1. SHUFFLING THE DECK Revising Your Peer Mentoring Program

2. hello  Brad Pearson, Assistant Director  Seth Finck, Academic Advisor

3. Today ’ s Objectives By participating in today’s 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

4. discuss Assessment: Is it all it’s cracked up to be?  Cons  Commentary by Erik Gilbert, 8/14/15  Pros  Commentary by Joan Hawthorne, 8/19/15

5. Why? So why do you assess your programs?

6. Peer Mentoring Network  Background to our program  Origins  Approximately 2000 students  3 advisors  142 Proteges  25-30 Mentors  Seminar Components  Matching

7. 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

8. 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

9. 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.

10.  Mentor’s Preparedness  Resource/Policy Knowledge  Counseling & Communication Mentor Assessment Prot é g é ASSESSMENT  Success Strategies  Resource Awareness  Campus/Honors Involvement

11. “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

12. 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

13. Some Results PrePostValue Overall Preparedness - Mean2.96/43.64/4 T stat-8.27 Significance Level (one-tailed test)<.05 Referral Strategies – Mean3.02/54.30/5 T stat-8.15 Significance Level (one-tailed test)<.05 Transition Knowledge – Mean4.03/54.80/5 T stat-6.03 Significance Level (one-tailed test)<.05

14. How we revised: Mentors  Less emphasis on student development theory  More in-class, guided, structured practice of role-playing scenarios allowing mentors to practice utilizing counseling and communication techniques  Opt-out vs Opt-in matching structure

15. How we revised: Prot é g é s  Opt-out vs Opt-in matching structure  More mandatory check ins  More one-on-one interactions  65% state mentor positively affected my transition to college – this needs to be higher!

16.  Post-seminar  Knowledge Retention  Academic Impact What we Don ’ t assess  Quantitative assessment of participation  Isolating specific variables  Self-selection  Defining success

17. Concluding thoughts  Takeaways, final ideas, and notes to end on Email Us: pearsonb@temple.edu sethfinck@temple.edu