The Peer Avengers Assembling an Intentional Peer Advising

The Peer Avengers! Assembling an Intentional Peer Advising Program Ellen Crabtree-Director of Academic Advising Shanai Lechtenberg- Assistant Director of Academic Advising

Participant Learning Outcomes As a result of attending this session, participants will be able to… • Value the role of peer advisors. • Create peer advisor learning outcomes. • Identify the components of an intentional peer advising program. • Recognize tools for assessing peer advisors. • Connect an intentional peer advising program to new student persistence.

Session Agenda (aka Learning Activities) • Poll the room • Dot spectrum activity • Background and context • Student Leader Core Competencies • PA learning outcomes • PA program timeline • Questions and discussion

Poll the Room • • • Already have a PA program? Creating a PA program? 2 yr institution? 4 yr public? 4 yr private?

Dot Spectrum Please take the dot stickers in front of you and travel around the room to read the posters. Place your dot on the spectrum below the statement that best represents your response.

Background and Context • Colloquium • Model of shared faculty and peer advisor responsibility • Why do peer advisors matter?

The Impact of PAs “My Peer Advisor became someone that I felt comfortable reaching out to over the course of the semester. She offered me advice and support when I needed it most and I am very grateful for that. ” “My Peer Advisor was great! Very easy to communicate with and to get ahold of. No question is a stupid question and he makes sure to help you feel comfortable in the college element. ”

The Impact of PAs “My Peer Advisor was a huge help over my first semester in college, not just in Colloquium. He did a great job of reaching out to me and making himself available for any questions I had. ” “She was great and I feel very connected to her. I can tell her if anything is bothering me and she'll help me through any problem I have. ”

Cross-Campus Collaboration • Partnership with student affairs – Align processes with Residence Life • Student Leader Core Competencies – Rubric

Student Leader Core Competencies Leadership 15 -16 Pre-Responses Leadership 15 -16 Post-Responses 3% 6% #1 #2 #3 #4 26% 48% 45% 44%

Student Leader Core Competencies Social Responsibility 15 -16 Pre-Responses Social Responsibility 15 -16 Post-Responses #2 9% #3 #4 3% 19% 53% 38% 77%

Student Leader Core Competencies Effective Communication 15 -16 Post-Responses Effective Communication 15 -16 Pre-Responses 3% #2 #3 #4 23% 41% 56% 77%

Student Leader Core Competencies Collaboration 15 -16 Pre-Responses 3% 6% Collaboration 15 -16 Post-Responses #1 #2 #3 #4 29% 44% 47% 71%

Student Leader Core Competencies Multicultural 15 -16 Pre-Responses 3% Multicultural 15 -16 Post-Responses #1 #2 #3 #4 29% 41% 56% 71%

PA Learning Outcomes: 1 -6 As a result of serving as a Peer Advisor, you will be able to… • Articulate ways you can contribute to Linfield’s mission. • Serve as a role model by demonstrating socially responsible behavior. • Recognize your identity, privilege, and culture. • Advocate for equity and inclusiveness. • Seek feedback from others to accomplish shared goals. • Relate to people who are different than you.

PA Learning Outcomes 1 -6 Red = Preresponses Purple = Postresponses

PA Learning Outcomes: 7 -12 • Communicate clear messages through a variety of modes (email, text, phone, public speaking). • Adapt your approach based on the needs of the unique situation or student. • Develop a greater sense of confidence in your role as a leader on campus. • Communicate the Linfield Curriculum requirements. • Facilitate engaging classroom discussions. • Identify strategies to support students in transition.

PA Learning Outcomes 7 -12 Red = Preresponses Purple = Postresponses

PA Assessment Process • Student Leader Core Competencies rubric • Initial SLO self-evaluation/rating, identify 3 • Define intention, midpoint, end point, and training needed • Achieved midpoint? Realistic end point? • PA Final Reflection • Achieved end point? • Evaluated on course eval

Best Questions Asked… • What do you hope to get out of this experience? (closing the loop) • What are you the most proud of about your Colloquium class so far? • What surprised you most about your experience as a PA? • What advice would you give to a new PA?

Areas for Improvement • Don’t use a Likert agreement scale for the PA SLOs • Less PA SLOs • Build in more reflection throughout the experience

PA Program Timeline • • • November: job posted February: hire Lead PA March: hire all PAs April: 2 hour orientation April/May: Check-in I May: Friday/Saturday spring retreat Aug: 4 days of training Oct: Check-in II Dec/Jan: Check-in III Jan-March: Revise program

Overcoming Challenges • Significant resource needs • Culture shift

Questions and Discussion

THANK YOU!!