|MSU STRATEGIC INVESTMENT PROPOSAL FOR INSTITUTIONAL PRIORITIES|
|Title||Peer Mentors: Creating Connections for Success||Request Date||2012-11-30|
|Department||College of Businessfirstname.lastname@example.org|
|Requestor||Christine Lamb & Susan Dana||Phone||994-4681|
|Proposed Dates||Start: Fall 2013||End:|
|The purpose of this proposal is to request funding for a professional adviser dedicated to students' degree progress and engagement in leadership and professionalism. The adviser's primary duties will be to create/coordinate a Peer Mentoring Program in which 20 business juniors/seniors will be paired with pre-business students in an effort to promote both academic planning as well as to better prepare both mentors and mentees as reflective, effective professionals. The primary goal is the creation of a self-sustaining model which positively impacts student professionalism and the active/experiential learning culture of the CoB.|
This proposal specifically addresses the following objectives from the MSU 2012 Strategic Plan:
Objective L.2: Increase graduation rates at MSU
Providing students with timely and accurate planning tools is essential to academic planning and degree progress. Degree Works audits and planning tools will significantly enhance students’ ability to map out and assess their academic progress. Less time can be spent in advising answering the ‘where students are’ questions and more time can be spent on planning ahead and discussing academic/professional interests and goals. Internal CoB data show that students are less likely to be retained between the sophomore and junior years rather than between the freshman and sophomore years. Peer coaching of pre-business students through the preparatory courses and requirements of the curriculum will likely lead to more students being retained to the junior year and to be formally admitted the CoB. AY2011 CoB data illustrated that 93% of the students admitted to the CoB subsequently graduated. In the last five years, less than 1% of the students changing curriculum out of the CoB did so after they had been formally admitted to the college. Efforts which focus on the transition from pre-business student to admitted business student are likely to result in more students being admitted to upper division and hence increased graduation rates.
Objective E.3: MSU students, faculty and staff will have increased opportunities for leadership development
Integrating the CoB strategic objectives of linking knowing, doing, and reflecting with the direct professional coaching of upper division students and the subsequent role these students will play in coaching pre-business students significantly increases the leadership development of both the mentors and the mentees.
|COST AND REQUIREMENTS|
|Funding Type:||One-Time Only Funding||Base (3-yr Recurring) Funding|
|FY13||FY14||FY15||Base ($)||OTO Startup ($)||FTE;|
|Materials & Supplies|
|Please comment, if necessary, regarding cost and requirements.||
The expenditures for a professional advisor and the Peer Mentor Program include the following:
Professional Advisor: Because of the complexity and scope of this individual’s duties, the CoB would likely require both significant IT experience and a Master’s degree. No additional general operational expenses would be incurred with the addition of this person to the CoB Student Services Office. Salary and benefits for this position would be as follows: salary = $32,000 + benefits = $10,240 = $42,240 per year.
Peer Mentor Program: The costs associated with the creation and coordination of this program are as follows:
|Describe the Proposal|
The scope of the proposal affects the faculty, students, and staff of the CoB as well as a variety of stakeholders including the university community and future employers. The basic goal of the proposal is to create a dedicated professional advising position in the CoB Office of Student Services whose focus will be to enhance the professionalism of the undergraduate students through a Peer Mentoring program and to ensure the integrity of academic planning by maintaining Degree Works for the 1100 students in the CoB.
Creation/Coordination of a Peer Mentoring Program: Currently the CoB advising model is based a NACADA approved model of ‘dual advising’. Processes such as admission to the CoB and degree certification are housed in the centralized Office of Student Services. Students are also assigned a faculty advisor whose role is primarily as mentor and expert in the field. The model is illustrated as follows:
The addition of a Peer Mentor program would not only enhance this model but would also integrate existing efforts to develop the professionalism of our graduates. Recruiters/employer value the professional skill set our students bring with them to the workplace.
Adding Peer Mentoring to the mix will significantly enrich students’ experiences in the CoB community. The responsibilities of Peer Mentors will include, but are not limited to, the following:
Professionalism INPUTS: The Peer Mentor experience will help integrate other college efforts of promoting professionalism. Through faculty advising, direct coaching in the Professional Coaching Clinic (PCC), participating in student organizations and professional honor societies, and working with external clients, students experience and reflect on what it means to be a professional. What is sometimes lacking in those experiences is the continued application and transference of that knowledge to other interactions. Learning about professionalism is not the same as being professional. One of the strategic goals of the CoB is to integrate the ‘knowing, doing, reflecting’ dimensions of learning. Just learning about professionalism is not being professional. Mentoring pre-business students will add the 'doing and reflecting' dimensions to students' learning.
Professionalism OUTPUTS: Through the Peer Mentoring Program, business students will apply and share their knowledge and experience with their mentees. The pre-business students benefit from the expertise of their Peer Mentors while the mentor puts his/her knowledge into action and in doing so ‘learns by doing/teaching.’ The peer mentor experience is a powerful way to operationalize and synthesize learning. Professionalism becomes more than something someone told you was important in the ‘real world’ In their roles as navigators, advisors, ambassadors and coaches, Peer Mentors will develop leadership skills which will serve them well in their academic and professional lives.
Maintaining Degree Works for what is essentially a department of 1100 students will require clear and timely process and audit cycles. For example in fall 2012 over 35% of the CoB’s current 1156 students had some kind of transfer course work, ISEP/NSE courses and/or course substitutions. All of these courses must be manually processed using the exception/substitution function in Degree Works. In addition, on-going maintenance will be required for students who change curriculum into business and/or for students changing options within the CoB, e.g., from management to marketing or finance to accounting. Departmental substitutions and professional option electives will also need to be manually posted in Degree Works. Since the degree blocks in Degree Works are option specific, all exceptions/substitutions must be re-processed if a student changes options. Substitutions/exceptions made for a student do not ‘travel’ with that student if h/she changes options. The curriculum in business is such that most of the business/option courses are in the junior and senior years. It is not unusual for a student change options once h/she starts taking these functional courses. In fall 2012, over 50 students have changed options. To be useful and to promote academic planning and degree completion, Degree Works is subject to continuous auditing and updating cycles. Advisor assignments must also be maintained and updated in banner
In summary, the addition of a dedicated professional advisor who manages the academic planning through Degree Works and who coordinates the Peer Mentor program will significantly add to students’ competitive edge in preparing for careers. Expanding students’ professional development by engaging them in mentoring and leadership roles will benefit both the mentor and mentee.
|Describe the broader impacts and benefits of this proposal|
Broader Impacts and Benefits
Although the Peer Mentor Program will be focused primarily on students in the College of Business, it is anticipated it will have a broader impact on the university community as a whole.
The following timeline illustrates the phases of implementation:
It is likely that there will be some variability in this model. Mentors may graduate earlier and/or pre-business students may stop out or change curriculum. Adjustments will be made to the model as the cycle develops in order to maintain a basic commitment to having approximately 20 mentors/year mentoring approximately 200 pre-business students.
Assessment will consist of the following three phases:
Phase One: Assessment of efficacy of Degree Works quality assurance processes and cycle: this will be on-going and will involve the evaluation of outcomes such as the following:
Phase Two: Formative Assessment of Peer Mentor Program: Since launching a Peer Mentoring program will require substantive training and programmatic development and it is anticipated that each Peer Mentor will be paired with his/her mentees for approximately two years, the initial assessment of the program will include formative assessment of such outcomes as the following:
Phase Three: Summative Assessment of Peer Mentor Program: Once a cycle of mentoring is completed (approximately two years), outcomes such as the following will be assessed:
The definitive outcome of the program will be the creation of a self-sustaining model wherein pre-business students who were mentored by upper division mentors will actively compete to be selected as a Peer Mentor. It is expected that the Peer Mentor Program will have a lasting, positive effect on the learning environment and culture of the CoB. Increased professionalism and engagement will enrich the students’ experience, better prepare them for professional careers and augment CoB alumni support and networking.
|If assessed objectives are not met in the timeframe outlined what is the plan to sunset this proposal?|
In the long term, it is not likely that Degree Works will resolve the continuous maintenance requirements; therefore, the CoB will have to continue to monitor and post (and re-post) specific degree requirements. For that reason, it is not feasible to sunset that function in the CoB Student Services Office. In the event that the Peer Mentor Program does not yield the results we anticipate, we will phase out the Peer Mentor program and redeploy the professional advisor’s case load to include general and targeted advising of CoB students.
Institutions with Peer Mentor Programs:
University of Vermont: http://www.uvm.edu/~asc/?Page=programsactivities/peermentoring/peer.html&SM=submenu2.html
Portland State University: http://www.mentors.unst.pdx.edu/
UC Santa Cruz: http://ucsc-epc.org/site/Peer_Mentor_Program/76
Arizona State University: https://newcollege.asu.edu/mentors
|Dean/Director:||Kregg Aytes (email@example.com)|
|Executive/VP:||Martha Potvin (firstname.lastname@example.org)|