Using Game Dynamics to Support Peer Tutors and Advisors at SPSCC A Proposal for Student Achievement Initiative Funds

R. McKinnon, B. Chapman, & A. Molenda Request: $15,000 for consulting services to assess current practice and create a plan to implement an integrated tutoring/advising/achievement system at SPSCC. Purpose: This proposal explores a holistic approach to a number of strategies that have been identified by the college in the Strategic Enrollment Management Plan. Background: Tutoring, advising, and achievement are three critical features of academic support that are currently unconnected on our campus. The college has identified a number of strategies that are targeted at increasing student engagement and retention by developing a more integrated experience for students that includes peer interaction, community learning, virtual communication, compelling visuals, and incentives for achievement. The present proposal addresses the following strategies: Expand tutoring: Establish peer assisted study sessions. Develop certificates of achievement or proficiency within existing programs: Promote the availability and advantage of pursuing certificate completions. Create opportunities for students to participate in integrative learning experiences: Offer a learning community experience connected to college-level math courses. Provide students with multiple tools and venues to move toward degree completion: Expand online and hybrid offerings. Provide students with multiple tools and venues to move toward degree completion: Redesign program planning guides to create a consistent, graphic, student-oriented look. Provide success incentives for students to continue to graduation: Develop certificates of achievement or proficiency within existing programs where appropriate. Provide success incentives for students to continue to graduation: Promote the advantage of pursuing certificate and degree completions.

Description: The approach that wed like to explore implements the above strategies in a coordinated fashion through the development of a system for acknowledging student achievement with the use of game dynamics such as badges, levels of mastery, peer recognition, and increased responsibility. For example, students who had completed logical units of the curriculum (e.g., algebra I, II, & III) would be awarded a Green Belt in Math-Fu (viz. Kung-Fu). The affects of such an award would be manifold: it would strengthen the intrinsic motivation that students have with a small extrinsic reward, thereby incentivising proficiency and achievement; it would provide an opportunity for service within the learning community by creating a pool of students that could be drawn upon as peer tutors and advisors; students would gain experience in leadership that they would be able to demonstrate on a resume or application to a 4-yr. college; and, perhaps most importantly, it would unify the colleges approach to supporting and advising students on their academic pathways. The following is an example of how this system might be used (note: this example focuses on math, but would include other disciplines as well): Scene #1: Carol is a student in Math 100; she notices on a flyer that there are peer tutoring opportunities for students that have reached the Green Belt level in Math-Fu (viz. Kung-Fu).

This appeals to the student because shes interested in teaching as a career. Participating in peer tutoring would be a good way to learn about whether teaching would be a good fit. She passes the three course series in algebra, completes tutor training, and becomes eligible to be a peer tutor. Carol is identified as having her Green Belt on her profile page in the Learning Management System (LMS), and on the Academic Support website. The college has funds dedicated to supplemental instruction, and is able to pay her an hourly amount for tutoring her peers. Scene #2: Sally is a math instructor; she notices that there are several students in her prealgebra class that are struggling with the material and would benefit from supplemental instruction. She notices on the Academic Support website that Carol has a Green Belt badge. Carol took her math courses from Sally, so she understands the material and can explain it in way that would be optimal for these students. Sally sets up a forum in the LMS for Carol to work with her students. Carol and the students decide to meet via Collaborate (webconferencing tool). The students ask questions, and Carol is able to help them understand many of the concepts that theyve been struggling with. However, there are a couple of students that are still needing help. Carol schedules time to meet with them face-to-face in the Tutoring Center. Scene #3: Carol and several of the other peer tutors are invited by the Advising Office to attend leadership training in how to advise students on their academic goals. When they complete the training, the peer advisors receive a Black Belt in College-Fu, and are eligible to help students individually or in groups. Because of her training and relationship to the college, Carol continues to support students after she has left the college and transitioned into a 4-yr. institution. Partners: This project would require the close cooperation of several departments within the college, including Student Services (Advising, Tutoring, and Counseling Services), Instruction (Faculty), and eLearning.