CHABOT COLLEGE
Peer Advisor
Handbook
Fall 2015
Location: To be determined
510-723-2651
Table of Contents
Welcome and Program Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Staff Contact Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Sample Peer Advisor Contract . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Sample Confidentiality Agreement . . . . . . . . . . . . . . . . . . . . . . . . .
8
Requirements, Expectations & Daily Duties . . . . . . . . . . . . . . . . .
9
Additional Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
Sample Faculty Perspective Evaluation . . . . . . . . . . . . . . . . . . . . .
11
Sample Student Perspective Evaluation . . . . . . . . . . . . . . . . . . . . .
14
Payroll Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
Sample Peer Advisor Absence Request Form . . . . . . . . . . . . . . . . .
17
Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
Peer Advisor Student Contact Sheet . . . . . . . . . . . . . . . . . . . . . . . .
19
Common Questions and What I Know For Sure . . . . . . . . . . . . . . .
20
Sample Letter of Intent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
Sample Weekly Availability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
“MENTOR signifies:
M = Motivator
E = Empowers
N = Nurture
T = Teacher
O = Originator
R = Role model”
― Lailah Gifty Akita, Beautiful Quotes
2
Welcome to the Chabot College Peer Advisor program!
CONGRATULATIONS
You have been chosen to be a Peer Advisor (PA) because of your success as a student, knowledge of
the campus, strong interpersonal skills, sensitivity in working with others and potential as a leader.
These are unique areas of expertise so your help is invaluable.
Thank you.
Overview
The 3 areas of Peer Advising:
Home-based: General Peer Advising
Class-room based: First Year Experience (FYE) Pathway Coaching
School-based: High School Outreach and In-Reach
VISION
The Vision of the Peer Advising Leadership Program is to provide a learning environment that
promotes the academic and personal development of students.
Your Primary Goal: showing students how to be supported.
You are creating professional relationships with personal topics. You are not an academic tutor,
counselor, nor a personal friend. Instead you are a trained motivator, sounding board, guide to the
resources on campus, and supporter.
Home-base: Your interactions may be brief yet significant for that student. Be sure to listen, offer
clear help, and motivate students.
Class-room based: You may spend more time with your students. Do not feel guilty about not solving
all of your students’ problems. This is not your responsibility. You are professional coach, showing
students how to be better students. The best way to accomplish this is to be a role-model for how to
find answers on campus, how to deal with mistakes, and how to reduce anxiety and stress related to
these issues.
School-based: You might have the most time spent with students. Be sure to create a friendly
atmosphere while maintaining boundaries. Be a role-model what it means be a passionate student.
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Coordinators:
ValJeán Dale
Interim Dean of Counseling
510-723-6815
Office 753Q
Deonne Kunkel
FYE Program Lead Coordinator, English
Instructor
510-723-2627
Office 451A
Veronica Martinez
Pathway Advisor Program Lead
510-723-6818
Office 403V
Sean McFarland
Outreach/ In-reach Advisor Program
Lead
510-723-7427
Office 753Q
Kari Wesley
Peer Advisor Program Administrative
Assistant
510-723-2651
Office 752B
Bionca Sparrow
Counseling Assistant, Program Support
Staff
510-723-6722
Office 714A
Karen Metcalf
Instructional Assistant
510-723-6353
Office 710
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SAMPLE PEER ADVISOR CONTRACT & CONFIDENTIALITY AGREEMENT
In serving as a peer advisor you are expected to represent the values of the programs and
the institutions with whom you work, including high schools, FYE, the Counseling
Department, and Chabot College. As a Chabot College representative you have a wide
range of responsibilities. We expect you to serve as a role-model, always conducting
yourself in an honest and conscientious manner. Please be aware that students look to you
for direction.
The following document outlines the goals and responsibilities of a peer advisor. Sign and
turn in to the Coordinator. A copy will be returned to you.
1. PARTICIPATION IN STUDENT DEVELOPMENT
a. Individual
 Establish rapport with all the students for whom you are assisting.
 Serve as a resource for information about college life.
 Help students get to know one another.
 Identify students that may have social, academic, and/or health
problems. Make referrals to appropriate sources when needed and
consult coordinators.
 Preserve the confidentiality of personal communication, while balancing
that confidentiality with the responsibility to report significant issues to
your supervisor.
 Refrain from bringing negative emotions related to your personal life into
your role as an advisor. Important note: Remember to be a role-model
for seeking help. There are several individuals who can help you.
 Attempt to give each student equal time. Avoid favoritism.
b. Community
 Provide students with information about upcoming events occurring on
campus and the nearby community, in a timely fashion.
 Whenever possible, participate with students in social, athletic, and
educational activities.
 Support and encourage personal and academic achievement through
campus and community programs, as needed.
c. Counseling Department
 Be present at meetings and events required by the Counseling
Department.
 Assist the Counseling Department in identifying students to serve as
peer advisors in the future.
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2. EMBRACING CHABOT COLLEGE DIVERSITY
 Assist and support the implementation of an inclusive environment by
consciously including students of all ethnicities, genders, and sexual identities.
 Address behavior that detracts from a positive multicultural environment.
3. PARTICIPATION IN STAFF DEVELOPMENT
 Work closely with, and under the supervision of the coordinators and training
faculty.
 Develop and maintain regular, open, and honest communication with the
Counseling staff and your FYE faculty.
 Attend and participate in all orientation, training, and workshops, including any
training prior to the start of the semester.
 Adhere to the expectations articulated during training, policies in this contract,
guidelines in the Advisor Handbook, and other written communication.
4. REQUIREMENTS to MAINTAIN EMPLOYMENT
 Peer Advisors must be enrolled in at least 12 units to maintain employment
throughout Spring and Fall sessions.
 Peer Advisors must be enrolled in a minimum of 6 units to maintain employment
throughout Summer sessions.
 If your cumulative GPA drops below a 2.5, it is your responsibility to notify the
Peer Advisor Coordinator immediately.
 You are allowed one absence at the maximum from any mandatory meetings or
training activities. Mandatory activities include:
o Regular attendance at Friday trainings/meetings
o BACCAS training at Chabot
o Shadowing Home-based Peer Advisors and attending Career
Transfer Workshops
 Turn in your weekly time logs (white) signed by both yourself and your
Coordinator at the end of each week. No more than 16 hours per week should
be submitted.
 Turn in your monthly payroll time sheet (gold) appropriately correlated to your
weekly time logs, and within the 16 hour work limitations.
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5. ALCOHOL AND DRUG USE
Peer Advisors . . .
 who are underage will follow CA state law, which states you cannot drink
alcohol legally until you are 21 years of age whether on or off campus.
 who are of age will not drink with underage students at any event on or off
campus nor provide alcohol to underage students.
 who are of age, drinking off campus with students 21+ years old at a Chabot
College sponsored event will act responsibly. Alcohol should not be the focus
of the activity. The peer advisor will not return to the campus “under the
influence.”
 may find themselves in situations off campus observing underage students
drinking. Our expectation is that you will exercise good judgment, not engage in
drinking with the students, and consider leaving. At no time do we expect you
to confront underage drinking by students off campus.
 will not use or possess any type of illegal drugs on or off campus with students.
 will not possess nor use any type of drug paraphernalia with students, on or off
campus.
Violating any of the above expectations will jeopardize your position as a Peer
Advisor. It may also result in possible College disciplinary actions upon first offence.
“I accept the position of Peer Advisor under the terms and conditions of this
Agreement.”
Signature ________________________________________ Date ____________________
Print Name ________________________________________________
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SAMPLE CHABOT-LAS POSITAS COMMUNITY COLLEGE DISTRICT
Student Employee Confidentiality Agreement
Employees, including student workers, who may have access to student or employee
educational and personal records and information, must adhere to federal Family
Educational Rights and Privacy Act of 1974 regulations (FERPA), which govern the
confidentiality, use and release of these records. Student employees may not seek,
discuss, use or misappropriate any information other than that which is necessary to
fulfill their assigned duties.
Student employees must not divulge or otherwise release confidential records or
information in written or verbal form to anyone except the person of record (as positively
identified) without written consent of the person involved. Unauthorized release of
confidential information is a violation of laws regarding individual and family right to
privacy.
My signature denotes that I agree to consider all information that I become aware of in
the course of my employment as strictly confidential.
If I am in doubt about a request for information, I understand that it is my responsibility
to discuss the request with my supervisor prior to a decision to release the information.
FERPA Motto: “Keep any information obtained in the workplace at the workplace”.
I fully understand that if I divulge or misuse confidential information; I will be subject to
disciplinary action by Chabot/Las Positas Community College District and will be liable
to civil and criminal prosecution pursuant to the Family Rights and Privacy Act, and I
also understand that such actions on my part will result in termination of employment.
The Confidentiality Agreement must be read and signed by the student and supervisor.
_____________________________________________________
Student Employee’s Signature Date
_____/_____/_____
_____________________________________________________
Supervisor’s Signature Date
_____/_____/_____
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REQUIREMENTS& DAILY DUTIES
REQUIRED TRAINING TO BE A PEER ADVISOR:
1. Initial On-the-Job training: You will be scheduled to work with a
veteran Peer Advisor for a total of 20 hours throughout the semester.
Work may include time in On-line Services, Career and Transfer
Center, Information Desk, and more as needed.
2. Attend two CTC Workshops: A “Transfer” and “Choosing Majors”
related workshops. Titles may vary, please ask for recommendations if
you are unsure.
3. 3 Peer Advisor Training Meetings, every 1st Friday of the month
4. Coordinator Meetings, every 3rd Friday of the month
5. 12 Hour Certified Peer Education training: BACCHUS
6. If possible, participate in student orientation & registration.
Please note that the hours spent for trainings do apply to your 16 hour maximum work week.
REQUIRED WORK AT HOMEBASE:
Upon completion of your 20 hour home-based training, you will proceed with working a minimum of
10% or two hours per week in various areas throughout the 700 building based upon your given
availability.
SUGGESTIONS FOR YOUR WORK WITH FACULTY/STUDENTS:
You and your Coordinator, Faulty Lead, and/ Program Assistants will decide how to best use your
time. Each area has different needs so there are many options. Here are some ideas. Keep records of
all your work for your timesheet. Most advisors work 3-8 total paid hours per week, for example:
Home-base: Up to 16 hours per week working in various areas throughout the 700 building.
High School Outreach / In-Reach: Up to 14 hours per week working on-site at a local high school.
This could include meeting with HS faculty, individual/groups of HS students, tabling, and/or high
school events. Then eventually following up with these same students as they transition to Chabot
College.
FYE Pathway Coach: Up to 14 hours per week meeting with FYE students. This may include meeting
the FYE instructor, attending the Pathway class, organizing study groups, attending campus events,
and/or meeting students individually. It is essential to be available to assist your pathway instructor.




Call students about class: welcome, reminders, check-in. You can use a campus
phone/computer if needed.
Gather what’s working and not working for students.
Update students on campus events: concerts, speakers, club, etc.
Organize/Attend social events: volunteer work, lunch/dinner, museum, sports,
movie, stress relievers, etc.
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ADDITIONAL REQUIREMENTS:

Maintain positive evaluations from faculty and students. (see next page)

No probation / discipline issues.

No personal social media connections with students. No dating.
(Chabot social media sites are ok. Phone and email are your choice.) Maintain physical and
emotional boundaries with your students. Take care of yourself, your coursework, your
workload, and your personal relationships.

Confidentiality between advisors and students – Most conversations between you and your
students should be kept confidential but you can absolutely share with coordinator/faculty
member if you get the student’s approval. More importantly, let students know that all
emergency safety, health, and academic discipline issues will be shared. In the case of nonemergency sharing of stories, no names will be used.
“To truly motivate others, 1) discover what their motives, desires, and drivers are and 2)
genuinely connect with and support them from the heart.”
- Rasheed Ogunlaru
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SAMPLE FACULTY/ COORDINATOR PERSPECTIVE PEER ADVISOR EVALUATION FORM
Peer Advisor Name:
Date:
Term (as PA): Start term:
Semesters
Present term:
Total
CHABOT PEER ADVISOR EVALUATION
Peer Advisors at Chabot College have an important role because they are often the first and sometimes
the only contact students have when they have questions. Showing a strong performance in key areas is
essential to Peer Advisor success. These key areas are outlined below and will be evaluated based on
the following criteria.
Exceeds Expectations
Excels in this area, does not need reminding, serves as a role model to others in this job
responsibility.
Meets Expectations
Rarely needs reminding, performs well in this area
Meets Some Expectations
Sometimes needs reminding, is not consistent with performance in this area
Does Not Meets Expectations
Needs regular reminding, needs significant improvement in this job responsibility
No Basis for Judgment
No awareness of performance of this job responsibility
1. Advising/Listening Skills: Listens carefully to student concerns; asks appropriate questions to
gather information; provides thorough information and referrals to students; shows concern for
individual student needs; checks back with students.
Performance in this area:
Exceeds Expectations
Meets Expectations
Meets Some Expectations
Does Not Meet Expectations
No Basis for Judgment
2. Divisions, Transfer, and Major Knowledge: Knows where to find information and materials
about the campus program(s) they advise; is familiar with general college requirements; knows
information about campus and 4-year university resources available to students they advise.
Performance in this area:
Exceeds Expectations
Meets Expectations
Meets Some Expectations
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Does Not Meet Expectations
No Basis for Judgment
3. College Resources/Referrals: Knows information about college resources available to students
they advise;
makes appropriate referrals and follows up effectively."
Performance in this area:
Exceeds Expectations
Meets Expectations
Meets Some Expectations
Does Not Meet Expectations
No Basis for Judgment
4. Staff Team Member: Works cooperatively with other staff members, both student and full time
staff/faculty;
helps other team members; contributes to the development of a strong unified team; reliable,
attends when
scheduled.
Performance in this area:
Exceeds Expectations
Meets Expectations
Meets Some Expectations
Does Not Meet Expectations
No Basis for Judgment
5. Time Management: Uses their work time wisely; completes productive tasks during down time
such as
straightening resources, asking for projects, reading materials; submits paperwork in a timely
fashion.
Performance in this area:
Exceeds Expectations
Meets Expectations
Meets Some Expectations
Does Not Meet Expectations
No Basis for Judgment
6. Attitude & Initiative: Has a positive attitude while at work, is pleasant to be around. Takes
initiative when problems arise and seeks out projects to work on during slow times.
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Performance in this area:
Exceeds Expectations
Meets Expectations
Meets Some Expectations
Does Not Meet Expectations
No Basis for Judgment
7. Special Projects: Performance on any special projects and tasks as assigned by supervisor and
other office staff members.
Performance in this area:
Exceeds Expectations
Meets Expectations
Meets Some Expectations
Does Not Meet Expectations
No Basis for Judgment
Peer Advisor Name ___________________________________________________
Date _______________________________________________________________
Overall Assessment:
A. Strengths:
B. Areas for Improvement:
C. Goals to be completed next semester:
Supervisor Signature _________________________________________________________
I have received a copy if this performance evaluation and have reviewed it with my supervisor. I
understand that I may submit a written statement to accompany this evaluation.
Peer Advisor Signature ________________________________________________________
Faculty/ Coordinator Signature __________________________________________________
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SAMPLE STUDENT PERSPECTIVE PEER ADVISOR EVALUATION FORM
Please take a few minutes to evaluate your most recent time with an advisor.
DATE __________________ TIME _____________ SUBJECT __________________
1
The advisor listened and responded to your needs effectively.
1
The advisor encouraged your input.
1
The advisor was knowledgeable & explained ideas clearly.
1
The advisor maintained a positive & comfortable learning environment. 1
The advisor role-modeled successful student behavior.
1
How would you rate this advisor overall?
1
1. The advisor was sincere and honest.
2.
3.
4.
5.
6.
7.
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
5
5
5
5
5
5
5
Topic(s) discussed________________________________________________________________
Did your advisor help you feel better about this topic? YES
NO
8. Do you believe you had sufficient time with your advisor? YES NO
If not, how much time do you believe is sufficient? _______________
9. What were the most helpful techniques your advisor used during this session?
(You can circle more than 1)
questions
rephrasing
support/motivation
handouts
role-modeling
10. Did the advisor offer ideas to help you solve your problems on your own?
YES
NO
UNSURE
11. Will you return to see an advisor?
YES
NO
UNSURE
12. Will you return to see this advisor? YES
NO
UNSURE
13. What suggestions do you have to make peer advising more successful?
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other
Peer Advisor Payroll Instructions
Communication from administrative staff will be done primarily through email. Be sure you check
your email frequently for updates, reminders, and other important information.
Weekly Time Logs:
a. You are expected to turn in a red time log each week, unless you did not work during the week. Late
time logs must be approved by your Coordinator or staff member.
b. Time logs are due at the end of each week; turn them in to the Administrative Assistant or leave them
in mailbox of the appropriate Administrative staff member.
c. Incomplete time logs will be returned to you for correction and/or completion; you will be notified
by email if you turn in incomplete time logs or your time log is missing.
d. Hours claimed on gold time sheets must be supported by your weekly time log. Hours recorded on a
time sheet that are not supported by a time log will result in your timesheet being returned to you for
adjustments.
e. You will not be compensated for more hours than you have been allocated per week.
Time Sheet Instructions/Information:
•
Your gold timesheet is due as of the dates listed below. If your time sheet is missing or
incorrect/incomplete, you will be notified by email and will need to follow up with the
Administrative Assistant to correct/complete you time sheets to meet payroll deadlines. Your time
sheet will be considered LATE and will be processed after all other time sheets have been
processed, which may result in you not getting paid until the following month.
•
Peer Advisors are paid through Student Services at the rate of $9.00 an hour.
•
Record the times you work on your time sheets in quarter hours. For example, if you work 1 hour
and 15 minutes, record 1.25 hours on your time sheet. If you work 1 hour and thirty minutes,
record 1.5 hours. If you work 1 hour and 45 minutes, record 1.75 hours. Please be sure you round
to the nearest quarter hour.
•
You are NOT ALLOWED to work more than 16 hours a week on campus (including ALL campus
student assistant jobs). The hours you are scheduled per week are based on program need and you
are not guaranteed a full 16 hour work week. If you are working for programs other than the Peer
Advising program, please inform Administrative staff.
•
If you believe there is a mistake in your paycheck, bring your paycheck to administrative staff.
DO NOT CALL CHABOT PAYROLL.
•
Employment is not automatically renewed each semester. Each semester, current Peer Advisors
will compete against new candidates. Continued employment is contingent in part on timely
submission of time sheets and time log.
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PEER ADVISOR PAY PERIODS
Fall 2015
Time sheets DUE
Payday
Pay Period
Thursday, September 10, 2015
September 30, 2015
August 16th – September 15th
Thursday, October 8, 2015
October 30, 2015
September 16th – October 15th
Monday, November 9, 2015
November 30, 2015
October 16th – November 15th
Thursday, December 3, 2015
December 30, 2015
November 16th – December 15th
REMINDER:
“Payday” is the date you receive your check.
“Pay Period” is the period of time in which your pay check covers
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Chabot College – SAMPLE PEER ADVISOR ABSENCE FORM
Please fill out the information below. Peer Advisors are required to provide at least 24 hours
advance notice for all absences. You will need to fill out a separate form for each date you
will be absent.
Peer Advisor Name:
Date of Absence:
Time of Absence:
Reason for Absence:
Please specify the reason for your absence. If you have already found another
advisor to cover any of your appointments and/or scheduled shifts, be sure to include that information below.
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COMMUNICATION SKILLS
To be a successful advisor/mentor takes knowledge of the campus, communication skills, and effort.
Be honest with yourself. Use the following prompts to identify your strengths and areas to work on.
Do you . . .
A. Show up for your scheduled time, on time?
B. Get to know your students: name, interests, education & experience, if there is time?
C. Prove yourself to be honest and fair?
a. Present multiple POV and be honest about your bias.
b. Have consistency in rules. Treat all students the same.
c. Admit when you have made a mistake.
D. Let students see your passion for school/your subject? Your energy is contagious.
E. Know how to motivate?
F. Emphasize positive evaluations?
1. Use verbal prompts such as, “interesting idea,” and “good point.”
2. When offering constructive criticism, describe the specific problem rather than labeling
the person. Avoid overwhelming a student with negative criticism (especially in front of
others) but be honest.
G. Use humor, if it comes naturally? Use with caution.
H. Alter language choice depending on the student? Define jargon?
I. Accept how natural it is for minds to wander? (Or is this frustrating?)
J. Ask clear questions (possibly in more than one way)? Create a dialogue?
K. Answering questions 1. Acknowledge all questions, if time permits?
2. Listen to the question, paraphrase, answer, come back and ask if you’ve answered their
question?
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Pathway and High School Peer Advisor Contact Sheet
Chabot College Fall 2015
Student’s Name
Topics of
interest
Class ____________________
Contact Info
19
Additional Comments
Today’s Date
Common Questions:
How do we lead students in the right direction, especially when they are emotional or stressed?
Patience & silence. As difficult as that is because we often know the “right” answer and/or we want to
save them the stress, we are guides and role-models. We DO NOT GIVE ADVICE. We show them
where resources are and role-model how to be independent students. It may take more time.
Questions, analogies, and examples can help . . . but mostly patience and supportive silence.
How do we deal with students who are complainers, ramblers, and/or aggressive?
Do the best you can. Listen, validate, and then show them their options. There are many places on
campus to get help. Especially if they are aggressive, find any way to pause the conversation, and then
find support. And then let go of any guilt from not being able to do more.
What are your other questions?
What I know for sure. By Oprah
“After conversing with everyone from homemakers and school teachers to corporate leaders and
politicians, I know one thing for sure: Great communication begins with connection. What makes us
different from one another is so much less important than what makes us alike—we all long for
acceptance and significance. “
“A few years back, my production team and I were interviewing a candidate for our staff. Once we got
beyond the first few conversations, we began negotiating a salary—and each time we offered an
amount, he countered with an even higher one. That seemed reasonable until, after about the fifth
round, he asked for an exorbitant wage that far exceeded the market rate. That was my cue to stop the
negotiation and ask, "What do you really want?" This is what he told me: "I want you to want me at
your company as much as I want to be there." I did—and once I assured him of that, it freed us to go
back to negotiating a fair salary. I realized he was saying the same thing we're all saying to the people
in our lives: "I want to know that you value me."
“Communication is like a dance. One person takes a step forward, the other takes one back. Even one
misstep can land both on the floor in a tangle of confusion. That's the perfect moment to rise to your
feet and get clear about the next move—to gently say to the other dancer, "What do you really want
here?" At first, you might notice a little squirming, a lot of throat clearing, maybe some silence. But if
you stay quiet long enough to get the real answer, I guarantee it will be some variation of the need that
job candidate expressed to me that day: "I want to know that you value me."
Offer three of the most important words any of us can ever receive: "I hear you."
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SAMPLE LETTER OF INTENT
Date ________________
This is a letter to request consideration to return as a Peer Advisor. This does not guarantee
a position.
Name _________________________________________________________________
Circle 1 or more:
HS Outreach
FYE Coach
Home-base
Cannot Return
Availability for next semester
1. Please complete a weekly availability sheet such as what is provided on the next
page.
2. Mark an “X” in the time slots you are available to work.
3. Do not mark hours as available if you will need to study, eat meals, attend instructor
office hours, or take care of personal business during those hours. We will schedule
you according to availability, and program and student needs.
Maximum # of hours per week I want to work: ________________________________
On campus employment (List all areas of employment): ________________________
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SAMPLE Weekly Availability Sheet
Name:
Time /
period
Monday
Tuesday
Wednesday
8:30-9:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
12:00-12:30
12:30-1:00
1:00-1:30
1:30-2:00
2:00-2:30
2:30-3:00
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Thursday
Friday
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