Where to call or write for more information....

Lewis Clark State College's Tutoring Program - p. 2- 9Margie McLaughlin, Retention/Tutoring SpecialistStudent Support Services, Lewis-Clark State CollegeReid Centennial Hall, 500 8th Street, Lewiston, ID 83501Phone: (208) 792-2300; Email: MmcLaugh@lcsc.edu

South Seattle CC's Commuter Student Support- p. 9-15Maureen Shadair, DirectorStudent Success ServicesSouth Seattle Community College6000 16th Avenue SW, Seattle, WA 98106Phone: (206) 768-6760; Fax: (206) 764-7947

Boise State University's Career Planning - p. 16-20 Service Learning - p. 21-25 Peer Tutoring - p. 25-27

Sue Huizinga, Director,Upward Bound and Educational Talent SearchBoise State University1910 University Drive, Boise, ID 83725Phone: (208) 426-3572; Email: shuizin@boisestate.edu

University of Idaho's Peer Review Program - p. 28-32Scott ClydeUniversity of Idaho and Northwest Association of Special ProgramsEducation BuildingRoom 110-D; PO Box 443080; Moscow, ID 83844-3080Phone: 208.885.9091; Fax: 208.885.2825Email: scottc@uidaho.edu

For Templates and Documents to Share:www.its.uidaho.edu/bestpractices/

PrPrPrPrProduced by a Federally Funded University of Idaho /oduced by a Federally Funded University of Idaho /oduced by a Federally Funded University of Idaho /oduced by a Federally Funded University of Idaho /oduced by a Federally Funded University of Idaho /NorNorNorNorNorthwest Assn. of Special Prthwest Assn. of Special Prthwest Assn. of Special Prthwest Assn. of Special Prthwest Assn. of Special Programs TRIO Tograms TRIO Tograms TRIO Tograms TRIO Tograms TRIO Training Grantraining Grantraining Grantraining Grantraining Grant

This booklet introduces newTRIO directors and programmanagers to model programswith a proven success record. Forrelated information andtemplates see our web athttp://www.its. uidaho .edu/bestpractices/

Best PracticesTRIO

Student SupportServices &

Upward Bound

In this publication:Drop-In Tutoring - P. 2 - 9Commuter Student Support - P. 9 -15Career Planning - P. 16 - 20Service Learning - P. 21 - 25Peer Tutoring - P. 25 - 27Peer Program Review - P. 28 - 32

LCSC Tutors include, from left, Michael Shively, Linda Gallaher(math specialist),Gay Lewis, Jerome Fox, Barbara Collier, Margie McLaughlin and Bonita Shuey.Combined they bring 19 years experience to this drop-in lab

Tutoring Helps Retention at LCSC - 2

New directors of Federal Department of Education TRIO programsface a complex assortment of challenges to make their programsas effective and productive as possible. Our goal is to support

students in their efforts to enter fulfilling careers that can meet and evenexceed their economic hopes. This involves preparing students for thecomplexities and rigors of college or university studies. This brochure and web are initiatives of the UI/NASP TRIO TrainingProgram for New Directors and shares some best practices currently inaction. Each one offers an overview including:

! Ways the program is succeeding (success indicators);! How a program is implemented (strategies);! Profile of a TRIO student who benefits from the program! Name and contact information for program leader, so new directors

know whom to call if you have questions

This information is only a start. Because the training program isassociated with the Northwest Association of Special Programs (NASP),we start with TRIO programs based in the Northwest. Featured are aspecial room for commuter students at South Seattle Community Collegein Washington. From Idaho come Pre-College Upward Bound Programs atBoise State University that offer peer tutoring, service learning(volunteering), and career exploring. Lewis-Clark State College sharesdetails of a successful drop-in tutoring program. And NASP offers newdirectors a Peer Monitoring Program to help new directors make sure theyare in compliance, and aware of best practices. In subsequent publicationswe will profile programs in other regions, so if you know of a program youbelieve is worth sharing, I would like to hear from you and expand ourseries of case studies. My special thanks and congratulations to leaders and participants ofthe model programs presented on these pages. To new directors, I hopethese stories will encourage you. Your feedback is welcome.

Scott ClydeUniversity of Idaho, Northwest Association of Special ProgramsEducation Building; Room 110-DPO Box 443080, Moscow, ID 83844-3080Phone: 208.885.9091Fax: 208.885.2825 / Email: scottc@uidaho.edu

BackgroundIt�s no secret that college

students in TRIO programs often needsupport to help build confidence andenable them to succeed as theybegin and continue through collegeor university programs. A 1998monograph by Lana D. Muraskin,published by the National TRIOClearinghouse, and titled, AStructured Freshman Year for At-RiskStudents, highlights Lewis-ClarkState College�s Learning Communitymodel which boasts a retention rateof 84%, compared to 76% campus-wide. This statistic is moreremarkable because the SSSlearning communities target �at risk�students.

Three 25-member �LearningCommunities,� comprised of Student

Support Services (SSS) students,take their four freshman core classestogether and share a fifth three-creditSSS study skills course, for a total ofsome 100 hours spent together duringthe freshman year. The Study Skillsclass provides advising, writing skilldevelopment, study skills linked tocourse content, computer and test-taking skills and other support asneeded. This model, predictably,succeeds in creating a very strongnetwork of peers.

In addition, LCSC�s SSS programruns a drop-in tutoring lab everyweekday. The following description ofthis program shows why studentsvalue it as a key support to their collegesuccess. New directors are welcometo use any part of this program as atemplate for their own.

1 - Forward

3 - Tutoring - A Drop-In Lab Tutoring Lab" Belongs to Students" - 4

Margie McLaughlin looks forkind and bright tutors trained to

listen and empathize

" Two tutors arespecialists, theothers are programveterans who knowwhat it's like..."

The Challenge? Tutoring at a“Drop In” Lab

L e w i s - C l a r kState College is acentury-old four-yearcollege located in anidyllic park-likecampus between theClearwater andSnake Rivers ofexplorer Lewis &Clark Expeditionfame in northernIdaho. Of the 3,100students, most arecommuters, and80% of those areeligible for SSS programs. Federal government funds supportabout 135 students, but the programusually stretches to accommodate upto 150, with more than 100 otherswaitlisted. To be included, students fillout an application to determine eligibility(first generation, low income, orstudents with disabilities). Thenstudents must show an interest byhaving at least 10 contact hours withSSS programs (advising, mentoring,classes, workshops, career exploration,or tutoring components).

The current tutoring program wasdeveloped to fit the needs of thestudents better and to provide structureand sanity for the tutor coordinator. �Wefirst tried a tutoring program byappointment,� says the program�s

retention specialist MargieMcLaughlin, who has run theprogram for the past nine years. �But

we didn�t have asuitable place forstudents andtutors to meet,and we sufferedso muchconfusion over no-shows andmisunderstandings.�I�m here,Where�s thetutor? or Where�sthe student?��

Now LCSCruns a dedicated

lab, open weekdays 8 to 5. The sizeof a standard classroom, it has largewindows with plants and posters tomake the environment inviting. Fivecomputers with Internet connectionsand a printer line one wall; tableslined with chairs to accommodate upto 30 or 40 students at one time fillthe room. Bulletin boards post timeswhen tutors will be present, as wellas other school information ofinterest to students. Coffee or teabrews as the students wish. Oftenthey also bring snacks to share.

Tutors spend four to 20 hours aweek in the lab, and are available fordrop-in individual tutoring. Two tutorsare specialists with degrees; theothers are program veterans of oneor more years, who earned at least

a �B� in all core topics; many upperdivision tutors have specialties suchas math, physics, Spanish,chemistry and anatomy/physiology.

The following sections includeprogram details and tips about whatmakes this program so successful.

How the lab works ?“It’s theirs”

The study lab doubles as homeaway from home where studentscome whether they need a tutor orwhether they simply want to sitamong people they know as theycomplete homework assignments.

Students sign in and out andwrite names of tutors they plan tomeet with and on what subject, allan aid to record keeping.

�I try to stay out of the lab,� saysMcLaughlin, �so they�both thetutors and students�feelownership, that it is their place. IfI�m there, they are likely to come tome with problems, rather than workout their own solutions.� Studentstake turns bringing coffee and treatsto share. Talking is allowed, and iftalking disturbs some students,they are encouraged to work it outamong themselves.

�Sometimes this means goingto another room for quiet,� saysMcLaughlin. �But students like thefreedom to discuss class issues ifthey need to. They don�t want a �no

talking� policy like at the library.�There�s a real sense of community

here,� says McLaughlin. �We often helpstudents through tears of frustration aboutschool or home or work. These studentshave to make major sacrifices to be here.Some even collect cans to buy gas toget to campus. We primarily addressacademic issues, but sometimesstudents need to sort through otherchallenges which appear overwhelmingto them.� For that reason all tutors canrefer students to other services includinginstructors, health, counseling or careerservices, Student Life for advising, andthe campus writing lab.

A number of students interviewed for

5 - Tutoring - Requires a Professional Attitude Tutoring -"Listening is Important " - 6

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this story said they doubted they wouldstill be in college without the personaland academic support tutors provide.

Tutor Selection: Kind, Bright,Good Listeners

Elevent u t o r si n c l u d eb o t hacademicspecialistsand peert u t o r s ,g o o dS S Sstudentswho havemade it through at least one semester,often with the help of the tutoring program.Academic tutoring is provided in coresubjects including English, math andscience. Tutors might also provide helpwith time management or study skills aswell as guidance in learning how tonavigate within the academic system,such as finding out what other resourcesare available.

�We use academic specialistswhenever we can,� says MargieMcLaughlin, who screens and selects alltutors herself. She chooses individualswho are �good listeners and sensitiveproblem solvers.� In addition to highacademic grades, applicants mustprovide a written recommendation from a

professor who can attest tohis or her skills in a topic. The tutors in fall 2002 include:! A math specialist with a master�s

degree! A science specialist who is a

graduate student in microbiology

at a nearby university and aformer Americorps member.

! Nine peer tutors who areknowledgeable in core subjectsand with individual strengths inmath, science and writing.

Tutor Training: CompassionateFacilitators

A six-hour workshop at the startof each semester focuses onpatience, listening skills and being�sensitive problem solvers.� Focusincludes guidelines in confidentiality,attendance and accountability (bethere on schedule, etc.) �This position,in spite of the pay, requires aprofessional attitude that is separatefrom whatever personal relationships

tutors share with others,� saysMcLaughlin. �Tutors represent ourprogram on campus and cannotparticipate in criticism or personalcomments; they also act as rolemodels for our students so theymust maintain high standards.�

McLaughlin�s training focusesless on �providing answers� andmore on�helpingstudentsg a i nconfidencethat theycan findanswers.�W h a texactly does the student need toknow? Guide the student back tothe book to restate specifically whatis required. She emphasizes theneed to communicate with studentsin a �positive caring way.� Tutorslearn to help students control theirown learning by working through thetask while the tutor listens andprovides feedback. �Our learningphilosophy is that the tutor�s goalis to act as a facilitator for thestudent who is ultimatelyresponsible for his or her ownlearning.

�In working with academictasks, I try to increase awarenessof the power they have as afacilitator. I emphasize the need forlistening and assure them that if thestudent is talking about how to solve

the academic task, learning is takingplace. The facilitator can help studentsdiscover what the problem/task is andguide them as they work.�

Also at this first workshop each tutoris asked to prioritize characteristics theyvalue when being tutored themselves .�As we share the list, we are alwayssurprised to see how much we value

h u m a ninteractionas weh e l psomeones o l v eacademictasks.�

Tutorsare asked to checkmark which of thefollowing qualities are mostimportant to them: Patience, Good listener, Positiveoutlook, Appropriate silence, FlexibleInsight into student�s real needs, Caring,Knowledge of instructor and style,Knowledge of subject, Encouraging, Non-Judgmental, Organized, Aware of differentlearning styles, Respectful of students,Willing to learn, Accessible.

Subsequent training focuses onlearning styles, study skills or othertopics of general interest. Tutors andtutors-in-training also engage in roleplaying exercises to help prepare themto solve problems. Examples: �Student comes to a mathtutor and yells at her because he hadthe wrong answer on a test.�

" ...if the student is talkingabout how to solve the...task,learning is taking place."

7 - Tutoring - Evaluation & Certification Tutoring - One Student's Story...Dawn Frost - 8

"I wouldn't still be here for my sophomore yearif it were not for Student Support Services and thetutoring program. It�s as simple as that,� says DawnFrost, a sophomore nursing student at Lewis-ClarkState College, and single mother of boys aged 7, 9and 12. She daily commutes 90 miles roundtripfrom Orofino to Lewiston.

The daughter of an Orofino, Idaho logger, Frosthad been away from school for 18 years beforeenrolling at LCSC �in part, to be an example to mysons. But frankly, I was overwhelmed when I gothere. I was awful in math. I was computer illiterate. Ilooked ahead at the costs, and couldn�t see how Icould meet all these challenges.

�I came unglued in Margie�s (McLaughlin) officeone of my first days here. Lots of tears. Margie is sokind and so calm. She said, �Okay. We are going todo one thing at a time, and keep building.� She helped me sort it out.�

Other crises came. There were more tears and frustration at not being able to�get� chemistry. Instead ofgoing home after onedistressing class, shewent to the tutoring labwhere, among studentswho are now friends, shelearned they also didn�t �getit.� A special tutoring class

was formed so chemistry students meet regularly, one hour three times a week withSusan Devlin, who fills in the gaps of understanding.

�It helps me to dissect it down and find the components,� says Frost whoestimates she spends eight to ten hours a week in the tutoring lab, about two hoursof that time with tutors.

�When you are in a Learning Community and then you come often to the tutoringlab, you get to know the other students and their struggles. We are definitely acommunity, big time! You see the same people over and over. I need these people tohelp me make decisions, to give me advice and suggest options, to pat me on theback, to encourage me. I depend on them!�

Frost has worked with many of the tutors and finds them �really great.� Now sheis comfortable at the computer, and is conquering math and chemistry.

�Being here, my confidence has skyrocketed. I had no idea I�d feel this confidentin myself. Will it take four years to get where I want to go? Six years? Whatever, it isokay. I accept that it is work. But the work will pay off. �

� Student Support Services made me grow up and be responsible for mylearning and my future. Yes, it�s hard work, and will continue to be hard work. My newattitude is, I don�t know how I�m going to do it. But I�m going to do it.� And none of hertutor friends or peers doubt that for one minute.

"Being here, my confidencehas skyrocketed..."

" This lab and the tutors havehelped me get straight As"

Or �Student comes in huffy andcomplains that the instructor is terrible.� Or �Student is trying to understandmath and complains that it is too noisyto study.�

Tutors are asked, in each case, toidentify the problem and suggestsolutions. �We have a lot of fun with this,�says McLaughlin. �Idon�t have stockanswers. It isimportant for thestudents to come upwith the answers, topractice problemsolving.�

Evaluation for Tutors,Tutoring Program

McLaughlin evaluates tutors onceeach semester. SSS students evaluatethe entire program once or twice eachyear.

Tutor Evaluation: On the form withthe qualities listed on page 6, tutors-in-training fill out answers to the three pointslisted next. Performance evaluationconsists of a one-on-one meeting withMargie, examining progress each tutormade on points two and three below.They are:1. My five strongest positive qualities

are:2. Qualities that I admire and would

like to work on improving are: and3. Strategies I can use to increase

my awareness and to implementchanges are:

But tutor evaluation really goeson all the time. AnytimeMcLaughlin hears a complimentabout a tutor and how the tutor hashelped, she immediately sharesthis with the tutor. This positivereinforcement may be why thetutors seem so motivated and eager

to help fellow students.Program Evaluation: McLaughlin has worked with

a series of program evaluationforms. Her latest one is deliberatelybrief and pointed. She aims to askstudents in the lab to fill out theform at least once each semester.

Six questions include! What lab services did you

receive today? (study space,tests, books, peer support,tutor for (fill in blank) subject,computer.

! Did you find space to work?! Was the atmosphere

conducive to studying?! Was help available?! Did you use a tutor?! Who was the tutor?Space for comments ends thepage. Here are sample commentsfrom the lab�s most recent

9 - LCSC Tutoring & A Seattle Commuters' Room Home Base for South Seattle Students - 10

evaluation:�Very pleasant today. We just

need to get a bed in here so I can justmove right in. Seem to be hereenough.�

�A nice relaxing place. Thanks��I can�t say enough about the

math tutor. She is great!���lab is a great place to come

study and get help with homework.It�s small, cozy, friendly, and alwayssomeone willing to help. This lab andthe tutors have helped me get straightA�s my first year of college. Thanks.�

CRLA CertificationIn May, 2001, the LCSC tutoring

program applied for and was grantedCRLA certification. This application,which included a $50 fee, requireddocumentation of tutor training onitems such as amount and modes oftutor training, amount of experienceas well as hiring and evaluationprocesses. Now certified, benefitsinclude recognition from a nationalbody, and the ability to �certify� stafftutors who, with increasingly morehours of training, can earnprogressively higher certifications�CRLA Regular, Advanced and MasterTutor certificates. Find details atwww.crla.net/. � Tutors can take thatcertification with them wherever theygo,� says McLaughlin, �which givesthem an edge elsewhere.� It�s alsoan extra excuse for staff and studentcelebrations.ContactMargie McLaughlin (see backcover)

A Room for CommuterStudents Eases Studies

for South SeattleCommunity College

TRIO Students A campus �home� for commuterstudents at South Seattle CommunityCollege (SSCC). That�s what SSCC�sStudent Success Services tutoring andadvising program provides for the 185students participating in their programat South Seattle Community Collegeeach year. All students are commuters. Acentral place to do homework, findtutoring, solve personal problems andrelax is a great boon. Coordinated by SSS advisor/instructor Shash Woods, theCollaborative Learning and InstructionCenter (CLIC), is open weekdays from9 to 3, and the 730 square-footclassroom is equipped with the usualcomputers, printers, telephone, tablesand chairs. But CLIC also offers twocomfy couches where students,exhausted from night jobs, can catch40 winks, or simply sit and browsebooks, magazines or newspapers.Students can also find currentscholarship and transfer resources,thanks to program coordinator SherylTuttle and advisor Marcia Kato. Next door is a small quiet office with

a computer which students can useif they need more quiet than the biglab offers.

Furnishings are Cheap:“We found them”

Providing such a room for SSSstudents doesn�t have to be a bigexpense. At South Seattle CC, mostof the extra furniture was �found� orinherited. �Our space used to be acomputer lab for testing, so weinherited their furniture when theymoved into a new space. The sofaswe found in the hallway, and they areon loan from Student Life� saysdirector Maureen Shadair. �Thefurniture used in CLIC demonstratesthe collaborative relationships we�vebuilt with other departments too,which also strengthens our program.�

Snacks and a Place forChildren Tea is usually brewing, and there�sa microwave for heating up homemadelunches. If single parents need to bringalong a child for a few minutes whileputting finishing touches on anassignment or printing an essay, theroom is user friendly for them, too.Paper, coloring crayons, Tonka trucks,puzzles, books, and more providesanctuary while mom or dadcompletes some work. �Many of our students are singleparents holding down day or nightjobs,� says Shadair. �So they reallyappreciate having a place where theycan study, find help from staff tutors oradvisors, and complete school projectsaway from laundry, bill collectors andother distractions at home. One stopfor many needs. That�s us.�

Tobitha (Tabby) Anderson, a sophomore studying Computer Technology,reads from comfy couch in a South Seattle Community College TRIO lab

11 - South Seattle's Liberal Admission Policy Workshops and Celebrations at SSCC - 12

In an Area of High Unemployment,South Seattle CC’s Liberal

AdmissionPolicy OffersEveryone a Chance

Bordering the city�s industrial corridor,South Seattle Community College�sservice area includes one of Seattle�spoorest areas, characterized byunemployment and underemployment;lack of affordable housing; lack of accessto higher education; and a significantincrease in the refugee and immigrantpopulations in recent years. These factors have contributed to theeconomic and academic distress ofstudents who live in this area and attendSouth Seattle Community College(SSCC). As an open-door institution, SSCCadmits students regardless ofacademic or personal history. It is thus

Balloons and child in festive robe are part of noonhour celebrationof Lunar New Year. Such events help create friendships and sense ofcommunity for South Seattle commuting students

faced with tremendouschallenges to provide appropriateand varied educational optionsand opportunities within its widerange of offerings, which includebasic skil ls education, hightechnology training, and liberalstudies programs that articulatewith programs at universities.

Student Success ServicesEstablished in 1990

As a specific response to theneeds of its growing numbers oflow income, first- generationcollege students in its servicearea, SSCC established StudentSuccess Services (SSS) in1990.

Academic Workshops,College Tours Start Here

Beyond tutoring and dailybusiness, special academic

workshops and social occasionsdesigned to build a sense of communityround out the �homey� feeling in CLIC. All SSS students are welcome toenroll in a 3-credit College SuccessCourse, which focuses on good studyskills and other fundamentals tocollege success. Faculty members help with midtermacademic interventions for studentsfacing special academic difficulties bysharing evaluations of student progresswith SSS staff in person or in writing. The Collaborative Learning andInstruction Center (CLIC) is staffed withtutors at all times. Students who wantto work with a tutor place a flag on theirtable, and tutors join them on a first-request basis. In addition to one-one tutoring thelab initiates math and English studygroups (based on student demand),encourages student-to-student peertutoring, and offers scholarship andtransfer workshops. It also hosts special events, onthemes such as Immigration Rightsand Fields of Opportunity �exploringcareers with community mentors�andtime management and study strategiesand routines for students not enrolledin the 3-credit course. Students alsoappropriate the corners of CLIC spacefor Phi Theta Kappa meetings,collecting signatures to run for StudentSenate and on-going service projectslike clothing drives. Since this is a two-year college,all students who continue on musttransfer. Transfer field trips arescheduled to a half-dozen of the areacolleges that students are most likely

to attend. Transfer advisor Marcia Katoarranges campus tours and meetingswith campus leaders who can answerstudent questions.

Social Activities Raise Awarenessof Diverse Cultures

Director Shadair finds �our mostsuccessful services include culturalevents, both on and off campus,� whichgive the program�s ethnically diversestudents opportunities to celebrateeach other�s cultures and build a senseof community. Fifty six percent of SSS participantsare Asian-American, 23% African orAfrican-American, 15% European-American students and 7% Hispanic. Especially popular is eachsemester�s International Foodfestwhere each student brings a potluckrepresenting his/her traditions. Thisevent is also shared with their schoolinstructors, so students can get betteracquainted with them in a socialatmosphere. Each February the Lunar New Yearis celebrated, coordinated by SSS staffwith Chinese, Vietnamese and Thaistudents. Attendance is best when events arehe ld over the noon hour, sostudents with busy schedules cancombine lunch w i th soc ia lnetworking. And students suggest whichcultural events in the Seattle areathey�d like to attend. Examplesinclude going to Alvin Ailey Dance

Theater or attending a lecture byNative American writer ShermanAlexie.

SSS Program Helped 1,519Students since 1990; "GoodAcademic" Students - 95%! S ince Student SuccessServices was established in 1990,one of 700 federally funded TRIOprograms des igned to he lpstudents succeed in college, SSShas enrolled 1,519 participants. And s ince 1993, thepercentage of first generation, low-income, and multiracial studentsin SSS has increased significantlywhi le the percentage of SSSstudents main ta in ing goodacademic s tand ing has a lsoincreased. The table on page 12 detailsthat success.

Other Resources to Share Additional information fromSouth Seattle Community Collegemay he lp o ther TRIO s ta f fdevelopers. Thanks to MaureenShadair and her staff for sharingthese resources!

College Course & Book: HDC101: College Success (3 creditc lass des igned to he lp SSSstudents; credits are transferable)uses the text Making Your Mark,(LDF Publishing, ISBN 0-9696427-

Statistics and More Resources from SSCC - 1413 - South Seattle Program Helps 1,519 Students

6-8. ) It includes many practicalsections on time management,study hints and shortcuts, andmanaging col lege l i fe�all ofwhich we cover in the HDC classand work on with students in thetutoring center.Video: Effective in our CollegeSuccess class is the video: SkinDeep (1999) wh ich dep ic ts

Brochure: We give students aco lo r fu l , p rac t ica l b rochureentitled: �Fight for Your rights:Take a Stand Aga ins tDiscrimination, � by MTV AOLTime Warner Foundation. Forcopies, call 1.866.365.1777.

Subscriptions: We keep in ourlearning center copies of BlackIssues in Higher Educat ion ,Colors, and weekly communitypapers like The Asian Weekly. We publ ish a quar ter lynewsletter that gives studentsin fo rmat ion about events ,resources, and scholarships .

Work with other TRIOPrograms: We are fortunate tohave good working relationshipswith the two other TRIO programson campus, ETS and UB, as wellas Student Life and The Office ofDiversity and Retention.And we try to encourage studentinvolvement and leadership withthose offices.

ContactMaureen Shadair (see backcover).

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Table 2: SSS Participant Progress / Source: SSS Database

Maureen Shadair directs SSCC'sStudent Success Services program

col lege s tudents d iscuss ingissues o f race , rac ism andculture as a first step in actingto undo racism. It comes with adiscussion guide and questions;$19.95 from Amazon.com.

Career Planning at Boise State University - 16 15 - What does "Sue" Like Best? Everything

South Seattle Community College Offers Start onPath to Become Dental Hygienist

Sue Red (alias), 34, gave upher career as a dental assistantwhen she became a wife and mom.�But I always was interested ingoing the next step and becoming adental hygienist. I planned to enrollin school when my son enteredkindergarten.� So when her 12-year marriageended, she followed her collegedreams sooner than expected. Suelearned about the SSS programwhen a staff member visited hermath class to share informationwith students about this campusresource. �I knew it was for me. �In the Student Success

Services program I have foundpersonal help, academicsupport, and friendship.�Luckier than some of hercolleagues, Abby commutesonly a mile from home. Still,she figures she averages fivehours a day in the CLIC lab.Maybe an hour or two of thattime will involve work with atutor. �Last year I spent aboutfour hours a day with a tutor�because of math, which is notmy forte.�

What does she like best? �Everything. I rarely haveto wait for a computer.Sometimes I have to bring myfour -year-old son with mewhile finishing a quick project.He can rest on a couch, orplay with toys. He loves thebooks, trucks, buildingblocks, and puzzles.� Sue maintains a 3.5 gradepoint average. And both staffand peers are now friends Sue also has introducedfriends to the program. �Wehelp each other. This is reallya network. One good friend inthe program and I hang outtogether a lot." Upward Bound students at Caldwell High School all learn something about

career interests during Career Exploring project. Instructor Julie Bú is at right

It’s hard for teen-agers to think about lifetime careers. BSU UpwardBound’s Career Exploration program helps

One of Julie Bú�s challenges in her academic-year Upward Boundprogram at Caldwell High School is helping her college-bound students thinkabout careers. Commuting 30 miles to Caldwell, a rural community with a significantLatino population, from Boise State University�s TRIO office five days a week,Julie spends an hour a day in class with students who choose her UpwardBound course as one of their electives. That choice means they intend toattend college. Julie�s role is to help them get there. �In considering which college to aim for, it helps to know what you want todo,� observes Bú. �It is hard to think what you want to do for a living whenyou haven�t been exposed to a large number of careers.� It is that dilemmathat inspired her to design an assignment to explore possible careers. Julie Bú believes this program would also work with college freshmen.

Students Follow Six-Step Program to Explore Potential Careers

For school students, career planning can start as early as the 6th grade.Since Julie Bú works with Upward Bound students in grades 10 through 12at Caldwell High School, she offers career help every other year. Her processfollows six steps:

1. Take a Test: Students take the Harrington-O�Shea Career Decision

Other Career Planning Opportunities at BSU - 18 17 - Six Steps for Career Exploring at BSU

Making Questionnaire from American Guidance System, a paper andpencil test that clusters a student�s interests, values and abilities intokey career areas. She uses Level 2 for her high-schoolers, butrecommends Level 1 for younger students. The 12-page Level 2booklet test takes about one hour to 90 minutes to complete and canbe administered individually or in a group.

2. Do You Agree? The question each student must answer is: �Do youagree with the test results?" If students feel there is a disconnectbetween their interests and what shows up on the tests, the studenttakes the test again.

3. Research: Once students get test answers that resonate with them,they must explore in the library and via the internet at least threecareer options, locating salary information, a sense of how availablejobs in this field are, and, finally, what colleges might be especiallygood for such a career. Sources include the U.S. Department ofLabor.

4. Interview Planned: From the three careers, students pick theirfavorite, and must find a person in that career to either interview, or,even better, spend a day job shadowing. They can ask family, friendsand teachers, or they can make cold calls to a company withemployees in their job field. Students compose a list of questions toask the person. The class brainstormed this part of the projecttogether. Their list includes the following questions: ! Do you like your job? ! How many hours a week do you work? ! What college did you go to? ! Was it a good college for this profession? Why or why not? ! Does your job allow you to balance work and family life? ! Tell me something you don�t like about your job. ! What advice would you give to a young person considering

entering this job?

5. Interview Conducted: A few Caldwell High students conducted liveinterviews. None of them were able to find someone to job shadow.Most of them conducted their interviews via email or telephoneconversations. Students shared what they learned. One, interested inculinary arts, interviewed eight chefs, each with a different history of

preparation. Another, interested in Marine Biology, an unlikely careerfor Idaho, interviewed a Biology teacher, a related field.

6. Write a report: Final step is to write a three page report about theentire process, focusing on what they learned. Find more instructionsfor the career exploring project at www.its.uidaho.edu/bestpractices/.

Grading: Students received 200 points towards their Upward Bound gradefor this project including the following:

! Career Survey - 50 points! Interview Questions - 50 points! First Draft by due date - 40 points! Final Draft - 60 points.

Instructor Julie Bú kept each student�s questionnaire and paper in folders,as a reference in the year ahead.Lessons Learned: Bú makes the following observations: Of 34 students, she figures a third of them �really got a lot out of it.� Her first go at this program was in the Fall of 2001, a �bad time, becausepeople get so busy during the holiday season.� She believes a better timewill be February or later in the spring.Other BSU TRIO Career OpportunitiesJulie Bú�s Career Exploring assignment is one of several Boise StateUniversity TRIO program options to help students discover the right careerfor them. Project director Sue Huizinga says her staff also:! Takes 200 students to the Boise School District Career Fair each

year. ! During their own career day, each of six staff members takes students

to meet with at least two professionals including lawyers, doctors,dentists, school administrators and business people.

! Service Learning events (see page 21) provide opportunities forstudents to learn about jobs of staff members for whom they volunteer.

! Upward Bound and ETS summer internships give students paidexperience in various jobs in their areas of interest.

An Electronic Career Exploring Tool BSU�s TRIO programs have combined resources with the BSU CareerCenter to buy licenses for a tool that provides a questionnaire similar to theone listed under Other Resources below. Tests were underway at the timeof our interviews. The program is called "eCIS" or electronic CareerInformation System. Note that the heart of the program is password

Career Planning: Two Students' Stories - 20 19 - Career Exploring Resources

protected. The BSU TRIO staff will provide TRIO students with a logonand password. Once inside, students find a wealth of information aboutoccupations and educational opportunities including:!!!!! Occupation Sort: To develop a list of career sources that are matched

to your interests and abilities!!!!! National School Sort: To help you discover the technical schools or

two- or four-year colleges that meet your specific needs, with web links.!!!!! Financial Aid Sort: To find scholarship money based on your criteria.

Resources:The Career Decision-Making System questionnaire by Thomas F.Harrington, Ph.D., and Arthur J. O�Shea, Ph.D., are available for $2 to $3each from American Guidance Service, Inc., 4201 Woodland Road, CirclePines, MN 55014-1796; 800.328.2560. Nampa School District Career Web: called �Launching Pad,� offers a varietyof resources for parents and students headed towards �Grade 13.�www.sd131.k12.id.us/career/launching_pad/.

�What don�t you like about your job?�The answer: �That people don�trespect them. That part worries me.� So, will Saul study to become apolice officer? �I really haven�t decided yet,� saysRangel about his future. �But doing anexercise like this really opens youreyes. I�m really glad I did it. Now atleast I am clearthat I want tohelp people,whatever careerI choose.� And Saul isgettingprepared for whatever path he follows.The junior is studying Spanish,Upward Bound, Principles ofMarketing, Algebra 2, English 3 andU.S. History.

Ashley’s Story � I want to dress up in a nice suit, andtravel,� says Ashley Cardona, 17, avivacious Caldwell High senior honorsstudent and member of Julie Bú�sUpward Bound class for three years. That was a start in her quest forcareer options. Or she wants to be anactress or a movie director. Her Harrington-O�Sheaquestionnaire showed significantcareer clusters in both the arts and inbusiness. �The arts part I knew about,but business surprised me,� saysCardona. In her school library and onthe internet she found that businesscareers, such as accounting, offeredgood salaries and lots of opportunities.�That sounded good.�

Saul (say it Sa-ool) Rangel said hereally didn�t know what he wanted to dobefore Julie Bú�s career explorationassignment in his Upward Bound classat Caldwell High School. �One thing that seemed clear afterfilling in my questionnaire is that I wantto help people. And that sounded right tome. That is what I want.� But how? Saul�s investigations ledhim to the steps of the Caldwell Policestation, a sort of cold call. “The officer was really nice...” Saul asked if he could interview anofficer about how he liked his career.�The officer was really nice. He told mehe works lots of hours, but he does getto spend enough time with his family. � He said his job requires four years

of college. I asked what college heattended, and he said he is still incollege. �

I asked “what doesn’t he like?” Perhaps the stickiest question is

Next Challenge: FindSomeone to Interview

Through a TRIO program executiveAshley connected with a high-levelaccountant in Boise to interview. Afteremailing her list of questions, shelearned that he had to work long hours,

but still couldfind time tospend with hisfamily. Hiscollegeprepared himwell for hiscareer, and he

is pleased with his choice.

Decisions will follow Still, Cardona will keep her optionsopen. �Business is my fallback career.But first I will try for the movie directoroption. It isthe one thatmakes myheart race. �I thoughtthis exercisewould be kindof boring,�admitsCardona. �ButI�m really gladI did it. It has

Ashley Cardona is exploringcareer choices ranging frombusiness to movie directing

"I'm really glad I did it.It helped me." - Ashley

Saul’s Career Exploring Story

Two Students’ Stories: “It gives you Ideas.” “It opens your eyes”

"I found I really want to helppeople," says Saul Rangel ofhis career exploring adventure

helped mefocus mythoughts aboutcollege andcareer, which,after all, is what this is all about.�

Service Learning Helps Win Scholarships - 22 21 - Service Learning at Boise State University

Volunteer Work, or “Service Learning” isn’t just “Nice to Do” but is Essential for Scholarships

Boise State University�s TRIO pre-college program students earned overhalf a million dollars in scholarshipsto help them enter postsecondaryeducation in fall 2002. Reasons are no doubt numerous,but at least one contributing factor isstaff efforts to engage their studentsin service learning or volunteer work.(The staff avoids the term �CommunityService� which carries a connotationof service required for legal infractions.)Service Learning involves learningabout social and community issueswhile contributing to the bettermentof society. �Scholarships often require manyhours of volunteer work in addition tohigh GPAs and test scores,� says

Upward Bound teacher Julie Bú.�Many of our students are doing wellif they can put together 10 to 20hours before it�s time to apply forscholarships. Still, every little bithelps their chances.�

Additional Benefits: CareerIdeas, Even Jobs

�We find many more benefits thanhelping students win scholarships,�says Sue Huizinga, BSU TRIO Pre-College Programs Director.�Volunteering for various groupsgives students a chance to meetpeople in professions that mayend up influencing students whenmaking career decisions. Also,some students have been offered

jobs based on relationships builtwhile doing volunteer work. �

All TRIO Students haveto do is Show Up

Intensive summer andAcademic Year Upward Boundcourses for pre-col lege agestudents in Boise State University�sTRIO programs include time forvolunteer work. �Since students, by programrequirements, come from limited-income backgrounds, it is likelythat they work a job when not inschool,� says Sue Huizinga. �Thatmeans many of them have not hadtime for volunteer work.�

We make it Easy for Them

to Volunteer BSU�s TRIO programs make iteasy for their students to volunteerby:� Locating opportunities

throughout the TreasureValley,

� Alerting students to times anddates,

� Providing transportation to andfrom volunteer events, and

� Providing them with serviceverification forms andcertificates for timecompleted. (See templates athttp://www.its.uidaho.edu/bestpractices/.

Hoeing, Painting, HelpingKids Volunteering so far includes helpingat the Boise Rescue Mission, the

BSU TRIOstudents

turn out innumbers to

supportBoise

women'sfitness race

Rosa's Story about Volunteering - 2423 - Service Learning also Expands Career Visions

Idaho Food Bank, the FriendshipFeast, the Boise River Festival, IdahoYouth Wheelchair Sports Camp, andthe Susan B. Komen Breast CancerFoundation Race for the Cure. Others have helped with Nampa�s�Paint the Town,� where volunteerspaint homes of senior citizens whoneed help; planting and hoeing at theIdaho Food Bank�s Silver SageCommunity Garden, and helping withgroups like Big Brothers/Big Sisters.Journal Reflection Questions For each service activity, studentsare asked to take some time after theevent to record the date, the activity,the number of hours volunteered, andsome comments about it. Samplequestions include: � What did you do that was fun or

satisfying?� What was the best thing that

happened to you at the serviceactivity? Why was it the best?

� What was the hardest part of beingat the service activity? Why?

� How does what you learned todayapply to other situations?

Templates from BSU Programare on the Web

Thanks to BSU�s TRIO staff for sharingthe following templates from the 2002summer program for Upward Bound high-school age students. Recycle them foryour purposes with the staff�s blessings.Find them under "Service Learning/Resources at www.its.uidaho.edu/

bestpractices/.� Rationale: Why Should I

Volunteer? � Options Checklist: Students

check service possibilitiesthat interest them. BSU TRIOstaff does the follow-up.

� Verification: Volunteeringverification requires name ofstudent, activity, date, hoursvolunteering and signature ofadult verifying participation.

� Application: Boys and GirlsClub volunteers and alumni fillout this sample applicationfor volunteer activities.

� Journal Questions: Journalreflection questions helpincrease student awareness ofwhat they learn andvolunteering benefits.

� Certificate: Each TRIOstudent gets a certificatedocumenting hours of publicservice.

Congressional Award High School students whoreceive Congressional certificatesand medallions, an honor thatresonates on scholarshipapplications, are expected to spend�50% of your time� on VolunteerPublic Service, 25% on personaldevelopment and 25% on physicalfitness. That program gives a high markto aim for in volunteer service:

Rosa Huitron, 19, of Caldwell,Idaho, admits that at first it was�scary� to sign up to volunteer 30hours at a wheel chair camp foryouths in Boise. �I wasn�t surewhether I could help, if someone in awheelchair had a need. I hadn�t beenaround people withphysical challengesbefore.� Upward Boundassigned each studentvolunteer to a personwith a disability. Rosawas assigned to assist12-year-old Chris.Among other things,�we were taught how tomove them from awheel chair to a regularchair.� Rosa says thatbefore this experienceshe didn�t think peoplein wheel chairs could do much in theway of athletics. �I was surprised.We helped them play softball.Anyone who could bat the ball wasgiven a prize. They didn�t try to goaround the bases. We also playedwith remote controlled racecars. �One time Chris had the choice ofswimming, or just hanging out. Hechose to hang out, so we talkedabout what games he liked to play(he liked video games), and whatmovies, music and books he likes. Iquickly realized Chris was just aregular person. It was great. It wasreally fun for me.�

Rosa's other �service learning�includes working with homelesstaeenagers , and volunteering at a girlsand boys club. She also volunteered ata race for breast cancer research,helping assemble gifts for cancersurvivors, and cutting up oranges to

refresh racers. Rosa would�definitely�encourage otherUpward Boundstudents tovolunteer. �It�s theright thing to do.And besides, itsfun, and you learna lot.� Now majoring inearly childdevelopment atBSU, Rosa thinksher volunteerexperiences helped

increase interest her major. She findscollege �easier than I thought,� andcredits Upward Bound with �helping mebe well prepared.� She also credits herown courage. �I always believed I coulddo it.� Rosa is also grateful for herexperiences throughout the high schoolarea Upward Bound programs. �I usedto be very shy. But especially when Ispent my first five weeks away fromhome, at BSU for summer school forUB students, I opened up a lot. Now Ican talk to the UB staff freely aboutanything. And it�s easier for me tospeak up with my opinions and needs.�

BSU Peer Tutors; Evaluation ` - 26 25 - Congressional Awards Volunteer Goals

Tia Shorthelpsorganizethe BSUTRIO Pre-CollegeServiceLearningprogram forUpward Bound students

For More InformationFind more resources atwww.its.uidaho.edu/bestpractices/Or contact Sue Huizinga or TiaShort at addresses located forBSU on back of this brochure.

Certificates require 30 to 90 hours,while medal minimums in volunteerservice are 100 hours for bronze upto 400 hours for gold. Learn more atwww..congressionalaward.org/.

SueHuizinga isBoise StateUniversity'sDirector ofTRIO programs

Peer Tutoring for StudentsReluctant to Contact Tutors

They Don’t Know Boise State University�s Pre-College TRIO Programs introducedpeer tutoring for their students inrecent years because they foundhigh school students reluctant to callon help from tutors they didn�t know. �Peer tutors have the sameteachers, they know the text books,often they already have a relationshipwith the student who could use sometutoring,� says Julie Bú, UpwardBound teacher from BSU in theCaldwell High School, whosestudents are both tutors andstudents using tutors. In addition, the tutoring providesincome, �and offers betterexperience for pre-college studentsthan, for example, slinginghamburgers,� says Bú. �It�s one of those wonderfulprograms where everyone wins.�

Students must Tutor in thePresence of an Adult who canVerify how Time was Spent

Peer Tutoring is an official activitywhen Boise State University�sleaders write grants to continue theirpre-college Upward Bound andEducational Talent Searchprograms. High achievers, students gettingAs and Bs, are invited to train astutors for peers in subjects in which

they excel. They tend to be juniorsand seniors. Their Upward Boundteachers, who share in managing theprogram, and who encouragestudents to enter the peer-tutoringprogram, also look for students skilledat interacting with other students, andare good communicators. Student Tutors Market Themselves Students are paid $6.69 an hourfor tutoring, which must be in thepresence of an adult who can verifyhow the time was spent. The verifyingadult can be a librarian, staff memberor parent. Tutors can offer their services forany subject in which they excel.Student peer tutors are responsiblefor marketing themselves, eitherinformally by word of mouth, or withposters. One tutor�s poster reads:�Math, Science, English tutoringTuesdays and Thursdays in theSchool Library, 3 to 4 p.m.; othertimes by appointment.� Also, the BSU TRIO leaders helpby sending out to parents lists oftutors, their home phone numbers,the school they attend, and their bestsubjects for tutoring. During summer Upward Boundintensive programs at BSU, tutors areavailable during daily study tabletimes. In all, 20 peer tutors serve BSU�spre-college TRIO programs atCaldwell, Homedale, Melba, Nampa,Notus, Parma, Vallivue and WilderHigh Schools. Students average fiveto 10 hours a week for pay of $33 to

$66 and something special to add totheir resumes. In addition, they earnthe satisfaction of helping peers, andof reinforcing their own learning. Evaluation: Grades and More How do peer tutors know how theyare doing? The biggest test is inimprovement of grades for studentsthey tutor, a key indicator. (See page27). Peer tutors only exist in highschools with TRIO programs, so theirlocal TRIO teachers/educationspecialists are involved in theirstudents� progress. They monitor self-assessments peer tutors fill outindicating how they feel they are doing,and also citing any problems with whichthey need help . Peer tutors are alwaysencouraged to call their teachers foradvice or help.

Articles, Templates, Resources For more materials on peer tutoring,including training materials, see thePeer Tutoring section on the web:www.its.uidaho.edu/bestpractices/ .

Julie Bú,CaldwellHigh UBinstructor,uses PeerTutoringand CareerExploringprograms

When Peers Review Your TRIO Programs - 28 27 - Ashley and Mayda Share on Peer Tutoring

Ashley's StoryAshley Cardona likes the role ofpeer tutor because she likes thefeeling of helping a student�s gradeimprove.� One of her most dramatic tutoringexperiences came with a friend andcolleague in her Upward Boundprogram at Caldwell High School. Herfriend had a D in math, and had oneweek to prepare for the next test. �Weworked hard. I was so proud of her.She understood it and got a B.� The person she tutored was herfriend , Mayda Murillo. Ashley has been on both sides ofthe tutoring program. �I�ve beentutored in math and Algebra, and Ihave worked as a tutor with studentswho came behind me. � We are taught that we shouldnot do the problems for them, but weneed to walk with them through thesteps, and work with them until theyget it. Don�t give an answer, give anexample.� Last semester Ashley tutoredfour students. �I know how it feels to not getwhat you are supposed to learn inclass. It�s so frustrating,� saysAshley. �I really like the opportunity tohelp my student friends �get it.� �The pay is not important,�believes Ashley. �Of course it is abenefit. But if someone asks for helpI�d help them anyway, because it is anice thing to do, not just because ofthe pay.�

Mayda’s Story Mayda Murillo, a senior atCaldwell High, was aiming for an�A,� in her Algebra class and knewshe needed help when her grade fellto a D. Was it embarrassing to aska classmate for help? �No. I knew Ashley and feltcomfortable with her. Sheunderstood what I was talking aboutwhen I told her the problems I washaving, because she had taken thissame class, too.� Thanks tothe tutoring program,Mayda got seven hours of one-on-one tutoring after school the weekbefore the next test. �That did it. I didn�t get the A Iwanted. But Ashley helped meunderstand some key concepts.And a B sure beats a D�! �We still do our homeworktogether, not the paid tutoring, butwe still studying together.�

"

Ashley, right, helped Mayda movefrom a D to a B in Algebra Peer Monitoring of TRIO Programs Helps Find Ways to Save

Money; Ensures Compliance with Federal Regulations Few things bring a greater dreadto a TRIO program director thanknowing an auditor is coming toreview her/his federally fundedprogram. �It can be scary,� affirms PatClyde, director of the Lewis-ClarkState College TRIO Programs.�Federal regulations governinggrants that support these programsare numerous and can be interpretedin various ways.� So partly to give programdirectors a less scary �dry run,� andpartly to help veteran programdirectors share �best practices� withnewer directors, the NorthwestAssociation of Special Programs(NASP) launched a peer reviewoption. Fewer Federal Reviews Another reason NASPhastrained peer monitors to perform

site-visits in Region X is in responseto a drop in the number of visitsconducted by the US Department ofEducation. NASP felt that the cut insite visits created a vacuum in whichprograms could be in danger of movingout of compliance, and thus losefunding. During two-day reviews, two to fourexperienced program directors meetwith campus TRIO staffs and even withtop college administrators to reviewrecord keeping, budgets andprograms. �It�s a great way to impress collegeadministrators with the work we do,and it can be a valuable part of stafftraining,� says Pat Clyde. �Also, weoften are able to find ways to helpprogram directors save money. In theprocess we all learn from each otherabout innovations and ways tostreamline and improve ourprograms.�

ETS Director, Isabel Bond (left) listens as Pat Clyde makes a pointwith peer monitors Lucretia Folks and Helen Trainor

during University of Idaho ETS Peer Review

On Becoming a Peer Monitor - 30 29 - Four Steps of a Peer Review

Peer Reviews Follow Four Steps Peer reviews of TRIO programsusually bring a team of two to fourexperienced program directors tocampus for two days of meetings. Theseare steps involved: First: Request a review with ScottClyde, Chair, National Association ofSpecial Programs Peer ReviewCommittee and University of Idaho TRIOTraining (see contact information on backpage) Second: Scott Clyde will call todiscuss your specific requirements andsome likely times to stage the review.He will follow up with a letter outliningwhat you need to prepare prior to thereview. See forms at www.its.uidaho. edu/peermonitoring/ and select Materialsbutton. Third: The review will be held at thescheduled time. See sample two-dayagenda at the web URL above. You canexpect to get suggestions and preliminaryfeedback during the review process. Finally: Within a month after yourreview, the committee will present youwith a written report on strengths of yourprogram, and suggestions for improving.

Who Pays for the Review? Whenever possible and reasonable,costs of the peer review are offset byNASP, or by the project being reviewed.Host programs are asked to providelunches and parking for monitors.

Five Steps to Becoming aPeer Monitor

1 - Request to be aPeer Monitor

Any TRIO project director or fulltime project administrator is eligibleto become a peer-monitor. Thisassures that monitors have bothexperience and the authority to beaway from the program to attendtraining and conduct site reviews.Alert Scott Clyde of your interest(back cover).

2 - Participate in Training onSite Review Process

Candidates must participate intraining sponsored byNASP. Although experience isnecessary to conduct a site reviewvaluable to the program beingevaluated, it is not adequate. Athorough knowledge of the sitereview process is also necessary.This process is addressed intraining.

3 - Help Review YourOwn Programs

The peer-monitoring candidatemust participate in a site review ofhis/her own program.Thisexperience impresses upon thecandidate the perspective of theproject staff undergoing a review.The process is designed to beinstructive without being traumatic.Undergoing a site review lends

insight invaluable to the peermonitors.

4 - Observe a Peer Review The peer-monitoring candidatenext must participate as anobserver in a site review of one ormore other projects. Thisrequirement allows the peermonitor candidate the opportunityto see the process in actionwithout having to isolatecompliance issues includingEDGAR, OMB, and Department ofEducation regulations. The program being reviewed isnot asked to cover the cost ofsomeone participating as anobserver. This observation isconsidered professionaldevelopment, which makes it anallowable program cost for theperson being trained.

5 - Stay current with Training In order to stay current, thepeer-monitoring candidate mustattend regularly scheduledtraining, usually held during NASPconferences and at a legislation/regulation federal training everyother year. Apart from staying up-to-date on the rules andregulations governing TRIOprograms, this allows peermonitors to address issues as agroup, considering them frommultiple perspectives.

Testimonials “The single mosthelpful process...”

You'll see Lucia Lorea�s story fromWSU (page 31). For more reviews, go towww.its.uidaho.edu/peermonitoring/ andCommendations button. Here�s one: Mary Parthemer,Director of the TRIO Learning Center atEugene, Oregon�s Lane CommunityCollege offers the following report: �The Peer Monitoring and Site Reviewwas the single most helpful process mystaff and I have participated in... There was no part of the Peer ReviewProcess that was not beneficial. I wouldstrongly recommend (and have maderecommendation to colleagues) that allnew Programs have the opportunity toparticipate in the Peer MonitoringProcess.�

"We Learn from each other,"says Pat Clyde, TRIO Programveteran and peer monitor fromLewis Clark State College

Other Tips to New TRIO Directors - 3231 -WSU Team Tells "Why a Peer Review"

WSU's SSS staff includes, from right, director Lucila Loera, Norma Sandoval, Tiffany DeMeerleer and Vicki Trier

This brochure and accompanyingweb site at www.its.uidaho.edu/

bestpractices/ were produced by afederally funded University of Idaho /

Northwest Assn. of SpecialPrograms TRIO Training Grant

Design and writing byMary Ann Reese, Moscow, Idaho

Fall 2002

Director for WSU’s new StudentSupport Services sees Benefits in

Early Peer Review

Ask Lucila Loera why she wants apeer review for Student Support Services(SSS) before the program can evencelebrate its� first year in operation andshe will answer you with no reserve.�Why Not?� Just shy of one year after her programwas launched at Washington StateUniversity in Pullman, director LucilaLoera requested a peer review of theprogram. The review, consisting of a twoday evaluation and assessment, allowsfor peer feedback on aspects that may beoverlooked or in need of furtherdevelopment. A peer review helps ensurethat students receive the highest level ofguidance and support available. �Some colleagues asked me why Iwas scheduling a review so soon,�shares Loera. �My answer is simply, �Whynot?� Our program is up and running. Whynot benefit from some expert feedbackearly on?� Loera learned about the opportunity fora peer review while attending a directors�

training in Portland last summer. �Since we were building our programfrom scratch, I didn�t want to waste timedoing something wrong. So I requestedthe audit. It is very reassuring!� Ratherthan establish guidelines andprocedures that may not be fully inclusiveor ultimately beneficial for the program.Through her efforts and the support of herstaff, Lucila Loera is well on her way toensure the success of SSS.

WSU's SSS Team With a Master�s Degree in CounselingPsychology, Lucila Loera served as aCareer Counselor at WSU for three yearsbefore she was hired to launch the SSSprogram. By Fall 2002 she and her staff of three,supported 160 students throughprograms including academic advising,mentoring, cultural enrichment activities,specific tutoring, career counseling,college orientation and study skillstraining.

In efforts to assure that studentsremain the primary focus of the program,

they hired a graduate student to helpdesign a database for students, enablingLoera and staff to track student profiles,

specific needs, and progress. The

database also tracks students in apending status, awaiting acceptancein the SSS program. Finally, as the

program rapidly expands andevolves, the staff meets weekly and

continues to rate itself on areascovered by the official peer review.

Review includes UniversityTop Staff

�Because we are new on campus,it was great to include top universityadministrators, including the Vice-President of Academic Affairs in thissession, to help them betterunderstand what we are doing andhighlight the importance of furtherintegrating our programs oncampus,� says Loera. While awaiting the review�swritten report, Loera is confident herprogram �benefited from the reviewprimarily because of the opportunityto ask questions of people withyears of experience in running TRIOprograms. In short, the reviewaffirmed that we are on track with abrand new program.� Another benefit is a �strongerconnection with monitors whoperformed the review�, includingSSS Directors Meredyth Goodwin,University of Idaho, Pat Clyde,Lewis-Clark State College and SallyBurge, Eastern WashingtonUniversity, with Scott Clyde, chair ofthe NASP Peer Review Committee. Once review findings arrived,Loera worked to incorporate thepeer suggestions. �One was to track any contacthours with our students. Previouslywe had only tracked officiallyrequested meetings, but we are

advised to also report contacts andinformation shared during informalmeetings on campus.� Director’s Tips Additional tips her team received tobrand new and potential TRIO directorsinclude: Connect with other TRIO programs�from day one.� After being enlisted,Loera wasted no time in visiting nearbySSS programs and learning first handabout their specific practices. �I have learned that different directorshave different opinions on what are thebest practices for SSS and on howregulations are mandated. It is good totalk to several directors and learn aboutthe variety of options.� Loera urges TRIO Directors topartner with other TRIO programs oncampus for marketing, etc. Loera's teamworks with WSU's veteran McNair TRIOprogram. �They welcomed us to join them inadvertising our services at student fairsand other campus events. They haveprovided a great help, and by workingtogether we magnify our presence andimpact on campus. �The good news for new directors likeme,� adds Loera, �is that we are notalone. There is a lot of great help outthere in the TRIO community.�