1. DEVELOPMENTAL APPROACHES TO PEER ADVOCACY FOR COLLEGE SUCCESS A Connect2Complete webinar series With Mandy Savitz-Romer & Suzanne M. Bouffard August – September 2012

2. WEBEX TOOLS Hand Raising Toolbar – Participants – Hand Icon Use when directed to indicate you have completed an activity. Chat Toolbar – Chat Use to indicate non-technical problems – send to “All Panelists” and your message will be private. Use during Q & A to ask content related questions – send to “All Participants” and your question will be viewable by all.

3. INTRODUCTION Mandy Savitz-Romer & Suzanne M. Bouffard

4. WEBINAR SERIES Webinar 1: Identity & Self Concept Webinar 2: Motivation & Self Regulation

5. WEBINAR I: IDENTITY & SELF CONCEPT MANDY SAVITZ-ROMER & SUZANNE M. BOUFFARD

6. OBJECTIVES To learn about a developmental framework to support college success To understand the role of identity development in college persistence To understand how peers uniquely influence a college staying identity To learn how to train peer advocates to support C2C students’ college staying identity

7. AGENDA A developmental approach Developing a college staying identity Training peer advocates Question & Answer

8. USING A DEVELOPMENTAL APPROACH Overemphasis on information and instrumental supports Little attention to students’ developmental readiness A shift toward being developmentally aware Targeting training of Peer Advocates (PA)

9. THE ROLE OF IDENTITY IN PERSISTENCE Sets the context for other supports Helps college students feel grounded in this new space Self concept shapes likelihood of Taking risks Engaging in academic and social supports Perceptions of future oriented self drive everyday behaviors/choices

10. WHY DOES IDENTITY MATTER? A college staying identity Process of developing/adopting an identity is complex Other aspects of identity development happening simultaneously Students arrive on campus with a personal narrative What aspects of their identity mean Pre-developed notions of self concept and self efficacy

11. DIMENSIONS OF IDENTITY Demographics (What we’re born with) Race, gender, ethnicity, immigration status, sexual orientation Roles one fills Mother/daughter/son/uncle Student or professional role Friend or mentor Self concept (What we believe about ourselves) Self efficacy Self competence Future self orientation

12. HOW DOES UNDERSTANDING IDENTITY HELP US UNDERSTAND STUDENT BEHAVIOR?

13. PERCEPTIONS OF SELF SHAPE ACTION How do I make meaning of the different aspects of my identity? My gender, race, abilities, immigration status, sexual orientation? Is being a college graduate consistent with other aspects of my identity? If yes, how? If no, how does it influence my daily choices and behaviors?

14. SELF CONCEPT: BELIEVING A DEGREE IS POSSIBLE Self efficacy Beliefs about our ability to succeed Not a global trait More likely to take action What influences self efficacy Mastery of experience Vicarious learning Social persuasion Affective state

15. WHY & HOW PEERS MATTER Peers matter during adolescence Rely on one another for social support Identity development shaped by peer affirmation and approval Belief systems are shaped by peers Creating space for students’ own narrative to form with the support of the peer advocate

16. TRAINING PEER ADVOCATES

17. Peer advocates experience the same developmental supports Bring aspects of self concept into awareness Give tools to engage in conversations about identity or to be on the lookout for incongruence or low self-efficacy Create opportunities for feedback about what one does well and how to improve Consider how to build on our successes and how to improve in areas in which we are not as strong.

18. BEGIN WITH REFLECTION What aspects of my identity are most salient? Where does my own personal narrative intersect with this work? How do I think about my own self concept? How have my beliefs about my abilities been formed?

19. SHIFTING TOWARDS INTENTIONALITY Training peer advocates to be developmentally aware of their own identity  Then, taking themselves and their own experiences outside of the process  Consider how peer advocates will engage differently with their C2C students

20. A SAMPLE LESSON Objective: PA will be able to identify aspects of his/her identity within three spheres PA will be able to begin to identify integration across different dimensions of identity PA will have a chance to practice how identity might enter into relationship with mentees Activity: Locating different dimensions of students’ identity

21. QUESTIONS

22. Webinar 2 – september 19 1-2:30 est/10-11:30 PST A FOCUS ON SELF REGULATION AND MOTIVATION