Whitney Rhyne, Coordinator, First-Year Experience, Edison State College Eileen DeLuca, Dean, College and Career Readiness,

Edison State College

 Open access, baccalaureate-granting state college. Five-county service district comprises three counties along Floridas southwestern Gulf coast, and two inland counties.

Table 5.2 Five-Year Unduplicated Headcount by Ethnicity, District 2007-08 African American 1,810 2008-09 2,122 2009-10 2,686 2010-11 2,839 2011-12* 2,757

Asian/Pacific Islander
Caucasian Hispanic

387
11,881 2,959

427
13,226 3,565

468
14,598 4,163

502
14,519 4,112

484
13,906 3,906

Native American
Two or More Races Not Reported Total Year-to-Year % Change Five-Year % Change

42
--449 17,528

54
--354 19,748 12.7%

73
303 999 23,290 17.9%

79
1,018 1,541 24,610 5.7%

63
1,494 1,425 24,035 -2.3% 37.1%

*2011-12 data include end of term summer/fall data and beginning of term spring semester data .

Full-Time1 Credit Students Students 5,176 Percent 21.5%

Part-Time Students 18,858 Percent 78.5%

Total Students 24,034 Percent 100.0

1A

full-time student is a student enrolled for 24 or more credits. Source: Edison State College Department of Institutional Research, Planning and Effectiveness. Calculated from State Data Submissions (Queries on file).

Five risk factors from the July 2009 Achieving the Dream report (July/August 2009, Data Notes) were applied to
Edison State College FTIC students.

Source: Edison State College Institutional Research, Planning and Effectiveness (2012). Focal Point.

Source: Edison State College Institutional Research, Planning and Effectiveness (2012). Focal Point.

Cornerstone Experience SLS 1515

A new course designed for first-time college students to help you successfully transition to college life. Learn to set goals, stay motivated, develop good study habits, time management skills, balance responsibilities, and create an academic pathway to your chosen career.
Professor Campbells Monday night class after winning a challenge activity. Dr. DeLuca and her Tuesday night completing a group activity.

Fall 2012 Course Sections

Campus

Sections

Enrollment

Lee
Collier Charlotte

20
6 3

491
134 33

Hendry/Glades
District Total

1
30

16
674

Campus

Sections 10

Enrollment 180

Lee

Collier Charlotte
Hendry/Glades College Total

4
2 1 17

65
29 19 293

Peer Architects are student leaders who help SLS 1515 students during their transition to Edison State College. Each Peer Architect will act as a mentor for first-year students. Peer Architects are assigned to a specific section of the Cornerstone Experience Class, and put on workshops throughout the semester especially geared towards enhancing a first-year students overall experience.

Staff Recruitment Job Description Selection Process Staff Training Code of Conduct / Expectations Evaluation Methods

Challenges No established program No firm goals and priorities Leadership position unfilled Lack of qualified student applicants Retention challenges due to delayed program start-up

Time Line
3 weeks of marketing / advertisement for the position. (April 9th 30th) Interviews May 3rd May 8th Decisions Letters May 9th Meet & Greet Friday May 11th Hired an FYE Coordinator July 16th Training August 15th, 16th, and 17th

 Have a minimum cumulative GPA of 2.75 or higher Must be enrolled as a student at ESC for Spring 2012 and Fall 2012 Be in good academic and disciplinary standing Relate well with students, faculty, and administration Have a willingness to learn about the colleges programs and services Have strong interpersonal communication skills (i.e. public speaking and listening)

 Demonstrate an ability to work with groups of diverse individuals, be a team player Be reliable, responsible, confident and sincere Be present and participate in the following activities: SLS 1515 course section, training sessions, faculty meeting, and mentoring sessions Comply with all aspects of Edison State Colleges Student Code of Conduct Maintain the highest ethical and professional conduct at all times

Work approximately 10 hours a week Attend training sessions before the start of each semester Attend all class meetings Be available to students in your course section for consultation and support Be available to meet weekly with course instructor outside of class time Attend the Peer Architect team meeting with the FYE Coordinator every other week

 Student submits
Student application Faculty or staff member reference

Recruiter
Conducts individual interview with each applicant with a full-time staff member and a current student leader (e.g. Orientation Leader) Take notes of student response and rate the applicant (recommend, recommend with reservations, or do not recommend)

Inaugural pool at ESC

17 Applicants 11 hired Recruited 5 Orientation Leaders for a staff of 15 Peer Architects

 Why would you like to serve as a Peer Architect? What does Edison State College mean to you? What does it mean to be a peer leader? What personal characteristics do you possess that will make you a strong peer leader? Is there anything else you would like us to know about you?

 Why are you applying for this position as a Peer Architect? Tell us about a time when you provided advice to a friend who was facing a particular challenge. How did it go? How did it make you feel? In relation to this position, whats your greatest strength? What do you like about Edison State College? What advice do you have for new students? Do you have any questions for us?

Goals Knowledge of job duties Understanding of expectations / the role of being a student leader Knowledge of campus resources Communication skills Develop a sense of team Feel prepared, ready, and excited to start the semester.

Date

Peer Architect Training Schedule Fall 2012 Activity

Wednesday August 15 Welcome, Ice Breakers Cornerstone Experience Class Overview First Year Students are. Your role as a Peer Architect Break Role Model, Code of Conduct, Fish Bowl Effect Role Playing - difficult questions/ scenarios Goal setting for the semester - personal & job related End of day reflection activity Thursday August 16 Day of Service - Habitat For Humanity Friday August 17 Campus Tour - (Lee Campus) Lunch AA vs. AS , College Catalog Academic Calendar, add/drop withdraw policies Communication activities, barriers and key to effective communication with skits Mentoring is. FYE department , Accutrack sign in process Ice Breaker Review Game End of day reflection activity

Peer Architect Training - Spring 2013 Welcome / Ice Breaker General Review of Fall 2012 Data

Canvas Training with Thomas from Edison Online

Scaffolding Training with Dr. DeLuca Lunch New Guidelines - PA & Professor

Peer Leadership - What does it really mean? Fishbowl effect, boundaries, priorities
Tips and Tricks to connecting with and engaging students Communication - Public Speaking Break / Ice Breaker Review of Campus Resources and College Policies Game Show Quiz

Midterm Evaluation completed by their faculty member End of Term Evaluation completed by their faculty member Self / Experience Evaluation Peer Evaluation Supervisor Evaluation Focus Group

1. Your Peer Architect is punctual to class Charlotte (3) Collier (5) H/G (1) Lee (19) Overall Average 5 4.4 5 4.526

2. Your Peer Architect comes to class looking presentable 4.667 4.4 5 4.526

3. Your Peer Architect comes to class prepared with their textbook or other course related material 4.667 4.4 5 4.421

4. Your Peer Architect is available to assist you during class 4.667 4.4 5 4.526

4.571

4.536

4.464

4.536

Reliability / Dependability Knowledgeable

Class Participation

Overall Average

Charlotte (3) Collier (5) H/G (1) Lee (19) Overall Average

4.750 4.400 5.000 4.499

4.500 4.500 4.750 4.512

4.556 4.466 4.667 4.333

4.595 4.457 4.786 4.432

4.526

4.517

4.392

4.467

Reliability / Dependability

Class Overall Knowledgeable Participation Average

Charlotte (3) Collier (3) H/G (1) Lee (17) Overall Average

4.833 4.667 4.750 4.558

4.667 4.333 5.000 4.608

4.611 4.222 5.000 4.617

4.691 4.381 4.929 4.598

4.614

4.594

4.583

4.595

Campus Charlotte (3) Collier (4) H/G (1) Lee (13) Overall Average (21)

I have learned about myself through this experience. 4.667 4.750 5.000 4.000 4.762

I have taught others through this experience. 4.333 4.250 4.000 4.615 4.476

I feel that I have made a difference in another student's experience. 4.667 4.500 5.000 4.692 4.619

Campus Charlotte (3) Collier (4) H/G (1) Lee (13)

I feel supported by my professor. 5.000 4.750 5.000 4.231

I feel valuable in the classroom. 4.333 4.750 5.000 4.154

I feel valued by my professor. 5.000 5.000 5.000 4.385

Overall Average (21)

4.476

4.333

4.619

Campus

I feel supported by my coworkers.

I feel valuable I feel supported contributing to by my I feel valuable in FYE events and supervisor. the FYE office. activities.

Charlotte (3) Collier (4)

4.000 4.500

3.667 4.500

3.667 4.250

3.667 4.750

H/G (1)
Lee (13)

5.000
4.846

4.000
5.000

3.000
4.692

3.000
4.810

Overall Average (21)

4.619

4.667

4.381

4.476

Campus Charlotte (3) Collier (4) H/G (1) Lee (13) Overall Average (21)

Overall I feel the Peer Architect position was a good experience.

4.333 4.750 5.000 4.846 4.762

Knowledge of campus resources Interpersonal communication skills Organizational skills

16 20 14

76.19% 95.24% 66.67%

Other noted areas of gained knowledge Critical thinking Adjusting to a professors teaching style Leadership skills Communicating as an important aspect of team efforts Public speaking

Speaking / presentation skills

15

71.43%

Written communication skills Time Management Technology skills A better understanding of a diverse perspective

8 14 13

38.10% 66.67% 61.90%

16

76.19%

 Thank you very much for this opportunity. I appreciate my time within Cornerstone Experience and feel that the position of PEER Architect is an honor! (Charlotte Campus) I felt the semester ran smoothly. I really enjoyed my Peer Architect experience. It was fun getting the chance to work with all the other students and help be a part of shaping their future college endeavors. ( Collier Campus)
I have really enjoyed my time working as a peer architect and having the opportunity to work with an amazing group of students and professors. (Collier Campus)

 The best change in my college career I have ever made in my life was taking on this job. Looking forward to next semester. ( Lee Campus)
I really had a great time this semester. I loved meeting all the new people. I enjoy working in the classroom; however, I think my favorite part of this job was working in the office. I connected with not only students from my own SLS classes but also from a lot of the other SLS classes. This was a learning experience for us all, with that said, I think next semester will be even better. (Lee Campus)

1. What was your favorite thing about being a Peer Architect?

2. What did you learn about yourself through this experience?

3. What was the biggest challenge in regards to being a Peer Architect?

4. What types of skills were you able to develop while working as a Peer Architect?

5. Did you become a better student by serving as a Peer Architect? Explain.

6. In what ways were you able to help/teach other students? Follow up: Where did most of these interactions take place in the classroom, FYE office, other?

7. What type of assistance did the students seek from you most often in the class?

8. What type of assistance did the students seek from you most often outside of class?

9. Did you feel valued by the students in your Cornerstone class? In what ways?

10. Did you feel valued and supported by your Cornerstone faculty member? How so?

11. Did you feel valued and supported by your supervisor? Can you give some examples?

12. What additional training or guidelines do you think would help you improve as a Peer Architect? Explain

 Technology: Peer Architects reported that Technology was the main reason students sought their assistance after class.
Engendering Motivation: Peer Architects discussed the difficulty of trying to motivate students. Leadership role in classroom: Peer Architects wanted the opportunity to directly address the students, and suggested that they be given time at the beginning of class to apprise students of campus events.

 Communication with Professors: Some Peer Architects felt out of the loop and wanted more communication with the professors. It was important to meet the professor before the start of the course, and on a regular basis during the semester. It was helpful to have access to the syllabus and to any emails sent to the class. Peer Architects suggested a meet and greet before the beginning of the term. They also want to know and understand their assigned professors expectations.

 Provide your Peer Architect with a syllabus of the course by the first day of class. Copy your Peer Architect on class-wide emails. Add your Peer Architect as an observer for the course in Canvas. Include your Peer Architect in the planning of course activities. If you want your Peer Architect to lead any activities or ice breakers, give them advance notice so they can plan and prepare. Provide a copy of all handouts to your Peer Architect. Let your Peer Architect know what your expectations are for them and provide feedback. Any criticism or problems with your Peer Architect should be discussed in private. Ongoing concerns should be shared with the FYE Coordinator.

 Give your Peer Architect 5 minutes towards the beginning of each class to promote campus events, pull up the FYE Events and Activities Webpage and the campus event calendar. Be attentive and let your Peer Architect own this time. This is a great way to highlight and support the GPS assignment. Refer to your Peer Architect and all Peer Architects as a resource. Remind students that they can go to the Office of FYE (Lee campus) or the Academic Success Center (Collier, Charlotte, Hendry/Glades) to get help from a Peer Architect when they have questions or need assistance.

 Ask your Peer Architects about their experiences as a way to support lessons (e.g. why time management is important, etc.). A fellow students personal experience is relevant and has a strong impact on new students. Let your Peer Architect know which students are struggling and encourage the Peer Architect to join that students group during small group activities Have a brief conference with the student just before or after class to offer assistance Reach out to the student to offer out of class support.

 A qualified instructor needs to be present to hold class. Students cannot be required to attend class unless that instructor or a qualified substitute is present. Peer Architects are not qualified substitutes. Under no circumstances should a Peer Architect be asked to conduct class in an instructors absence. Peer Architects should not be asked to grade assignments. Only a qualified instructor should assess student work. However, Peer Architects do sign a confidentiality agreement which allows them access to view student grades and other sensitive information.

 Only a qualified instructor should report student grades to students. Please be sure that grades are reported within FERPA guidelines.
Classroom management is the responsibility of a qualified instructor. While students complete the SIR IIs, both the instructor and the Peer Architects should vacate the room.

 Whitney Rhyne, Coordinator, First-Year Experience Whitney.Rhyne@edison.edu Eileen DeLuca, Dean, College and Career Readiness and QEP Director ecdeluca@edison.edu

http://www.scribd.com/doc/127213596/Peer-Architects-Presentation