scholarly journals A Road Less Traveled: My Experience With Peer Advisors for Veteran Education

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Mckenna Jennings ◽  
Keyword(s):  
Veteran Education ◽  
Peer Advisors

scholarly journals Peer Advisors for Veteran Education (PAVE): Implementing a sustainable peer support program for student veterans on college campuses

2017 ◽  
Vol 28 (3) ◽  
Author(s):  
Michelle Kees ◽  
Brittany Risk ◽  
Chrysta Meadowbrooke ◽  
Timothy Nellett ◽  
Jane Spinner
Keyword(s):  
Peer Support ◽  
Help Seeking ◽  
Student Veterans ◽  
College Campuses ◽  
Support Program ◽  
Gi Bill ◽  
Iterative Development ◽  
Veteran Education ◽  
Peer Advisors ◽  
Peer Support Program

Student veterans have been attending college in greater numbers since the passing of the Post/9-11 GI Bill. Although similar to other nontraditional students, student veterans face unique transition challenges that can impact their pursuit of higher education. Many student veterans could benefit from dedicated programs to help them succeed in college, which in turn would enable them to secure employment in the civilian world. Facilitating the success of student veterans also makes wise use of the financial and institutional resources invested in their education. Peer support programs can help by providing an established community of other student veterans who can normalize transition experiences, offer social support, reduce stigma associated with help-seeking, and connect to useful services on and off campus. This paper describes the iterative development of a nationwide peer support program for student veterans, Peer Advisors for Education (PAVE), which uses trained peers to provide outreach, support, and linkage to resources to assist student veterans. Through a hybrid technology platform for training and program management, PAVE has been delivered on 40 college campuses nationwide and is well-positioned for larger scale national rollout.  

Assessing the Quality of Online Peer Feedback in L2 Writing

2011 ◽  
pp. 322-338
Author(s):  
Christine Rosalia ◽  
Lorena Llosa
Keyword(s):  
Second Language ◽  
Learning Environment ◽  
Writing Center ◽  
Peer Feedback ◽  
Asynchronous Learning ◽  
Writing Proficiency ◽  
Interactive Process ◽  
Asynchronous Learning Environment ◽  
Peer Advisors

This chapter reports on an instrument that was developed to formatively assess the quality of feedback that second language students give to one another in an online, anonymous, asynchronous learning environment. The Online Peer Feedback (OPF) Assessment was originally developed for a peer online writing center in Japan where student peer advisors jointly compose feedback for a client-writer. The OPF Assessment is composed of two rubrics: (1) a rubric that evaluates the initial feedback drafted by a peer advisor, and (2) a rubric that assesses the contribution that individual peer advisors make to the interactive process of constructing the final feedback for their client-writer. The chapter describes the assessment and discusses its potential uses in a variety of contexts as a formative tool to improve the quality of peer feedback and, ultimately, the writing proficiency of both givers and receivers of the feedback.

An examination of student veteran education pathways at an American university

2018 ◽  
Vol 42 (2) ◽  
pp. 276-292
Author(s):  
Phillip Morris ◽  
Cerian Gibbes ◽  
Steve Jennings
Keyword(s):  
American University ◽  
Student Veteran ◽  
Veteran Education

scholarly journals The concept and future of peer advisors in diabetes

2005 ◽  
Vol 22 (4) ◽  
pp. 117-118
Author(s):  
Trudi Deakin
Keyword(s):  
Peer Advisors

scholarly journals An examination of the study abroad advising process in a university context

2015 ◽  
Author(s):  
◽  
Paulina Perkins
Keyword(s):  
Study Abroad ◽  
Academic Advising ◽  
Student Perspective ◽  
Future Research ◽  
Developmental Advising ◽  
Related Field ◽  
University Of Missouri ◽  
Peer Advisors ◽  
Training Resources ◽  
The University

For this qualitative case study, the aim was to better understand what informs study abroad advising practices from the perspective of the advisor and to examine these practices for evidence of developmental advising using Crookston's (1972) developmental advising framework. This study significantly contributes to the very limited research that is available on advising for study abroad. Because of its limited nature, much of the review of the literature for this study centers on research in the field of academic advising, a closely related field, rather than study abroad advising. Five study abroad advisors at the University of Missouri participated in this study. The data were collected through interviews, written reflections, and video recorded advising appointments. There are four distinct themes that inform study abroad advising practices: relevant experiences, formal training, resources, and professional experience. Additionally, there are elements of developmental advising practiced by the advisors in this study, including abilities, rewards, maturity, responsibility, and relationships. The implications for future research include studies related to the student perspective on developmental advising, longitudinal studies, student outcomes, and evaluation of study abroad advising practices. As for practical implications, this study can help inform training of study abroad advisors as well as student peer advisors; potentially increase the diversity of the study abroad population by having advisors utilize personal identity to build relationships with students; and, may serve to justify curricular changes within student affairs degrees to include student advising, which is currently lacking in many master's level programs.

scholarly journals Student Support and Transition Through a Buddy Programme to Foster Social Integration

2021 ◽  
Vol 9 (2) ◽  
pp. 47-63
Author(s):  
Ana Naidoo ◽  
Hestie Byles ◽  
Sindi Kwenaite
Keyword(s):  
Social Integration ◽  
Contact Point ◽  
Student Support ◽  
First Year ◽  
First Year Students ◽  
University Of Pretoria ◽  
University Life ◽  
Student Advisor ◽  
Peer Advisors ◽  
The University

The University of Pretoria (UP) began offering formal academic student support in 2011 when the first faculty student advisor (FSA) was appointed. Although many more FSAs were subsequently appointed, assistance to all the students in need of support remained insufficient. However, financial assistance through the collaboration grant received from the Department of Higher Education and Training in 2018 made it possible to explore new areas of support. The UP was able to pilot four innovations due to the availability of additional funds. These included generic workshops across faculties; the creation of a hub in the library, which served as a common contact point for students requiring assistance; the appointment of peer advisors; and a Buddy Programme for first-year students. This article explains the Buddy Programme as perceived by the senior students who mentored the first-year students. The mentors are known as “big buddies”. Our work on this programme is based on Tinto’s (1975) ideas about social integration. The Buddy Programme was introduced to assist first-year students in their transition from school to university life. This paper highlights the challenges that first-year students faced and it explains how the concepts could become institutionalised once university activities have been normalised in the post-pandemic future.

scholarly journals Advisors’ Perceptions of the Value of Advising Students During the COVID-19 Pandemic: A Case Study at a South African University

2021 ◽  
Vol 9 (2) ◽  
pp. 65-83
Author(s):  
Raazia Moosa
Keyword(s):  
South African ◽  
Social Inequalities ◽  
Holistic Approach ◽  
Shared Responsibility ◽  
Central Research ◽  
Developmental Approach ◽  
Peer Advisors ◽  
Access To Data ◽  
Remote Learning

Traditional advising responsibilities are shifting to include a holistic, learning-based and developmental approach that favours advising of the entire university experience. A dearth of systematic empirical evidence exists on advisors’ perceptions of the value of advising students during the COVID-19 pandemic in the South African context. The purpose of this study is to elucidate advisors’ perceptions of the complexity and challenges inherent in their responsibilities during the pandemic. This case study draws on a qualitative research design; it is based on semi-structured in-depth interviews undertaken with nine advisors in 2020. The central research questions posed in this study are: how do advisors describe their perceptions of their responsibilities within the COVID-19 pandemic, and how might these contribute to future practices? The findings indicate that advising during the pandemic has transcended the typical transactional dissemination of information to include addressing contextual environmental and resource challenges, social justice imperatives, emergency remote learning, asynchronous advising challenges and data-informed advising. These responsibilities have encompassed a holistic approach to advising and to getting to know students as ‘whole people’. Adjustments and transitions to emergency remote learning have highlighted social inequalities in access to data, to internet and electricity connectivity, which have served as impediments to students’ learning, and to educational experiences. Some home environments were not conducive to studying but necessitated doing household chores and herding cattle. The findings also indicate that an institution’s advising delivery model should enhance advisors’ abilities to perform their responsibilities. A network of cascaded responsibilities that incorporates greater involvement of lecturers in advising could contribute to a shared responsibility between lecturers and central, faculty and peer advisors. Insights gained may lead to a more nuanced understanding of advisors’ responsibilities as they relate to student learning and to the overall educational experience to promote retention and student success in a post-pandemic era.

Sign in / Sign up

Export Citation Format

Share Document