Transforming the Advising Culture: One
Institution’s Success Implementing Three Distinct
Models of Peer Advising Programs
Presenters:
Anna Lynn Bell, Director
University Advising
James Madison University
bellal@jmu.edu
Elaine Chisek, Academic Advisor
Department of Political Science
James Madison University
chisekem@jmu.edu
Kim DuVall, Academic Advisor
Department of Psychology
James Madison University
duvallkd@jmu.edu
Handouts on Peer Program Comparisons and Guidelines for Developing a Peer
Academic Advising Program Proposal will be distributed at the session.
OVERVIEW/GOALS
• ADVISING ENVIRONMENT
• ACCESSING STUDENT TALENT
• PROGRAM EXPERIENCE
JMU Quick Facts – Enrollment Fall 2013
Undergraduate: 18,431 Graduate: 1,750 Full-Time:
18,626 Part-Time: 1,555 In-State: 73.12% Out-ofState: 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 characterbuilding 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
•
Engaging students fully who, in turn, engage others
•
Peer Advising Member Survey – 37% positive response retention &
student success
Increasing awareness of the challenges advisors face
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 Results
Student 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”
Program Goals
• 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
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 TRAINING
Goals
• 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 TRAINING
Advising





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
• PROJECTS
Research 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 Practicum
Our 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 Advisors
Primary 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 Training
Goals
• 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 Training
Goals
• 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.