1. To Peer Advise or to Peer Mentor? That is the question! Presented by Cindy Fruhwirth Assistant Director of Advising University of Wisconsin Oshkosh WACADA 2013

2. What to expect today… Description of unique characteristics and support each provides Recruiting strategies for each peer group Potential hiring processes Training pertinent for both groups Level of commitment needed for supervision, on-going training, and evaluation of the peers in each group Look for these © throughout the presentation. Indicates hand-out available. Note the number by the ones you want and sign sheet or email me at fruhwirt@uwosh.edu

3. What’s the difference? Advising: ◦ To offer advice to; counsel ◦ To recommend; suggest ◦ To inform; notify *  Note: expectation of passing along specific information Mentoring: ◦ To serve as a trusted counselor or teacher to another person * ◦ To help with personal development by sharing knowledge and experiences with someone newer to a situation ** ◦ “Mentors provide their mentees with an experienced friend who is there to help in any number of situations.” – www.mentoring.org (The Value of Mentoring)  Note: relationship based on giving insight from past experiences * www.thefreedictionary.com ** David Clutterbuck, Keynote at Mentoring Conference 2011, University of New Mexico

4. What’s the difference? Peer Advisors: “Students who have been selected and trained to offer academic advising services to their peers. These services are intentionally designed to assist in student adjustment, satisfaction, and persistence toward attainment of their educational goals.” * Mentors: “Support and encourage people to manage their own learning in order that they may maximize their potential, develop their skills, improve their performance and become the person they want to be.” ** * Koring and Campbell, An Introduction to Peer Advising, NACADA Monograph Series, Number 13, 2005, Peer Advising: Intentional Connections to Support Student Learning ** Eric Parsloe, The Oxford School of Coaching & Mentoring

5. My experiences… COBAnet mentors ◦ Paired upper-level business students with freshmen ◦ Learned difficult to keep mentees engaged! Peer Advising Liaisons (PALs) ◦ 20 PALs – generalists ◦ Work in Advising and a residence hall office ◦ Drop-in support, pre- and post-advising Transfer Center mentors ◦ Pilot program with grant; 5 “mentors” for 300+ students Transfer Student Mentors

6. Who makes the best Peer _____? Advisor:Mentor: Attention to details Able to retain and teach information Problem solver Strong communication skills Caring; willing to serve others Understanding based on own experiences Committed to the relationship Desire to help others Good listener Open, accepting, non-judgemental Positive attitude Lead by example

7. What does this mean for recruiting? How can you assess: Short essay questions on application ©1(a/m) ◦ Why do you want to be a peer ____? ◦ Describe recent volunteer and/or extracurricular experiences and what you learned through these that will help you as a peer ____. ◦ Describe your experience with the ______ (insert your department here). During an interview ©2(a/m) ◦ Use scenarios to see if these traits are present in the answer ◦ Example: Imagine you are working in the peer advising office and student comes in to talk to you about frustrations they have encountered on campus. This student has always done well in school, but is now struggling academically and feeling overwhelmed. As a result, the student is seriously considering transferring to a school closer to home. What do you say to this student? Desire to help others Good listener Open, accepting, non-judgemental Positive attitude Lead by example

8. Unique recruiting needs Advisor:Mentor: Group interview great for assessing: ©3 ◦ Attention to details ◦ Able to retain and teach information ◦ Problem solver ◦ Strong communication skills Include an activity that must be completed together an observe the interactions between candidates ©4 Referrals(s) from former supervisors ©5 Must have experience in area intending to mentor Recruit upper-level students in specific programs or who have had similar experience Clarify level of commitment and expected outcomes; define boundaries and expectations prior to “hire” Referral(s) from faculty or campus staff ©5

9. Created our own form rather than accepting letters of recommendation

10. Training Peer Paraprofessionals Peer Advisors Conceptual Informational Relational Conceptual Informational Relational Peer Mentors

11. Essential Training Topics Mission, vision, goals ©6(a/m) Intended outcomes of program Define advising and mentoring Professionalism; conflict resolution skills ©7 Questioning and listening skills Ethics, confidentiality (FERPA) ©8 Diversity and sexual harassment issues ©9 Resources - campus, exploration, and academic Specific information related to program or department Include teambuilders often!

12. Continuing training and supervision Information and timely updates (meet regularly) Check frequently for errors Closely monitor while working/advising and be assessable for immediate support when needed Evaluate mid-term, every semester ©10 Check-in for concerns and ideas (meet periodically) Be available to address a “crisis” Limited monitoring Formal Evaluation at end of commitment Peer Advisors:Peer Mentors:

13. Self Evaluation completed before Review meeting ©10 Exit Interview at end of employment ©11

14. Your Questions? Feel free to contact me if you want further information or other bits of my hard earned wisdom! Cindy Fruhwirth fruhwirt@uwosh.edu (920) 424-0006