SHUFFLING THE DECK Revising Your Peer Mentoring Program hello Brad Pearson, Assistant Director Seth Finck, Academic Advisor Today s Objectives By participating in todays presentation, audience members will: Explore and identify their reasons to engage in program assessment and revision Learn about our process for program revision over the past year using data gathered through a variety of assessment techniques discuss Assessment: Is it all its cracked up to be? Cons Commentary by Erik Gilbert, 8/14/15 Pros Commentary by Joan Hawthorne, 8/19/15 Why? So why do you assess your programs? Peer Mentoring Network Background to our program Origins Approximately 2000 students 3 advisors 142 Proteges Mentors Seminar Components Matching Peer Mentoring Network Assessment/Revision Strategy 1. Review: What we do now 2. Determine: What we want to see 3. Review/Create: Program outcomes 4. Assess 5. Reflect and Revise Reviewing our mission Identify and involve all constituents, participants, leaders Original Mission Statement: The Honors Peer Mentoring Network is an opportunity for upper level students to give back to new Honors students in myriad ways. Rebuilding the mission statement New Mission Statement We seek to train mentors who will build and foster meaningful relationships with students new to Temple Honors and who will act as resources and guides in helping students transition to the Honors community, connect to campus and city resources, and develop skills for their current and future success. Mentors Preparedness Resource/Policy Knowledge Counseling & Communication Mentor Assessment Prot g ASSESSMENT Success Strategies Resource Awareness Campus/Honors Involvement Multiple methods of qualitative, quantitative, direct, and indirect measurement provide the range of data for best evaluating and subsequently understanding an advising program. -Koring and Zahorik (Eds.), Peer Advising and Mentoring: A Guide for Advising Practitioners Tying Outcomes to Assessment OUTCOME CHART Assessment Method OutcomeDirectIndirectQualQuant Train HPMs to become proficient guides to TU/Honors policies/resources Train HPMs to be effective communicators and peer counselors Give HPMs access to students in need of assistance Program participants successfully connect with campus orgs/resources Some Results PrePostValue Overall Preparedness - Mean2.96/43.64/4 T stat-8.27 Significance Level (one-tailed test)