1. Strategies to Support Student Success Through Mentoring and Peer Advising Jessica Laessig CCC2NAU Academic Advisor Coconino Community College Carol Haden Principle Researcher & Evaluator Magnolia Consulting Briana LaVorgna Dean of Community Engagement & Partnerships Eastern West Virginia Community & Technical College

2. CCC PEER ADVISORS CONTRIBUTE TO STUDENT SUCCESS

3. Round 2 TAACCCT grant to expand the College’s existing CCC2NAU program. CCC2NAU is a 2 + 2 program between the Community College and nearby Northern Arizona University (NAU) Peer Advising is one of the 42 activities funded by the TAACCCT grant under Priority 2: “Expand the Capacity of the CCC2NAU Program to Serve More Students.” CCC will continue to fund a number of the activities after grant funding ends – including Peer Advising. COCONINO COMMUNITY COLLEGE TAACCCT GRANT

4. CCC AT A GLANCE Located in Flagstaff, Arizona Located in Flagstaff, Arizona 7,500 total enrollment 7,500 total enrollment Serves 18,000 square miles of Coconino County including rural and Native American communities Serves 18,000 square miles of Coconino County including rural and Native American communities More than 60 certificate and two-year associate degrees More than 60 certificate and two-year associate degrees

5. HISTORY OF PROGRAM Benchmarked other peer advising programs Benchmarked other peer advising programs Created in Fall of 2013 Created in Fall of 2013 Five peer advisors hired by the Student Services Department Five peer advisors hired by the Student Services Department Applied a theoretical framework to help guide best practices Applied a theoretical framework to help guide best practices

6. ASTIN’S THEORY OF STUDENT INVOLVEMENT Learn Develop Engage Kansas University peer-advisor-model Peer advisors

7. LEARN Onboarding peer advisors Expect to maintain a minimum GPA 2.5 in all coursework

8. ENGAGE Ask their opinions on various topics and use them as focus groups for marketing materials and outreach to the larger student body Peer to peer interactions during scheduled shifts: Career exploration & schedule building etc. Give campus tours Give workshops on various topics Coordinate events with full-time staff

9. DEVELOP Goal setting and end of year evaluations Resume development and mock interviewing Personal and professional development Recognition at awards ceremony

10. BENEFITS OF PEER ADVISORS

11. EVALUATING THE PEER ADVISING PROGRAM

12. Reasons for Meeting with a Peer Advisor (n=233 visits)

13. STUDENT FEEDBACK Strongly Agree AgreeNeither Agree/Di sagree DisagreeStrongly Disagree The peer advisor demonstrated respect and concern for me. 89.4 % 219 10.2 % 25 0.0 % 0 0.0 % 0 0.4 % 1 The peer advisor provided clear information and directions to answer my questions. 87.8 % 215 11.4 % 28 0.4 % 1 0.0 % 0 0.4 % 1 The peer advisor was knowledgeable about CCC Student Services. 86.1 % 211 13.1 % 32 0.4 % 1 0.0 % 0 0.4 % 1 The peer advisor was knowledgeable about CCC student support services. 87.7 % 213 11.5 % 28 0.4 % 1 0.0 % 0 0.4 % 1

14. STUDENT FEEDBACK Strongly Agree AgreeNeither Agree/Di sagree DisagreeStrongly Disagree As a result of the peer advising session I feel more comfortable using Web 4. 79.5 % 194 11.1 % 27 4.9 % 12 0.8 % 2 0.4 % 1 As a result of the peer advising session I feel more comfortable using Degree Works. 79.4 % 193 12.8 % 31 3.7 % 9 1.2 % 3 0.0 % 0 As a result of the peer advising session I know more about CCC services available to me. 85.6 % 208 10.3 % 25 2.1 % 5 0.0 % 0 0.4 % 1

15. STUDENT COMMENTS “[The peer advisor] was an excellent help. He helped me feel welcomed and excited for the new upcoming semester.” “[The peer advisor] was very kind, helpful, and patient. He helped me to find my classes, and answered all my questions. Thank you!” “It was an excellent session and nothing could have been done better.”

16. BENEFITS TO PEER ADVISORS Increased confidence and personal growth Increased confidence and personal growth Giving peers the benefit of their experiences Giving peers the benefit of their experiences Helping peers see that they can achieve their goals Helping peers see that they can achieve their goals Sharing the excitement of going back to school Sharing the excitement of going back to school Greater involvement in the broader CCC community and the community of Flagstaff Greater involvement in the broader CCC community and the community of Flagstaff Growth in job related skills and resume building Growth in job related skills and resume building

17. ADVISOR COMMENTS “Many students are very intimidated about going back to school. I have seen students feel instantly more comfortable talking with a peer and getting real time tips about taking courses and navigating the system.” “They allow academic advisors to have more time to talk about a deeper level of advising.”

18. ADVISOR COMMENTS “Students have the opportunity to receive advising from peers who can relate to their needs.” “The greatest benefit is allowing me more time to see more students.”

19. CHALLENGES & LESSONS LEARNED Need for space and resources when more than one peer advisor is working Need for space and resources when more than one peer advisor is working Combine with a peer mentoring program to maximize use and benefits of peer advisors Combine with a peer mentoring program to maximize use and benefits of peer advisors Need for standardized procedures to make the transition from academic advisor office to peer advisor smoother Need for standardized procedures to make the transition from academic advisor office to peer advisor smoother At start-up, get input from academic advisors and student services staff At start-up, get input from academic advisors and student services staff

20. DIRECTIONS FOR FUTURE Sustainability beyond TAACCCT Sustainability beyond TAACCCT Hire four new peer advisors for academic year 2016-2017 Hire four new peer advisors for academic year 2016-2017 Technology/tools Technology/tools Develop a social media presence Develop a social media presence Mentoring role Mentoring role Assigned mentees and expectations to meet weekly Assigned mentees and expectations to meet weekly More incentives, i.e. earning college credits for work More incentives, i.e. earning college credits for work Create a peer advisor center Create a peer advisor center

21. STARTING A PEER ADVISING PROGRAM Budget Budget Personnel (1-2) Personnel (1-2) Identifiable space Identifiable space Buy in from all Buy in from all Modify process and advising manuals to include peer advisors in the student support framework at you college Modify process and advising manuals to include peer advisors in the student support framework at you college

22. REFERENCE Astin, A. W. (1984). Student Involvement: A Developmental Theory for Higher Education. Retrieved January 27, 2016, from https://www.middlesex.mass.edu/ace/downloads/astininv. pdf Astin, A. W. (1984). Student Involvement: A Developmental Theory for Higher Education. Retrieved January 27, 2016, from https://www.middlesex.mass.edu/ace/downloads/astininv. pdf Kansas University Peer Advisor Model. (n.d.). Retrieved January 27, 2016, from https://advising.ku.edu/peer-advisor-model Kansas University Peer Advisor Model. (n.d.). Retrieved January 27, 2016, from https://advising.ku.edu/peer-advisor-model

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