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1
Peer Advisor TrainingRITA LOGRASSO, JOSIE MARGIOTTA , ALEXIS QUINTAL, SANDRA STRONG, PETER TOEUNG
2Peer Advisor Day Long Training
Today’s Agenda
8:30-9:00 Light breakfast served prior to training
9:00-9:30 Introductions and ice breaker activity
9:30-10:30 Overview of job description and expectations
10:30-10:45 Break
10:45-11:45 Advising
11:45-12:45 Communication
12:45-1:30 Lunch
1:30-2:30 Multiculturalism
2:30-2:45 Break
2:45-3:45 Ethical Dilemmas
3:45-4:00 Wrap up and evaluations
3Introductions
Professional staff
Student staff
Name
Academic year (Soph, Jun, Snr)
Major(s)
Hobby
4Ice Breaker Activity
5Overview of Job Description
Peer advisors are upper-class students who are charged with two main roles; mentoring and tutoring. They are available to assist all student but maintain a focus on first year and transfer students as they adjust to the campus community through academic and social programming. They are a resource for questions and concerns.
6Overview of Responsibilities
Provide leadership and foster a network of peer support.
Serve as role models and provide information on academic and social opportunities at the University.
Inform students of resources on campus that pertain to their needs or interests.
Assist in the registration process to students in preparation for scheduling classes.
Provide tutoring services to enrolled students in specific content areas.
Support the Advising office staff and faculty advisors.
Other responsibilities as assigned by supervisor or Advising office staff.
7Overview of Expectations
Advisors typically work 5-10 hours a week (depending on schedule and availability) and are paid an hourly rate of $9.50 per hour.
Advisors will serve as student role models and will professionally represent the Advising office.
Advisors will meet with students for advising times during registration according to their schedule.
Advisor will tutor students according to their academic need in the advisors main content area (will be determined during Advisor interview)
8Expectations Continued
Advisor will uphold the University’s Code of Student Conduct and will maintain a positive image in and outside the office. This pertains to the use of appropriate language, dress attire, social media presence and general conduct.
Advisors should be familiar with the advising office and general campus resources and initiatives.
Advisors will show up for work on time and will contact their supervisor, if they will be late or absent from work.
Advisors will log the hours worked each day by signing the Time Sheet located in the Advisor Communications Binder.
Advisors will adhere to the signed confidentiality agreement and will not disclose information they hear or are aware of when working (related to students, faculty, or staff).
9
10Advising
How would you define advising?
How would you define your role as an advisor?
11Assessing Students Needs
Each student you meet with has unique needs.
Assessment resources: mindtools.com, Myers Briggs exam, advising questionnaire
12Advising Styles
Four advising styles:
1. Directing: Giving specific instructions.
2. Coaching: Directing and supervising accomplishments, but also explaining decisions and supporting progress.
3. Supporting: Facilitate and support efforts and shared responsibilities for decision making.
4. Delegating: Empowering students to conduct their own decision making, problem solving and delegating.
Source: https://www4.uwm.edu/sao/organization_advising/downloads/Advising%20Styles%20and%20Skills.pdf
13Advising Skills
Three advising skills:
1. Flexibility: Move from one style to another in order to meet the needs of the student.
2. Diagnosis: Learn how to diagnose the needs of students you advise.
3. Contracting: Learn how to come to agreement with your advisees and work together to figure out which style they seek from you.
Source: https://www4.uwm.edu/sao/organization_advising/downloads/Advising%20Styles%20and%20Skills.pdf
14Advising Activity
Role Play!
15Communication
Effective Communication
Senseless Communication (Team Builder)
Effective Listening (Video)
Louder than words “non verbal” (slides)
Misunderstandings (Discussions in small groups)
16Senseless Communication
Team Builder
17Pause, Question and
Paraphrase
Video
https://www.youtube.com/watch?v=D5hMN_XkPQA
18Louder than Words
Non-Verbal Communication Body Language
Posture
Eye Contact
Gestures with hands and arms
Facial Expression
Tone of voice
19Body Language
We depend heavily on nonverbal communication, or body language, in our daily lives. Research shows that we typically spend about 70% of our waking time in the presence of others but communicate verbally for only a fraction of that time (individuals speak for only 10 to 11 minutes a day, each utterance taking about 2.5 seconds). This underscores the reliance we place on nonverbal communication to express ourselves and to interpret the unspoken cues of others.
Source: Knapp & Hall (2006)
20Body Language
Keep in mind that body language can be interpreted differently.
How we interpret body language (gestures, eye contact, and proximity) depends on our context: the culture we are living in and our cultural background, the relationship we have to the person, and the circumstances (e.g. the physical and social environment where the communication takes place). The best advice is to be careful about interpreting body language; be cautious until you know the person well enough to understand their preferences and needs.
Source: Knapp & Hall (2006)
21Story Time
Break into small groups of 4 to 5 individuals
Share with one another a time when you were misunderstood or you misunderstood someone else.
22Communications Wrap-Up
Effective Communications skills among staff is important to the success of the program and the students you will work with.
There will be times that you are frustrated because of miscommunication, or times where you will find it funny in hindsight
The better the grasp of your own communication skills the more effective you can be as a peer mentor/tutor.
23
24Multiculturalism
7 Multicultural Competencies suggested by Reynolds, Pope and Meuller
1. Self-awareness
2. Knowledge and understanding of cultural groups
3. Knowledge of cultural concepts
4. Culturally responsive interventions
5. Dynamics of a multicultural dyad
6. Cultural assumptions underlying the helping profession
7. Advocacy skills
Source: Multicultural Competence in Student Affairs, R.L. Pose, A.L. Reynolds and J.A. Mueller (2004)
25Principles for Cultural
Proficiency
Principles for Cultural Proficiency:
Principle 1: All of your assumptions are cultural and may or may not align with the assumptions and understandings of others.
Principle 2: When exploring the cultures of others, it is necessary to suspend judgment temporarily.
Principle 3: Both context and content are important.
Principle 4: Becoming comfortable with discomfort is possible and necessary to the development of cultural proficiency.
Principle 5: Curiosity and deliberate inquisitiveness provide a richer, more accurate context for interaction.
Source: Students Helping Students,
A Guide to Peer Educators on College Campuses
26Obstacles to Cultural
Proficiency
Many feelings, beliefs, and actions can get in the way of individual and institutional cultural proficiency. Here are three that are commonly observed:
Lack of Knowledge
Unaware of Majority Privilege
Believing Things Should Remain as They Are
Source; Robins, Lindsey, Lindsey, & Terrell, 2006
27Advising with Cultural
Competence
Advising with Cultural Competence
Tools for Advising Students
Listen
Limit
Check for Understanding
Consider Bureaucracy
Middle Ground
Names
Be Curious
Don’t Generalize
Source: http://www.bu.edu/provost/files/2014/01/Advising-with-Cultural-Competence-Presentation-Notes.pdf
28Tutoring a Multicultural
Student Group
TUTOR’S COMPETENCES
The core competences needed in multicultural tutoring are knowledge, attitudes and skills that all tutors require regardless of their job setting. The tutor gives information, supports and motivates students, helps create an encouraging learning environment and above all, promotes students’ self-directive learning to achieve their individual learning goals.
The core competencies are connected to
Communication skills
Counselling skills
Being familiar with the learning process, the contents of the curriculum and the learning environment.
Source; http://www3.hamk.fi/esr-kevat/verkkojulkaisut/Tutorsguide.pdf
29Strengthening Your Cultural
Awareness As A Tutor
Knowing your own cultural background
There is a link between our culture and our behavior: – Our perceptions of the world are culturally learned and culturally mediated. Focus questions to consider:
How much thought have you given to your own cultural background and the assumptions that you have developed?
To what degree are you open to expanding your vision of reality?
What problems and pitfalls are associated with multicultural perspective?
What values do you hold that could make it difficult for you to work with students who
have different worldview or a different cultural background?
For example, if you value self-determination and this is not a central value in your student’s culture, could this cause problems?
Source; http://www3.hamk.fi/esr-kevat/verkkojulkaisut/Tutorsguide.pdf
30Strengthening Your Cultural
Awareness As A Tutor
Small Group Activity
ASSUMPTIONS
In small groups of 3-4, choose two assumptions and discuss. Develop a list for each assumption of what these may include, what the assumptions suppose, how your assumptions may differ from those of other cultures.
Assumptions about time:
Assumption about self-disclosure:
Assumption about family values:
Assumptions about trusting relationships
Assumptions about self-actualization
Assumptions about directness:
Assumptions about assertiveness:
31
Strengthening Your Cultural Awareness As A Tutor
Culturally Appropriate Communication Styles
Tutoring is based on communication. For effective tutoring to occur, both the tutor and the student must be able to send and receive both verbal (content of what is said) and non-verbal (how something is said) messages accurately and appropriately.
There are no universal meanings of non-verbal behavior! Here are some hints:
Kinesics: refers to bodily movements. It includes facial expression, posture, characteristics of movements, gestures and eye contact.
Proxemics: refers to personal space: perception and use of personal and interpersonal space.
Source; http://www3.hamk.fi/esr-kevat/verkkojulkaisut/Tutorsguide.pdf
32Possible Sources of Conflict
and Misinterpretation
Possible sources of conflict and misinterpretation
Focus on the Individual vs. Collectivism
Self-disclosure (Openness and Intimacy)
Verbal, emotional, behavioral expressiveness
Patterns of communication
High versus low uncertainty avoidance
Source; http://www3.hamk.fi/esr-kevat/verkkojulkaisut/Tutorsguide.pdf
33
34Ethical Dilemmas
What is Ethics?
Right/Wrong or Good/Bad
How people “should” act
35Personal Ethics & University
Code of Ethics
It is important to:
Understand your personal ethics and why they exist
Comprehend the University’s code of ethics and why it is a legal responsibility
36CAS
Autonomy
Non-Malfeasance
Beneficence
Justice
Fidelity
Veracity
Affiliation
37What would you say or do?
If a student invites you to a party?
If a student offers you to have an alcoholic beverage on campus?
If a student asks if you can do his/her assignments?
If a student discloses personal information that could be harmful to him/herself or others?
If a student’s parent calls concerning a grade?
38FERPA
http://www.salemstate.edu/ext/ferpa/
Family Educational Rights and Privacy Act
Confidentiality
Do not release any student information to parents or others
39Case Study
Confidentiality/ Transparency
http://studentgovernmentethics.com/ethics-cases/confidentiality-and-transparency/
What is the ethical issue?
Whose responsibility is this?
How should this be handled?
40Wrap- Up
Questions?
Evaluations