Here are some key points on positive communication and interpersonal skills for peer coaches: - Establish rapport by making small talk and making students feel welcome. Listen actively to understand their needs. - Set clear expectations by asking students what they want to focus on and setting realistic goals for the session. - Assess the situation by asking open-ended questions and paraphrasing to understand challenges. Inquire about study habits respectfully. - Collaborate by having students explain concepts, look up information, and take notes. Avoid interrupting and assume an authoritative role. - Summarize accomplishments, set goals, and offer to schedule follow-ups to close sessions positively. The overall approach is to

1. Peers Engagingas Energizing Resources Center-based & 0nline Academic Collaborative Helpers Enhancing Success Training Program

2. Agenda Part 1 Overview & Introductions What is a Peer Coach? The Role of Peer Coaches & Academic Support Ethical Responsibilities Do’s & Don’ts of Peer Coaching Referrals: Who to talk to and when. Communication & Interpersonal Skills Paper work, Record Keeping, & Other Maintenance

3. Goal Development How Adults Learn Coaching Effective Study Strategies Critical Thinking Skills Go over Readi Assessment Learning Styles Workshop Agenda Part 2

4. Introductions& Overview

5. Writing Critical Thinking Academic Research Stress Management Time Management Reading Efficiency Navigating ESC Resources Developing a Study Plan Learning Styles Goal Setting Rationale Essay The Pieces of Academic Success

7. Workshops (online & onsite)

8. Small group assistance (online & onsite)

10. A self-paced or credit-bearing study & resources http://AcademicEye.pbworks.com

12. Meet the Learning Coaches Sarah Spence-Staulters is located in Latham working with Schenectady & Latham/Albany students Her hours are: Mondays 3:00pm-7:30pm Wednesdays 3:00pm-7:30pm Fridays 9:00am-4:00pm Contact Sarah to make an appointment : (518) 783-6203 ext 5992 or Sarah.Spence-Staulters@esc.edu ____________________________________________________________________________________________________ Kate Stockton is located in Latham working with Johnstown & Latham/Albany students Her hours are: Mondays 4:00pm-7:30pm Wednesdays 4:00pm-7:30pm Thursdays 4:00pm-8:00pm Contact Kate to make an appointment : (518) 783-6203 ext 5992 or Kate.Stockton@esc.edu ____________________________________________________________________ Mary Sanders-Shartle is located in Saratoga working with Saratoga & Queensbury students Her hours are: Mondays 12:00pm-2:00pm Wednesdays 3:00pm-6:00pm Thursdays 4:00pm-6:00pm Contact Mary to make an appointment : (518) 587-2100 ext 2827 or Mary.Sanders-Shartle@esc.edu

13. www.necacademicsupport.pbworks.com

14. Questions? Contact Northeast Center Office of Academic Support E-mail NECAcademicSupport@esc.edu Phone 518-783-6203 ext 5939 Mail Office of Academic Support SUNY Empire State College – Northeast Center 21 British American Blvd. Latham, NY 12110 http://www.necacademicsupport.pbworks.com Helping You Connect the Pieces for Academic Success

15. How does peer coaching fit into the Office of Academic Support? Peer coaches have a perspective that only another student /recent graduate can give Peer Coaches have been in the same shoes and could have faced the same struggles Supplement and expand the ways in which current students can get their questions answered and find support Peer Coaches provide a non-threatening peer perspective

16. Academic Support @ NEC Peers Engagingas Energizing Resources Helping You Connect the Pieces for Academic Success Apeer coach is an alumna/us or a current undergraduate graduate student or alum trained to guide and encourage other students in improving their academic performance and development as a life-long learner, focusing on general study skills, specific content-areas, navigating college resources, and developing within their Areas of Study. They work in both face-to-face and virtual environments. Peer coaches are trained under College Reading & Learning Association (CRLA) international standards for peer tutors and are either volunteers, work-study, or practicum students. Center-based & 0nline Academic Collaborative Helpers Enhancing Success

17. Peer Coaches can participate in one of three ways: Volunteer- Students who volunteer will not receive pay nor credit but will gain work experience, CRLA credentials for their resumes and will reap the benefits of having the willingness and ability to help other students to succeed. Work study- Students who qualify for Federal Financial Aid work study status can receive payment for their work as a Peer Coach, and will also receive all of the benefits listed in the Volunteer. Practicum- Students who obtain approval from their mentor can enroll in a practicum and earn credit as part of their college level degree program, and will also receive all of the benefits listed in the Volunteer.

19. Peer Coaches will also gain experience and knowledge that will better themselves and the students they are assisting.

21. Meeting with students Peer coaches will meet with students in in the Latham center during hours of operation while an Academic Support staff member is available. This is for your safety and the safety of other students. Special circumstances might dictate the need to meet at a unit location of the center. Please contact Sarah or Lisa so arrangements can be made.

22. Overview of Ethical Responsibilities College Reading and Learning Association (CRLA) Code of Ethics Peer Coaches Ethical Responsibilities ESC Code of Conduct Plagiarism/Academic Honesty Safety

23. CRLA CODE OF ETHICS Best Interest: Tutors will be committed to acting in the best interest of tutees as specified by the employing organization or institute. Responsibility: Tutors will take responsibility for their own behavior and work to resolve conflicts that may arise between themselves and a client. Integrity: Tutors will practice and promote accuracy, honesty, and truthfulness. Fairness: Tutors will exercise reasonable judgment and take precautions to ensure that their potential biases, the boundaries of their competence, and the limitations of their expertise do not lead to or condone unjust practices. Commitment: Tutors will fulfill commitments made to learners. Respect for Others Rights and Dignity: Tutors will respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality and self-determination.

24. CRLA CODE OF ETHICS continued… Excellence: Tutors will strive to maintain excellence by continuing to improve their tutoring skills and engage in applicable professional development activities. Respect for Individual Differences: Tutors will respect cultural, individual, and role differences, including those based on age, sex, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language and socioeconomic status. Professionalism: Tutors will not engage in inappropriate relations with tutees. Confidentiality: Tutors will maintain the highest privacy standards in terms of protecting personal information relative to those whom they tutor. CRLA supports the Association for the Tutoring Profession (ATP's) Code of Ethics as cited below from - http://www.myatp.org/ethics.htm#CODE_OF_ETHICS * The ATP expects tutors in private practice to adhere to the Code of Ethics of the Education Industry Association

25. Ethical Scenarios

27. Always conduct yourself in a professional manner.

28. Always follow the directives set forth in the Empire State College Confidentiality Statement.

29. Always respect the students’ boundaries.

30. Notify the Office of Academic Support immediately if you feel a student is being inappropriate or acting in a manner outside of the scope of their responsibilities.

31. Contact Office of Academic Support immediately if you feel a student is asking for too much of your time, making contact outside the agreed schedule or acting inappropriately.

33. Diversity and Inclusion Game Teams of players come up with short statements related to diversity and education that sound like memorable quotations. I will than read these statements that have been mixed up with genuine quotations that players than have to spot. Player earn points based on their ability to fool others and to recognize the genuine quotation.

34. Plagiarism/Academic Honesty

36. Academic Honesty http://www.esc.edu/ESConline/ESCdocuments/policies.nsf/allbysubject/Academic+Honesty+Policy+and+Procedures

37. College Safety Procedures Workplace Violence PolicyPrevention & Response Procedures http://bit.ly/ESCdomesticviolence Policy: Domestic Violence and the Workplace http://bit.ly/escdomescticviolence

38. Do’s and Don’ts of Peer Coaching

40. Suggest that students communicate with their instructor and/or mentor for specific course questions

44. Degree planning

45. Choosing studies for the next term, including cross-registration

47. Assignments

49. Engage in degree planning with your mentor

51. Finding the Right Answers Office of Academic Support: Contact the Director Academic Support and/or Learning Coaches for help with: * Writing, reading, mathematics, and statistics * Online and local tutoring services * Study skills (critical thinking, time management, and more) www.NECAcademicSupport.pbworks.com

53. Filing an academic appeal or student grievance

54. Minority services

55. Questions about administrative procedures, incompletes

56. Problems that you have not been able to resolve with your mentor or an administrative office.

57. Occasionally a student encounters a problem that s/he is not able to resolve with his or her mentor or an administrative office. The Office of Student Services investigates and facilitates the resolution of student complaints. The role is not one of an advocate for either party, but rather as a neutral investigator of the complaint.

59. Financial Aid

60. Billing

61. Registration

62. Records

64. Computer Access/Compatibility

67. Communication and Interpersonal Skills

68. Positive Peer Coaching

69. Positive Personality Characteristics Friendly Supportive without being condescending Positive but Realistic Honest Professional Collaborative

70. Give Positive Feedback Let students know when they have good understanding of the problem/item they are learning. For example: “It sound like you have a good handle on this to me how do you feel about it?” Give positive reinforcement- You got it Great Job Good work today You really know how to do this now

71. Hints for a positive peer interaction Listen actively (activity) Keep focus Give small reminders and transition back to get refocused Ask questions make sure the information being shared is understood Give examples

72. Step One: Establish Rapport Keep in mind that students are often apprehensive about coming to get help. They are often afraid of being criticized or made to feel “stupid” or embarrassed that they need help. Make students feel welcome by making small talk. Their responses can give you clues about how you may better help them later (Gather your potential Example Points)

73. Step Two: Set Expectations Once you have established a rapport with your student, ask what he or she would like to accomplish during this session. This includes asking what areas/topics/concepts/ problems need to be focus on. Be realistic and honest, and keep your time limit in mind. TIP: Avoid using judgmental language (“What are you having trouble with?” INSTEAD “What would you like to focus on today?”)

75. Paraphrase their answers. This serves several purposes, it allows the student to know you are listening to them and to make sure that you understand what was said correctly.

78. Ask the student to look up information that he or she does not know.

79. Encourage the students to take notes, if possible.

81. Sum up what has been accomplished during the session.

82. Give an “assignment” or set a goal for the student.

84. List of Paperwork that must be filled out. Every One Must Fill Out: Confidentiality form I9 with employment ID Only for Work Study: FASFA form (may have to contact Financial Aide for this form) Federal Work-Study On Campus Employment Form W4 Form FWS Attendance Record (weekly) Direct Deposit (Not required) IT-2104 tax withholding form NY State Retirement System Membership

92. Part II Welcome Back

93. Goal Development How Adults Learn Coaching Effective Study Strategies Critical Thinking Skills Go over Redi Assessment Learning Styles Workshop Agenda Part 2

96. Kaizen Questions Did your team have a plan? If so, what was the plan? How much time did you spend planning for the 1st attempt? Was this an appropriate allocation of time? When you tried again, did your team use a different strategy? How much did you improve from 1st to 2nd trial? Why is this? One of the requirements was to have everyone involved. How do you think your group worked as a team? Was everyone involved? Did you use your questions wisely? If you did not ask any questions, why not? How can you tie this exercise into your academic experiences? Background: KAIZEN is Japanese for gradual and orderly. It is part of the methodology and philosophy of a Japanese company of the same name focused on the problem solving process searching for continuous improvement and is followed by businesses worldwide.

97. Starfish Story

98. Once upon a time, there was a wise woman who used to go to the ocean to do her writing. She had a habit of walking on the beach before she began her work. One day she was walking along the shore. As she looked down the beach, she saw a young man moving like a dancer along the shoreline. She smiled to herself watching someone dance like that on the beach. She began to walk faster to catch up. As she got closer, she saw that the young man wasn't dancing, instead he was reaching down to the shore, picking up something and very gently throwing it into the ocean. As she got closer, she called out, "Good morning! What are you doing?" The young man paused, looked up and replied "Throwing starfish into the ocean." “Oh, why are you throwing starfish into the ocean?“ she asked. "The sun is up and the tide is going out. And if I don't throw them in they'll die.“ he stated in a matter of fact tone. "But young man, don't you realize that there are miles and miles of beach and starfish all along it. You can't possibly make a difference!" she insisted. .

99. The young man listened politely. Then bent down, picked up another starfish and threw it into the sea, past the breaking waves. "It made a difference for that one!" he smiled and continued down the beach stopping to help each starfish he encountered. His response surprised the woman. She didn't know how to reply. She turned away and walked back to the cottage to begin writing. All day long as she wrote, the image of the young man haunted her. Finally, late in the afternoon she realized that she had missed out on the essential nature of the young man's actions. She realized that what the young man was doing was choosing not to be an observer in the universe and make a difference. She went to bed troubled. When the morning came she awoke knowing that she had to do something. She went to the beach and found the young man. And with him she spent the rest of the morning throwing starfish into the ocean We have all been gifted with the ability to make a difference. And if we can, like that young man, become aware of that gift, we gain through the strength of our vision the power to shape the future. And that is your challenge. And that is my challenge. We must each find our starfish and make a difference.

100. Goal Setting

102. Goals help mobilize the individual and group efforts – Get yourself and your unit moving in the same direction

103. Goals help prolong effort and increase persistence

105. Lack of knowledge

106. Lack of support

107. Lack of persistence

109. Goal plan must be “present in your mind”

111. What Do you think are some Effective Coaching Techniques When Discussing Study Habits

112. Some Effective Coaching Talk to the Student to Find Out Their Current Study Habits. Think About How the Student Learns. Work With the Student to Come Up With a Plan That Will Work Best For Them.

113. Learning styles Learning Styles Kinesthetic M U L T I - M O D A L Aural/Auditory Read/Write Visual

115. One style is not better than another, and all of approaches to learning can be improved.

118. Easily remember information presented in pictures or diagrams.

119. Have strong visualization skills. They can look up and “see” the information invisibly written or drawn.

120. Make “movies in their minds” of information they are reading. Their movies are often vivid and detailed.

121. Have very strong visual-spatial understanding of things such as sizes, textures, angles and three-dimensional depths.

123. In a classroom setting, benefit from instructors who use visual aids such as film, video, maps and charts.

124. benefit from information obtained from the pictures and diagrams in textbooks.

125. When trying to remember something, can often visualize a picture of it in their mind.

126. have an artistic side that enjoys activities having to do with visual art and design. Visual

128. Copy & write new info - see it in your own writing.

129. Visualize & make movies as you read and study.

130. Use nonverbal clue’s by instructors to provide you with important information.

131. When learning mathematical or technical information, make charts to organize the information. When a mathematical problem involves a sequence of steps, draw a series of boxes, each containing the appropriate bit of information in sequence.

132. Use the computer to assist in organizing material that needs to be memorized. Using word processing, create tables and charts with graphics that help you to understand and retain course material. Use spreadsheet and database software to further organize material that needs to be learned.

134. Have strong language skills, which include a well-developed vocabulary and an appreciation for words.

135. Have strong oral communication skills. They can carry interesting conversations and can articulate their ideas clearly.

136. Have a “fine tuned ear” auditory may lead to learning a foreign language more easily.

138. can often "hear" the way someone told you the information, or the way you previously repeated it out loud.

139. learn best when interacting with others in a listening/ speaking exchange.Aural/Auditory

141. You can retain and understand information better by teaching another person, or conversing with an instructor.

142. Record information and listen to it. You may benefit from using a recording device to make audio files to listen to later. Use computerized technology – Text to Speech in Word, Audacity, etc.

143. When learning mathematical or technical information, "talk your way" through the new information. State the problem in your own words. Reason through solutions to problems by talking out loud to yourself or with a study partner.

144. Try games or interaction activities that provide the sounds of words being spoken.

146. Often have well coordinated and have a strong sense of timing and body movement.

147. Learn with movement = often do well as performers: athletes, actors, or dancers.

148. Often wiggle, tap feet or move their legs when seated.

150. In the classroom, they benefit from a lab setting where you can manipulate materials to learn new information.

151. learn best when you can be physically active in the learning environment.

152. benefit from instructors who encourage in-class demonstrations, "hands on" student learning experiences, and field work outside the classroom. Kinesthetic

154. Pace as you study. When studying, walk back and forth with textbook, notes, or flashcards in hand and read the information out loud.

155. Make large-sized study tools – flipcharts, chalk/white boards. When reviewing new information, copy key points onto a chalkboard, easel board, or other large writing surface.

156. Learn by doing. Think of ways to make your learning tangible, i.e. something you can put your hands on. For example, make a model that illustrates a key concept. Spend extra time in a lab setting to learn an important procedure. Spend time in the field (e.g. a museum, historical site, or job site) to gain first-hand experience of your subject matter.

157. Use your hands and your fine motor skills. Study with pen/pencil in hand.

158. Use exaggerated movement for emphasis and expression.

160. Remember information displayed as words.

161. Emphasize text-based input and output - reading and writing in all its forms.

163. In a classroom setting, they benefit from instructors who use the blackboard (or PowerPoint, overhead projector, etc.) to list the essential points of a lecture, or provide an outline to follow along with during lecture.

164. benefit from information obtained from textbooks and class notes.

166. Use dictionaries and/or make flashcards to remember key vocabulary.

167. Write out the words again and again. Read your notes (silently) again and again.

168. When learning information presented in diagrams or illustrations, write out explanations for the information. Organize any diagrams, graphs ... into statements, e.g. "The trend is..."

170. References & Resources REFERENCES USED IN THIS PRESENTATION VARK Learning Styles Questionnaire http://www.vark-learn.com/english/page.asp?p=questionnaire ADDITIONAL ONLINE MATERIALS (including other self-assessments) Online Learning Styles Inventories with Immediate Feedback Index of Learning Styles Questionnaire http://www.engr.ncsu.edu/learningstyles/ilsweb.html A set of 44 two choice questions, covering the following learning styles: Active and Reflective, Sensing and Intuitive, Visual and Verbal, & Sequential and Global Brain Works’ Downloadable http://www.jcu.edu.au/tldinfo/learningskills/learningst/ An interesting exercise (PC users only - 1.1MB) called brain.exe can be downloaded from this site. It will give you some more information about your dominant brain hemisphere. To get out of the program before completing the assessment, use ctrl alt del keys to access Task Manager and stop the program. The esc key does not always work. C.I.T.E. Learning Styles Instrument http://www.wvabe.org/cite.htm

171. References & Resources CONTINUED… ADDITIONAL ONLINE MATERIALS (including other self-assessments) continued… Online Learning Styles Inventories with Immediate Feedback continued A Learning Style Survey for College http://www.metamath.com/multiple/multiple_choice_questions.html A 32 question survey with immediate feedback assessing the following learning styles: Visual/ Verbal, Visual/ Nonverbal, Tactile/ Kinesthetic, & Auditory/ Verbal Information about Learning Styles Learning Styles & Strategies http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

172. References A Six-Step (Tutoring) Session Endicott College Center for Teaching and Learning College Learning Program

174. Mission SUNY Empire State College’s dedicated faculty and staff use innovative, alternative and flexible approaches to higher education that transform people and communities by providing rigorous programs that connect individuals’ unique and diverse lives to their personal learning goals.

175. Northeast Center Office of Academic Support Mission The staff of the Northeast Center Office of Academic Support operate as a collaborative team, striving to establish a friendly welcoming learning environment for all students. We support students in becoming successful independent learners through a comprehensive array of services and resources tailored to students’ individual academic needs and goals. We deliver these services and resources via individualized and group programming in face-to-face, telephonic and virtual formats. Wework with students, staff and faculty with the expectation that willing students can reach and exceed their academic potential with appropriate assistance.

177. Incorporate traditional and technology-based resources in their learning,

178. Use effective strategies in different learning engagements,

179. Create positive learning environments for themselves,

180. Increase their self-confidence while decreasing stress, and