Building the braintrust
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This document outlines the development and structure of a peer adviser program initiated in 2009 at the University of Washington, designed to support students through direct advising and workshops. It details the history of the program, including growth in student engagement and specific roles of peer advisers, emphasizing the importance of strategic hiring and training. The document concludes with reflections on program effectiveness and potential expansions for future development.
Building the braintrust
- 1. Building the #Braintrust: A comprehensive look at creating a peer adviser program Julie Larsen University of Washington NACADA Region 8 Conference
- 2. Today’s Agenda • Review a lot of information – structure, hiring, and training • Address your questions • Get some time to dialogue • A little bit of hands on • And have you leave with more questions than answers
- 3. The Place We Call Home Photo by Timothy Valentine
- 4. Undergraduate Academic Affairs • Advising, First Year Programs, Robinson Center, Academic Support Programs, Experiential Learning and Diversity, Office of Educational Assessment, Honors Program, Student Athlete Academic Services, Dream Project, Center for Teaching and Learning, Classroom Support Services • A Focus on “Liberal Learning” • Adviser Education for Campus • Lead Contact with Community Colleges
- 5. What We Do Photo by travelinlibrarian
- 6. How Did I Get Here?
- 7. History of the Program • Started in 2009 – Responding to new residence life spaces for teaching, advising, and tutoring – First year two peers who saw 250 students • Expanded to UAA Office during second year – 9/09 to 7/10 saw 2023 students – 7/11 – 7/12 saw 5340 students • 2043 Freshmen, 1027 Sophomores, 1482 Juniors, 473 Seniors • 3,866 pre majors, 180 extended pre-majors
- 8. What the Peers Do Photo by travelinlibrarian
- 9. What the Peers Do • Staff Quick Questions drop in advising – Mon-Thurs 9 – 6 pm, Fri 9 – 5 pm – Residence Halls, Libraries, Commuter Commons • Answer Advice@uw email • Workshops on course selection and choosing a major • Approve Pre-Health Reflections • Summer Orientation Support • Other duties as assigned
- 10. Current Numbers • Fall 2012 – Winter 2013: 3436 students – Total approx 4,400 • Fall 2013: 1838 • Winter 2014: 1446 • Why the decrease in numbers?
- 11. What Students Say • What about this advising session was most helpful? • What about this advising session was least helpful? Photo by Joel Abroad
- 12. Interaction with the Office • Co-location • Professional Staff – good, bad, better • Workshops and office support
- 13. #preprofessionalskilldevelopment or Hiring and Training the Peer Staff
- 14. What I Look for in a Staff Peer Mentor • Regularly scheduled meetings • Focused on relationship building • Sets goals and benchmarks • Integrated part of students’ development Peer Adviser • May be a one time meeting • Focus on knowledge sharing and navigating campus structures/resources • Encourages self-efficacy and agency • Part of a students’ academic learning team on campus
- 15. What I Look for in a Staff • Strategic, Developer, Empathy, Positivity, Woo • How can we reach the most students? • What are their reasons for being there? • Doesn’t need to be a path to advising • Strive to hire folks who are better at your job than you are
- 16. The Hiring Process • Cover letter and resume – Reviewed by our UAA and OMAD partners – Ranked for first round cut • Group process – Consensus building, team work, presentation • Individual Interviews – Pro-staff in office plus current peers
- 17. Who would you hire?
- 19. Meet the Peers Tanner Marie Malika Juliana Max
- 20. Working with Julie Photo by Siim Teller
- 21. Working with Julie • #preprofessionalskilldevelopment • We’ll talk it out, you work it out – the team is first • Transparency is key • Synthesis of their own college experience • Take initiative, and use the tools in your tool box – let me know when you need a different wrench • The Jesuit Influence
- 22. Training Goals • Relay the information to effectively advise – Majors, minors, and degree requirements – Campus policies and procedures • Ethics, FERPA, Working with Diverse Populations • Get the staff to a place where they feel comfortable advising, including difficult conversations • Give them an accurate representation of my supervisory style
- 23. Training Outline
- 24. How You Know it Works • Questioning policies • Needing to debrief student situations • Presenting at the campus Leadership Conference • Positive Feedback from the Office
- 25. Working with Campus Partners Photo by Lollyman
- 26. LOL HFS
- 27. So What Does Work? Identifying campus partners that have relatable learning outcomes
- 28. What I’ve Learned Photo from amusedblog.com
- 29. What I’ve Learned • It takes a year…so ask questions • My bias is always there…and it’s not a bad thing • Quarters are not your friend • Just because they are students doesn’t mean they can’t help • Re-evaluate boundaries • Trust the Process and take the leap
- 30. What Comes Next • Additional hours with the libraries • Expansion to Greek Life? • Training as a Spring Quarter Course • Better define and establish peer role in pre- professional advising • Workshops and programmatic offerings