5 Module 5: Logistics

What are our expectations of you as a VetPAC coach? 

VetPAC coaches are expected to:

• Fully attend to the peer during every coaching session
• Serve as a guide rather than as an authority figure
• Provide the peer with honest encouragement
• Provide academic support, not presentation of material as an instructor

First session with a peer

A VetPAC coach/peer agreement form and a VetPAC session form are available on the Moodle site. All paperwork is submitted to Laurel Zastrow and all questions or concerns about paperwork should be presented to him. At the first meeting with a tutee, the VetPAC coach/peer agreement form should be completed. In general, at least three coaching sessions are required for the tutee to see an improvement in their grades; keep this in mind when scheduling sessions. Exchange contact information and arrange a regular time and place to meet. If you and the person needing assistance prefer Zoom meetings to meeting in-person, Laurel Zastrow can help you set up a  Zoom meeting if you are unsure how to do so. For in-person meetings, it is best to meet in a quiet space (a library, a conference room, or a classroom) rather than in a noisier location with many distractions (a coffee shop).

Typical session with a peer

• Start every coaching session with something like, “How are you doing”? This personal touch helps students build networks of support and helps coaches identify students with needs beyond academic concerns.
• The tutor should clarify assignments for the session.
• The tutee should provide relevant materials (course notes, study guides, readings) and any completed assignments.
• The tutor should check the knowledge that was required to complete any assignments. Do not just read the completed work. Ask questions!
• The tutor should encourage the tutee to explain content in their own words.
• The tutor should explain content as needed but should try as much as possible to guide the tutee to understanding by questioning, rather than providing a mini-lecture.
• The tutor should always use their own words. One great strength of peer training is that peers use language differently than students and instructors.
• The tutor should provide tips as needed specific to that tutee’s concerns.
• The tutor should provide corrective feedback as needed.
• The tutor and tutee should agree on a plan for the next meeting.
• The tutor should submit a VetPAC session form, available on the Canvas site.

What do I do if problems arise (poor match with a tutee, concerns about tutee’s physical or mental health)?

For poor matches, contact Laurel Zastrow in Academic and Student Affairs and she will work with the tutee to identify a different mentor. This is not a failure on your part as a coach. Personal instruction is most successful when the tutor and tutee have good rapport, and no one has good rapport with everyone they meet.

For concerns about a tutee’s physical or mental health, contact Dr. Root (rootk001@umn.edu) or Dr. Hampel-Kozar (hampe004@umn.edu) immediately.

Coaching tips (Friedman, 2010; Maier, 2015)

• Give feedback that, first and foremost, addresses goals that are a real priority for them, not for you.
• Let the tutee use their own resources to find solutions to problems. You are the facilitator. You may choose to provide some study materials; help the tutee identify and select the best options to help them learn.
• Create and maintain a non-judgmental, confidential environment.
• Endorse the tutee’s strengths and use those strengths to help them address their weaknesses.

REFERENCES

Friedman S. Honing your skills as a peer coach. Harvard Business Review, 2010. Available at: https://hbr.org/2010/02/honing-your-skills-as-a-peer-c/. Accessed 08-14-15.

Maier S. The power of peer coaching: 5 tips to improve your team’s performance. Available at: https://www.linkedin.com/pulse/201420140625215127-205717686-the-power-of-peer-coaching-5-tips-to-improve-your-team-s-performance. Accessed 08-14-15.