Tailoring peer mentor programs to specific student populations.
Monday, July 20, 2015 - 1:00 to 2:30 pm EDTWednesday, July 22, 2015 - 1:00 to 2:30 pm EDTFriday, August 14, 2015 - 1:00 to 2:30 pm EDT
This online course will help you design targeted peer mentor programs to improve the success of specific student populations. Using best practices, this course will help you design a peer mentor model, train your mentors, and address important challenges of your mentee population. You will leave with a plan to improve your peer mentor program for one or more of these populations:
You should participate in this online training if you are responsible for implementing or revamping a peer mentor program on your campus. This online training will also benefit professionals looking to improve retention for niche student populations.
During this course you will complete a series of short assignments designed to help you build your institution's peer mentoring program. This assignment will assist in:
Our instructor will give live feedback on the work you complete, providing an expert viewpoint to help you move forward.
We want you to be satisfied with your Academic Impressions learning experience. If the program you purchased fails to meet your expectations, please contact us within 30 days and let us know. We’ll credit the full amount you paid toward another AI program that may better fit your needs.
(Live Component on Monday, July 20, 2015 - 1:00 to 2:30 pm EDT)
Learning Outcome for Module 1After participating in this online training, you will be able to design a best practices peer mentoring model tailored to your student population.
Online Training for Module 1In this first module you will learn about a host of research-based principles that can improve the framework and structure for your peer mentoring programs. You will become more acquainted with different peer mentoring models, and you will be able to plan an improved framework for your peer mentoring program with the help of a short assignment.
Assignment for Module 1Can you clearly define your mentoring program’s mission and working structure? Using best practices modeled during Module 1, you will examine and modify your current framework to ensure you are engaging and partnering with all stakeholders in the most effective ways.
(Live Component on Wednesday, July 22, 2015 - 1:00 to 2:30 pm EDT)
Learning Outcome for Module 2After participating in this online training, you will be able to design and implement a peer mentoring training program.
Online Training for Module 2In this second module you will learn how to develop a peer mentoring training process. We will provide tips and strategies for improving your program along the way, and you will leave with a guide to build out your peer mentoring training program. You’ll also receive feedback from our expert instructor on key principles to include or modify after completing a short assignment.
Assignment for Module 2The first key to building a sustainable and impactful training program is aligning your goals, content, timeline and training structure. This assignment will guide you step by step in defining a peer mentoring training model that will work on your campus.
Learning Outcome for Module 3After participating in this online training, you will be able to tailor your peer mentoring program to better fit the needs of your specific population of students.
20-30 minute recorded trainings that address these specific populations:
Each recording will answer these questions:
(Live Component on Friday, August 14, 2015 - 1:00 to 2:00 pm EDT)
Learning Outcome for Module 4After participating in this online training, you will be able to complete your peer mentoring program design and implementation.
Now that you’ve received feedback on your assignments, connect with our expert instructor to discuss final changes to the structure of your peer mentoring program. This final module will also show you what others in this course are doing with peer mentoring programs on their campuses.
Bryce is a former Associate Director for First-Year Mentoring and has extensive experience in orientation, first-year seminars, admissions, academic support, and academic advising. Bryce holds a doctorate in instructional design and focuses his research on transformative learning, the application of learning theory to student affairs practice, early alert systems, and high-impact practices. His research on peer leadership was published in a special issue of The Journal of the First-Year Experience & Students in Transition. He has presented nationally and internationally with the National Resource Center for the First-Year Experience, the American Educational Research Association (AERA), the International Society for Exploring Teaching and Learning (ISETL), the Association for the Study of Higher Education (ASHE), and the National Academic Advising Association (NACADA).
Cynthia Demetriou is the Director for Retention in the Office of Undergraduate Education and faculty advisor for Carolina Firsts, the student organization for first generation college students. She is a Carolina alumna with a Ph.D. in Education from the Educational Psychology, Measurement, and Evaluation program at UNC-Chapel Hill. She also holds a Masters degree in Education from Harvard University and a Bachelor's degree in English from the State University of New York at Stony Brook. She has taken additional coursework in educational psychology at New York University. Her research interests include applications of positive psychology in higher education, undergraduate retention, and academic motivation.
Lieutenant Colonel (Ret) Andrew Griffin received his officer's commission from The Citadel in 1978. He served in US Army Intelligence, retiring in 2000 after 22 years of military service. From 2000-2010 LTC (Ret) Griffin served with the Department of Military Science at Northern Arizona University (NAU) where he provided campus liaison, student services, and leadership instruction.
Since March 2010 Andrew has been serving as the director of the Office of Military and Veterans Affairs (OMVA). In this position, he serves as the senior advocate for military and veteran students and their families, providing service and support towards educational transition, retention, graduation, and post-graduation career services. Under his leadership, NAU was ranked by the Military Times as the 2013-2015 top university within the American Southwest for its service and support to the military and veteran student in higher education. In addition to his duties leading OMVA, Andrew has held the positions of director of emergency management and director of scholarships and financial aid, and more recently has been appointed as a commissioner for the Arizona Governor's Veterans' Advisory Commission serving the 550,000 military veterans residing in Arizona
Wayne’s office provides academic programming and support services for more than 21,000 multicultural and first-generation students on the UCF campus. He is a two-time, national retention award recipient; he received the 2010 National Academic Advising Association (NACADA) Outstanding Institutional Advising Program Certificate of Merit for his leadership in directing the Seizing Opportunities for Achievement and Retention (SOAR) program, and the 2003 Noel-Levitz Retention Excellence Award for his work in directing the Minority Mentoring Program at the College of New Jersey. Wayne has consulted for several institutions on how to help develop mentoring programs and increase student retention rates. He speaks nationally on how to increase the retention of at-risk students.
Anna L. Moro is Associate Professor in the Department of Linguistics and Languages/Cognitive Science of Language program, Associate Dean of the Faculty of Humanities, and Director of the McMaster English Language Development program (MELD), at McMaster University, in Hamilton, Canada. The MELD program, launched in 2014, is an intensive and comprehensive bridging/transitional program for international EAP students. The program's strengths, and its core values, can be summarized as follows: academic literacies, acculturation and accountability. The program uses a structured, embedded mentorship model to pair senior undergraduate students with international EAP students in MELD. The model promotes meaningful engagement between mentors and mentees, which, in turn, mitigates the effects of acculturative stress on international students.
Moro holds a PhD in linguistics, and her research interests include dialectology, contact linguistics, and applied linguistics. She has received recognition for her teaching, and is a past recipient of the President's Award for Excellence in Teaching (McMaster University), and the OCUFA (Ontario Confederation of University Faculty Associations) Teaching Award.
Diane oversees the four-time national award-winning Collegia Program, which has served as a model for similar programs in the US and Canada. The Collegia Program creates learning communities for commuter and transfer students that provide a sense of belonging and a broader educational experience. Diane also has extensive experience developing successful orientation programs for transfer, non-traditional, and graduate students. She has shared her insights at regional and national conferences and as a consultant with other universities. Diane’s doctoral research focused on the experiences of transfer students of color with student affairs professionals.
AI Pro is an annual membership that gives your team unlimited access to hundreds of hours of training on the most critical issues facing higher education.For additional questions, call Bridget Dattilo at 720.988.1224.
Academic Impressions 4601 DTC Blvd., Suite 800 Denver, CO 80237
© Copyright 2016 Academic Impressions