytopayactsasbarriertostudentpar&cipa&oninsocialcommuni&es(Cabrera,Stampen,&Hansen,1990)
• Ins/tu/onalcommitmenttostudentwelfarecultureofconcernforstudentgrowthanddevelopment;studentpercep&onthattheyarevaluedandrespectedasindividuals,andtreatedequitably(BraxtonandHirschy,2004)
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InfluencesonSocialIntegra/on• Ins/tu/onalintegritystudentpercep&onthatac&onsofcollegefacultyandstaffareconsistentwithespousedmissionandgoals(Braxtonetal,2014)• Psychosocialengagement“…theamountofpsychologicalenergystudentsinvestintheirsocialinterac&onswithpeersandintheirpar&cipa&oninextracurricularac&vi&es(Braxton,Hirschy,andMcClendon,2004)”(ascitedinBraxtonetal,2014,p.90)
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FirstYearProgramsImplementa/onFall2008 Founda&onsofExcellenceFall2009 FirstYearCouncil-AcademicandStudentAffairsFall2011 First-YearCornerstone
First-Yearpeermentorprogram Mapworksearlyinterven&onsystem
Fall2012 First-YearOnly(FYO)generaleduca&oncoursesFall2015 UNINowextendedorienta&onprogram
Transfercourse-embeddedpeermentorprogramSpring2016 SuccessCoachingprogram
Humani&esSuppor&veSeminarsFall2017 AASCUPromisingPrac&cesAward
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FirstYearProgramGrowth2011-2012 2016-2017
9 58 First-YearOnlysec&ons11 59 Peermentors13% 86% FreshmenenrolledinFYOcourse
Newini(a(ves
2 Transfer-onlysec&onswithpeer mentors 7 SuccessCoaches 12 Suppor&veSeminarsfor Humani&es
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MostCommonPeerMentorAc/vi/es
• Givepresenta&onsonfirst-yeartopics(98%)• Meetone-on-onewithstudents(96%)• Meetregularlywithinstructorforplanning(88%)• Announcecampusengagementopportuni&es(88%)• Takingafendance(70%)• Gradeassignmentsorexams(62%)• MeetwithstudentsaboutMapworksresults(60%)
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PreliminaryResults
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Sincetheprogram’sincep&oninfall2011,thereten&onrateoffirst-yearstudentsenrolledapeer-mentorsupportedsec&onhasbeen6–8%higherascomparedtootherfirst-yearstudents.
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Recrui/ngandSelec/ngPeerMentors● Posi&ondescrip&on● Onlineapplica&onprocess● FYOfacultyandpeermentorrecommenda&ons● Onegroupandtwoindividualinterviews● Nearly100applicantsforapproximately60posi&ons
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TrainingPeerMentorsSpringworkshop
UNIV3186:Seminar• Commonfirstyear
issues• ResourceFridays• PeerMentorplans• Presenta&ons
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Selec/ngHostInstructors• OutreachfromAcademicAdvisingto
DepartmentHeads
• “Invita&ontoteach”
• Peermentornomina&onrequest
• Peermentormatchingcommunica&on
• Encouragestudentengagementassignments
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Facultyresponsesto“invita2ontoteach”Hell yes.(Math professor)
Absolutely! Count me in. Thank you for the opportunity! (Humanities instructor)
Yes! Yes! Yes! - Your biggest FYO fan! (Religion professor)
Yes! Yes! Yes! Thanks for the informative email! (Music professor)
Absolutely 100% all in! (All three sections of humanities) (Humanities instructor)
Thank you for this invitation! I would be delighted to be a part of the FYO program and transitioning my current Religions of the World class to fit the needs of first year students. Please let me know what my next steps are to move forward as a part of the program. (new Religion faculty)
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Transfer-OnlyPeerMentoringDifferencesfromFYOsec/ons
• Higherneedareas:o financialeduca&on(perMW)o naviga&ngacademicadvisingo non-AAstudents
• Lessinterest/response:o officehourso socialac&vi&esasagroup
• UsedresourcesprovidedbyPMs,butlesslikelytomeetanddiscuss
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SuccessCoaching
• One-to-onepeercoachingforstudentsonacademicalertandproba&on
• 5–7formerpeermentorshiredtoserveover300studentseachsemester
• Ac&veapproachtocoaching,connec&ngstudentstocampusresources
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SuccessCoachingResults,Spring2017
• Studentsonproba&onwhometwithacoach:• atleastone/meretainedatarate14.3%higherthanthosewhodidnot
• 3ormore/mesretainedatarate23.3%higher
• Allstudentswhometwithacoach6ormore&mes(roughlyeveryotherweek)retainedtothenextsemester
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PeerMentorandSuccessCoachPanel• CeceHawbaker
• JuniorCommunica&onStudiesmajor• PeermentorinUNIV1000:First-YearCornerstone
• IsaacNewsome• May2017graduateinGeneralStudies• Successcoach,spring2017
• ShelbySchroeder• JuniorElementaryEduca&onmajor• PeermentorinCOMM1000:OralCommunica&on
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Ques/ons?
DeirdreBucherHeistad,Ph.D.Director,[email protected] &nWoods,Ph.D.Director,StudentSuccessandReten&onkris&[email protected]
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ReferencesBraxton,J.M.,Doyle,W.R.,HartleyIII,H.V.,Hirschy,A.S.,Jones,W.A.,McLendon,M.K.(2014).
Rethinkingcollegestudentreten(on.SanFrancisco:Jossey-Bass.Braxton,J.M.,&Hirschy,A.S.(2004).Reconceptualizingantecedentsofsocialintegra&oninstudentdeparture.
InM.Yorke&B.Longden(Eds.),Reten(onandsuccessinhighereduca(on(pp.89-102).Buckingham,U.K.:OpenUniversityPress.
Cabrera,A.E.,Stampen,J.O.,&Hansen,W.L.(1990).Exploringtheeffectsofabilitytopayand
persistenceincollege.ReviewofHigherEduca(on,12(3):303-336.Chatham-Carpenter,A.&Heistad,D.“Cornerstone:Anexperimentininterdisciplinarityandcommunity.”
UNIversitas,10.Retrievedfromhfps://www.uni.edu/universitas/ar&cle/cornerstone-narra&ve-followed-contribu&ons.2015
Chatham-Carpenter,A.,Heistad,D.,Licari,M.,MoserK.&WoodsK.(inalphabe&calorder).“Crea&ng
classroom communi&es:Faculty&peermentorcollabora&oninfirst-yearonlyclasses.”InS.Whalen(Ed.),Proceedingsofthe10thNa(onalSymposiumonStudentReten(on,Louisville,Kentucky(pp.73-84). Norman,OK:TheUniversityofOklahoma.2014
Collier,P.J.(2015).Developingeffec(vestudentpeermentoringprograms:Aprac((oner’sguideto
programdesign,delivery,evalua(on,andtraining.Sterling,VA:StylusPublishing.
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ReferencesCuseo,J.(n.d.)Peerpower:Developing&deployingpeerleaderstopromotestudentsuccess.Unpublished white
paperFantuzzo,J.W.,Riggio,R.E.,Connelly,S.,&Dimeff,L.A.(1989).Effectsofreciprocalpeertutoringon
academicachievementandpsychologicaladjustment:Acomponentanalysis.JournalofEduca(onalPsychology,81(2),173-177.
Heistad,D.,Chatham-Carpenter,A.,Moser,K.,&Woods,K.“Educa&ngwithpurpose:An integrated
communica&onmodelforfirst-yearstudentsuccess.”InT.Vakos(Ed.),Educa(onallyEffec(vePrac(ceswithintheFirst-YearSeminar.Columbia,SC:Na&onalResourceCenterfortheFirst-YearExperience&StudentsinTransi&on.(FORTHCOMING)
Heistad,D.,Moser,K.,&Woods,K.“Mee&ngStudentsWhereTheyAre:APrac&calGuidetoEmbedding
Reten&onIni&a&vesintheGeneralEduca&onClassroom.”InJ.McLaughlin(Ed.)BuildingBridgesforStudentSuccess:ASourcebookforCollegesandUniversi(es.Consor(umforStudentReten(onDataExchange(CSRDE).Norman,OK:TheUniversityofOklahoma.Canberetrievedfrom
hfps://csrde.ou.edu/sourcebook/.2016Henry,J.,Bruland,H.H.,&Sano-Franchini,J.(2011).Courseembeddedmentoringforfirst-yearstudents:
Meldingacademicsubjectsupportwithrolemodeling,psycho-socialsupport,andgoalsevng.Interna(onalJournalfortheScholarshipofTeachingandLearning,55(2),2-22.
Johansson,C.,&Felten,P.(2014).Transformingstudents:Fulfillingthepromiseofhighereduca(on.Bal&more:
JohnsHopkinsUniversityPress.
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ReferencesKennedy,T.,Clarke,K.,&Sewell,M.E.(2013).Strategiesfortraining,mo(va(ng,andsuppor(ngpeer
educators. Educa&onalsessionpresentedatthe32ndAnnualConferenceontheFirst-YearExperience,Orlando,FL.
Kuh,G.D.,Kinzie,J.,Schuh,J.H.,Whif,E.J.,&Associates(2010).Studentsuccessincollege:Crea(ng
condi(ons thatmaZer.SanFrancisco,CA:Jossey-Bass.Maki,P.L.(2004).Assessingforlearning:Buildingasustainablecommitmentacrosstheins(tu(on(Vol.3).
Sterling,VA:StylusPublishing,LLC.Mayhew,M.J.,Rockenbach,A.N.,Bowman,N.A.,Seifert,T.A.,Wolniak,G.C.,Pascarella,E.T.,&Terenzini,
P.(2016).Howcollegeaffectsstudents:21stcenturyevidencethathighereduca(onworks.SanFrancisco:Jossey-Bass.
Pascarella,E.T.,&Terenzini,P.(2005).Howcollegeaffectsstudents:Athirddecadeofresearch(2nded.).San
Francisco:Jossey-Bass.Rodger,S.&Tremblay,P.F.(2003).Theeffectsofapeermentoringprogramonacademicsuccessamongfirst
yearuniversitystudents.TheCanadianJournalofHigherEduca(on,33(3),1-18.Smith,T.S.(2013a).Introduc&on:Thehistoryandscopeofcurricularpeermentoringprograms.InT.S.Smith
(Ed.),Undergraduatecurricularpeermentoringprograms:Perspec(vesoninnova(onbyfaculty,staff,andstudents(p.1-22).Lanham,MD:LexingtonBooks.
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ReferencesSmith,T.S.(2013b).Definingfeaturesofcurricularpeermentoringprograms.InT.S.Smith(Ed.),
Undergraduatecurricularpeermentoringprograms:Perspec(vesoninnova(onbyfaculty,staff,andstudents(p.23-50).Lanham,MD:LexingtonBooks.
Tinto,V.(2000).Linkinglearningandleaving:Exploringtheroleofthecollegeclassroominstudentdeparture.
InJ.Braxton(Ed.),Reworkingthestudentdeparturepuzzle(pp.83-94).Nashville:VanderbiltUniversityPress.
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