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Transforming the Advising Culture: One Institution’s Success Implementing Three Distinct
Models of Peer Advising Programs
Anna Lynn Bell, Director Elaine Chisek, Academic AdvisorUniversity Advising Department of Political ScienceJames Madison University James Madison [email protected] [email protected]
Kim DuVall, Academic AdvisorDepartment of PsychologyJames Madison [email protected]
Handouts on Peer Program Comparisons and Guidelines for Developing a Peer Academic Advising Program Proposal will be distributed at the session.
Presenters:
JMU Quick Facts – Enrollment Fall 2013
Undergraduate: 18,431Graduate: 1,750Full-Time: 18,626Part-Time: 1,555In-State: 73.12%Out-of-State: 26.88%Female: 60%Male: 40%Total enrollment: 20,181
Source: http://www.jmu.edu/about/fact-and-figures.shtml
ADVISING ENVIRONMENT
• Rapid enrollment growth overall and in specific academic programs
• Economic stresses to ensure timely progress
• Enhanced career expectations
• Budget constraints on faculty resources and traditional forms of advising
• Increased demand for one-on-one advising
• Increased curriculum complexities
Koring, H. and Zahorik, D (2013) Peer Advising and Mentoring: A Guide for Advising Practitioners (2nd Ed.) NACADA (p.11)
PEERS AS A UNIQUE RESOURCE• Pre-existing informal advising among students
• “Positive Impact”
• Create a community of students
• Provide a stress-free environment for students to explore options
• Models of thriving students
• Enhancing student Engagement
• 2012 Peer Advising Membership Survey – 65% had peer programs housed in the institution or institution had interest in creating peer program
Koring, H. & Campbell, S. (2005) Peer Advising: Intentional Connections to Support Student Learning, (p. 10- 11) NACADA; Koring & Zahorik (2013), Peer Advising and Mentoring: A Guide for Advising Practitioners (2nd ed.) NACADA ( pg. 11)
Benefits Accruing to the Peer
• Acquiring “leadership, communication and mediation skills”
• Exercising “problem solving” and character-building skills
• Expanding understanding and knowledge of curriculum
• Undertaking caretaker roles
Koring, H. & Campbell, S. (2005) Peer Advising: Intentional Connections to Support Student Learning, NACADA. (p. 11)Ender, S.C. & Newton F.B. (2000). Students Helping Students. NACADA. (p. 6)
BENEFITS TO HIGHER EDUCATION
• Adding value to the academic advising experience
• “Dispelling Myths” about campus resources
• Shaping student expectations• • Increasing awareness of the challenges advisors face
• Engaging students fully who, in turn, engage others
• Peer Advising Member Survey – 37% positive response retention & student success
Koring & Campbell (2005) (pp. 39-40)Ender at (p. 213)Koring, H. and Zahorik, D (2013) Peer Advising and Mentoring NACADA citing to The Peer Advising member Survey 2012 (Koring & Zahorik, 2012) ( p. 12)
QUESTIONS RAISED ABOUT PEER ADVISING
• “Overreaching”
• “Continuity, Accountability and Objectivity”
• “Conflict of Interest”
• “Mission Alignment”
• “Privacy and Confidentiality”
Ender & Newton (p. 226)Koring and Campbell,(2005) (p. 24, 39)(citing to Habley 1979 p. 24)
JMU’S PEER ADVISING PROGRAMS
• Aim to provide accurate, accessible information
• Hold office hours and operate throughout academic year
• Supervised by faculty housed within departments
• Require training on: challenges to advising; importance of confidentiality; standards of professionalism
• Reward with credit or compensation
• Place realistic limits on peer responsibilities
• Supplement a predominately faculty-based advising model
Koring & Campbell (2005) pg. 39. James Madison University Mission Statement and Best Practices for Enhancing Advising
Assessment to Demonstrate Need for Peer Advising at JMU
Partnership with Student Government Association and Center for Assessment and Research Studies
Developed assessment questions specific to advising
Questions designed to assess student knowledge of General Education requirements, basic advising tools such as class registration, 4-year plans; student’s role in advising; and resources on campus
Assessment conducted on university’s Assessment Day, mandatory; targets second semester sophomore students
Assessment ResultsStudent knowledge of academic advising resources 66.07% correct responses
Understanding of the student’s role in academic advising 65.98% correct responses
Knowledge of the nuts and bolts of academic advising 62.06% correct responses Awareness of special opportunities like study abroad, internships and competitive scholarships 84.29% correct responses
Student confidence in fulfilling graduation requirements and utilizing academic tools and resources without the help of their faculty advisor – somewhat confident to complete confidence
Assessment Results continued
Approximately 30% of the Assessment Day sample and 40% of the make-up sample indicated that they are not satisfied with the advising they have received at JMU.
Primary reasons stated for this lack of satisfaction include inconsistent/inaccurate advising information and inaccessibility of the advisor to the students when the students need them
Three Peer Program Models: Career Peer Assistants, Madison Advising Peers and Psychology Peer Advisors
Each from different academic unit
Peer responsibilities developed in response to specific university and departmental needs
All peers at JMU primarily advise in relationship to curriculum overseen by home academic unit – Why?
• Faculty own the curriculum; insures academic unit head and faculty support
• Meet specific student needs in home department • Draw upon curriculum/career expertise of faculty• Ease of access for students• Provide para-professional experiences for students
Madison Advising Peers “Let Us Point You in the Right Direction”
• Be a resource for all JMU students who have an advising question
• Help students navigate a large and complex organization to know where to go for additional advising, resources and other kinds of support
• Provide accurate and helpful information
• Work in support of faculty advisors
Program Goals
MAPs: Primary Responsibilities • Advise about JMU’s core curriculum requirements
• Develop 4-year academic plans
• Assist with MyMadison and course registration
• Direct students to other campus resources
• General Education, applying for graduation, class registration, summer courses and transfer credit workshops
• Assist with University Academic Open Houses
• Serve in student advisory capacity to University Programs, Information Technology and Office of the Registrar on advising and registration issues
MAP Recruitment and Selection• Advertised to all JMU students with sophomore
standing or above
• Require at least 3.00 cumulative GPA
• Submission of application, resume and personal statement
• Individual interviews with Director, graduate assistant and Associate Provost of University Programs
• Evaluated on ability to be effective academic role model, communication skills and desire to help fellow students
MAP TRAININGGoals • Team building
• Knowledge Development• Enhance students’ understanding of advising systems• Provide a good working knowledge of core curriculum
and degree requirements • Help students know about pertinent academic policies• Teach students where to find accurate academic
information
• Skill Development• Develop good listening skills• How to make effective referrals
Methodologies• Pre-Tests and post tests• Case Studies• Role Plays• Invited Speakers• Group activities• Apply learning by assisting new freshmen with course
adjustment
Impact of MAPS on Campus
Provided advising support to 2,000 students on campus (mostly freshmen and sophomores)
Most frequent topics were general advising questions, class registration and course scheduling and creating a 4-year plan
Thirty-one (31) workshops were held on variety of topics
MAP staffed satellite offices: Office of Pre-Professional Health Advising; Nursing; and College of Business
100% of MAPs evaluated their experience as “spectacular”
History & Mission• JMU Alum
• Pilot Program 2013
• Help students navigate new institution/major
• Focus on career-related information
• No academic advising
• Upper class majors creating community
• Resource for students
• Low pressure environment
POSC PEER CAREER ADVISING RECRUITMENT
Advertise within department
Reach out to faculty
Current CPA’s reach out to fellow students
Interviews with CPA advisor
Selection based on myriad factors
POSC CPA TRAININGAdvising Listening Skills Professionalism Confidentiality – FERPA Cultural Competencies Speakers Resources
Career-related information; networking; social media; government resumes
POSC CPA’S CREATE
• PROJECTSResearch into career paths
Student step by step perspective
Practical in-depth advice
Interview alumni Examples
Psychology Peer Advising Practicum
Mission Statement
The mission of the Psychology Peer Advising (PPA) Practicum program at James Madison University is to provide quality peer advising services to the department of psychology, to provide applied undergraduate training in advising, leadership and professionalism skills, to increase the use of innovative technology in advising practice, and to produce quality scholarship in advising.
Psychology Peer Advising PracticumOur Core Values
Service - To actively serve psychology students, the psychology department, James Madison University, and the community. We share the responsibility of advising with the faculty.
Attitude - To exemplify a positive attitude throughout our practices, projects, and every day life.
Leadership - To exhibit, promote, and develop leadership.
Teamwork - To create an environment that fosters teamwork among its members and with those whom we help.
Excellence - To always strive to do our best in everything we do.
Psychology Peer AdvisorsPrimary Responsibilities
• Advise students about the Psychology major requirements and progression standards, General Education, applying for graduation, class registration
•Assist with MyMadison and course registration
•Follow strict rules of Confidentiality (based upon APA and NACADA Best Practices)
•Assist with the College of Health and Behavioral Studies Academic Open House events
•Present symposia on Advising-related topics
•Refer students to other campus resources as needed
PPA Recruitment and Selection• Advertised to JMU psychology students with
sophomore standing (spring semester)
• Submission of application, resume and personal statement
• Group interviews with Program Director, graduate assistant and select senior Psychology Peer Advisors
• Evaluated on ability to be effective academic role model, communication skills and desire to help fellow students
Psychology Peer Advisor TrainingGoals
• Develop Mentoring Relationships
• Senior Mentors - Coach/guide new PPAs• Senior Mentors – Share knowledge, skills and
experiences gained from their year in the PPA program.
• Junior Mentees - increase self-efficacy in their role
• Knowledge Development
• Enhance students’ understanding of advising systems
• Provide a good working knowledge of major requirements, core curriculum and degree requirements
• Help students understand pertinent academic policies
• Teach students where to find accurate academic information
Psychology Peer Advisor TrainingGoals
• Leadership Skills Development
• Collaborate and demonstrate flexibility while working with others to produce a product or service event
• Exhibit effective interpersonal communication skills• Demonstrate professional presentation skills
including marketing of information through various venues (e.g., oral, written, multimedia)
• Effectively set specific, measureable, attainable, realistic, time-bound goals (SMART goals)
Psychology Peer Advising Assessment of Goals
• Pre-Tests and post tests• Customer Satisfaction Surveys from PPA
Customers (Qualtrics)• PPA Activity Summary – discussing goals
set/met• Case Studies• Role Playing• In-class Presentations on Advising topics• Symposia Presented to psychology majors• Apply learning by assisting psychology majors
with registration (e.g., Advising Fests)
Developing a Peer Advising Program on
Your Campus(handout)
• Assessing the Need for a Peer Advising Program
• Developing a Program and/or Couse Proposal for Peer Advising
• Peer Advising Program Implementation
• Evaluation/Assessment/Effectiveness
Adapted from Reinventing Academic Performance; A.L. Bell, T. Gonzalez, L, Purtlebaugh, A. Springer. Presentation delivered at the American Student Personnel Association annual conference, Indianapolis, Indiana, March 2014.