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 Universitybellal@jmu.edu chisekem@jmu.edu

Kim DuVall, Academic AdvisorDepartment of PsychologyJames Madison Universityduvallkd@jmu.edu

Handouts on Peer Program Comparisons and Guidelines for Developing a Peer Academic Advising Program Proposal will be distributed at the session.

Presenters:

OVERVIEW/GOALS

• ADVISING ENVIRONMENT

• ACCESSING STUDENT TALENT

• PROGRAM EXPERIENCE

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”

POSC CAREER PEER ADVISORS

What can I do with my degree?

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 ASSIST WITH

Career-seeking tools

Campus resources Referrals

Alumni networking

POSC CPA’S CREATE

• PROJECTSResearch into career paths

Student step by step perspective

Practical in-depth advice

Interview alumni Examples

POSC CPA’S PARTICIPATE

Recruitment

Outreach to Alumni

Alumni Activities

UNANTICIPATED RESULTS

• Early Settings – Classroom model

• Later settings – Executive Model

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.