Rooted in the concept of "students helping students" (Ender & Newton, 2000), peer advising empowers aspiring students to build professional relationships with their peers, become an essential part of academic advising, and learn firsthand about advising as they share their college experiences with fellow students. Peer learning and education have grown strongly over time, because they can successfully promote ideas of collaborative learning and critical thinking while strengthening personal transformation from students to paraprofessionals (Boud, 2001). The Department of Communication at Rutgers University, New Jersey, offers an instruction-oriented peer advising program to serve undergraduates who have not decided if they want to choose communication as a major, need guidance in finding a major, or simply request further assistance. Broadening models introduced by Nelson and Fonzi (1995) and Seegmiller (2003), the departmental peer advisers are responsible for helping students with prerequisite information, the application process, coursework, internships, study abroad, graduation, concentrations in the major, student organizations, and general procedures. At the departmental level, in an effort to accommodate the needs of a sizable student body, the program facilitates assistance from students to students on the forefront. From a disciplinary perspective, this experiential–learning program allows communication students to reflect on classroom learning and apply skills to real–life practices.

Communication and Learning–Peer Advising is an upper–division course offered to seniors, The academic components of the program focus primarily on applicable communication approaches and social interactions in academic–service situations. In interpersonal and organizational communication contexts, peer advisers' assignments include holding desk hours, organizing workshops, and initiating outreach activities, such as attending open houses and major fairs, visiting classes to introduce the major. Peer advisers also undertake additional projects, such as creating live chats with students needing assistance, placing an advising link on the department's home page, and revising handbooks and career guides.

Peer Advisers as Ambassadors, Liaisons, Assistants and Role Models

Most advisers explained that their role was to provide guidance through answering questions related to the department and the requirements for the major. They sensed that their participation in advising could help ease the burden of the communication department and offer additional channels for students seeking information. One peer adviser regarded his/her role as one that assists students who are too timid or hesitant to speak to faculty or administrative staff and believed some students prefer to speak with someone who is currently going through the same experiences, that is, their peers. It is more comforting for them.

Some peer advisers perceived their role to be an ambassador representing the department when speaking with prospective students and as a liaison between the department and currently enrolled students. This initial point–of–contact not only helps departmental advisers but also allows students to interact with peers who tend to share similar interests or concerns.

Several peer advisers also viewed themselves as role models, especially when students looked up to them for suggestions on handling internships, exams, or activities both in and outside the classroom. The majority acknowledged their unique position enabled them to offer help to fellow students, as one noted he enjoyed the fact that the students were his age and he saw them around the building quite often and added they were in a different kind of academic situation now with more interactions. The effectiveness and quality of peer advising can effectively connect the department and its students through peer relationships (Frisz and Lane, 1987). One per adviser commented about the success of the program by recalling that her college experience has been great but extremely confusing when it came to deciding on a major. Although there are advisers available, she felt it is very hard to confide in someone who is the same age as her parents. Therefore, she believed it is best to have someone to go to for advice; someone who is probably in the same situation as other students, because he/she can probably give the information students seek in a non–judgmental manner.

Integration of Communication Concepts and Practical Learning

Almost all peer advisers surveyed agreed that their communication classes prepared them significantly for the tasks and demands required. Many of them identified the classes that focus on interpersonal communication, intercultural communication, and public relations as those most helpful in building rapport with advisees and developing programs. Peer advising requires one to communicate in an interactive manner and, oftentimes, in a public setting, as one peer adviser remarked that interpersonal communication taught him the importance of conversation and really understanding how to communicate with other people as well as appreciation for the way people from different cultures communicate. Public speaking gave many peer advisers the confidence to present and participate in the workshops.

Some peer advisers also claimed that the Approaches to Leadership course had a direct impact on their experience. They observed and experienced a plethora of leadership and followership behaviors by managing advising activities, delegating tasks, disseminating information, supporting team members, making decisions, and solving problems.

In the context of intercultural communication, peer advisers faced challenges in communicating effectively through understanding similarities and appreciating differences. They commented that the approaches they learned about nonverbal cues, listening skills, stereotyping, and identity development were useful in addressing these challenges. One adviser remarked she learned to take another person's background into perspective while looking at the individual holistically. They underscored the importance of communicating with a purpose and constructing adviser–advisee relationships effectively through dialogue and interaction. The responses suggest that communication as a discipline helps peer advisers learn to become competent paraprofessionals to convey clear messages while accommodating advisees' wide–ranging communication behaviors.

Transformed Perspective and Respect toward the Department

Prior to serving as peer advisers, students were unaware how an academic department planned and administered student services. After gaining firsthand experience as paraprofessionals, most revealed a notable change in their attitude toward and perspective of the department. Realizing the challenges of advising students in a large department, one peer adviser pointed out that he came to see the department staff as very willing and ready to help students in any way they could. Another peer adviser noted that the department seemed friendlier, more nurturing, and much smaller when viewed from a peer adviser position. The department offered many resources and assistance that peer advisers did not know beforehand. Additionally, some peer advisers appreciated the department more than they had previously, remarking that they believed they had helped the department and therefore felt more connected to it. As they became more involved with administrative procedures, they realized that the department wishes to see students succeed and gives many opportunities for them to pursue their interests. Peer advisers as a group developed more appreciation for the faculty and staff and for the work they did.

Peer Feedback, Teamwork, and Collaboration

All peer advisers surveyed considered the outcomes of their practices and feedback from the students they assisted to be critical to the development of the program and the assessment of peer advisers' performance. Specifically, constructive feedback can help keep peer advisers motivated and enthusiastic about helping their peers. The majority of peer advisers explained that they received positive feedback in most cases, usually expressed by students who appreciated the role the peer adviser. Instant feedback, such as "you are a great helper," "I appreciate your time," or "nice talking to you," meant a great deal to peer advisers, because they heard the comments from their peers. One peer adviser asserted that she had met a lot of students that she otherwise probably would not have. She formed close bonds with fellow peer advisers as well. Additionally, she claimed the experience opened her eyes to the essential role peer advisers can have and how much they can contribute to the academic life around them, not just within the communication major, but within colleges as whole.

Meanwhile, some peer advisers received friendly criticism from certain students who were unsure why peer advisers were there, who they were, and how they could help. In turn, peer advisers had to take time to explain this unique service provided to students. Quite a few peer advisers also complained that often not enough students came to their desk hours and they asked trivial or directory questions. To reach out to as many students as possible and increase activities, some suggested that proactive advertising and marketing of the program was necessary.

Many peer advisers expressed their appreciation for a special opportunity to work with their fellow peer advisers in an intimate, collaborative group on interesting projects. They learned to work with one another independently and cooperatively and grasped a better understanding of individual perspectives and differences. One peer adviser said that it was fulfilling to be in a class where he had the opportunity to work with students full of great ideas and diverse opinions. Others felt they were able to maximize everyone's knowledge and skill when planning events, such as workshops on applying to a major and orientation of new majors. Notably, peer advisers shared their passion for assisting students, enjoyed teamwork, and contributed their creative ideas to achieve successful and impressive outcomes. One peer adviser summarized by saying that throughout her college career, there were not many times when she had to rely on others to get her work done. She did not realize how much work went into planning events, such as budgets and agendas, and did not appreciate how crucial each detail is to the overall program. Through planning, she learned again about teamwork and how important it is for everyone to share duties and help out so that no one person feels the pressure to do everything himself or herself.

Sense of Involvement and Satisfaction

Nearly all the peer advisers surveyed did not simply view peer advising as work, but felt immense enjoyment from participating in the program and contributing to the department. It was a learning experience for both advisers and advisees as they addressed issues and brainstormed for solutions. One reflected that he learned how important it is for students to work with peers to whom they can relate and turn for advice about majors and receive help to resolve other concerns they may have. They appreciated the sense of accomplishment, especially when they knew they provided someone with knowledge they did not have and shared information with those who seemed worried about classes. Another peer adviser expressed that she felt her involvement with peer advising made her more conscious that most majors do not have this luxury, and she felt lucky to be part of a department that does. Many peer advisers agreed that planning events and workshops for students was one of the aspects they liked most because they thoroughly enjoyed meeting new peers. Another favorite part of the program for them was assisting students with problems related to coursework, internships, or fulfilling the requirements for the major. Peer advisers were able to gain a sense of involvement and satisfaction by helping students in both individual and group settings.

Positive Influence on College Experience and Career Development

Similar to the results of Diambra's (2003) study, many peer advisers responded positively to the concept that advising their peers can help develop leadership and professional competency required for career advancement. Some peer advisers considered their service to be an asset to more junior students who might gain valuable insight from their successes or mistakes. They also enjoyed the hands–on aspect of the program, which prompted them to expand their knowledge and skills in effectively interacting with peers and professionals. The program offered one of the few opportunities available to be an integral part of an administrative team directly associated with their lives at the university. One peer adviser claimed that his experience changed his perception of the department and also the university as a whole. It also helped him realize that students can have friendly relationships with the faculty and staff, because they are always willing to help. He had always thought Rutgers was not a personable institution; but serving as a peer adviser helped him realize that it offers a much smaller and friendly environment.

Peer advisers also perceived their role as a way to give back to the university and the department and as an effective means for them to get involved and make a difference in both their own and others' college lives. One peer adviser noted it made her feel more involved with her college rather than just going to classes and not doing anything else. Especially for those students who had not been previously involved in the Rutgers community, this program allowed peer advisers to engage in student affairs and form new professional relationships with their peers. One peer adviser was pleased to discover that people who had seen her on campus seemed to feel comfortable talking to her about their questions and concerns regarding a major. A number of her sorority sisters asked her questions about the communication major, because they saw her at the welcome–to–the–major workshop. She believes this is what peer advising is all about.

Many peer advisers were graduating seniors; therefore, the program helped them prepare for professional steps beyond graduation by gaining skills for potential careers, such as counseling, student services, teaching, human resources, or corporate training. Some peer advisers also affirmed that the practical work encouraged them to pursue professions related to education and service. One peer adviser especially linked this experience to her job search by noting the leadership skills she gained. She put this experience on her resume. She had at least two interviews during which she mentioned the peer advising program, and the interviewers enjoyed discussing the experience. She related it as a leadership opportunity, because that is how peer advising had shaped her.

Program Enhancements

Almost all the peer advisers surveyed agreed with the necessity and benefits of having peer advising housed in an academic department. One peer adviser particularly echoed that the act of offering peer advisers shows how much the department cares about its students and wants them to feel as comfortable as possible. To increase activities, they suggested an advertising campaign to market the program's services and vigorously invite students to take advantages of the offerings. Suggestions ranged from sending out e–mail reminders to prospective students, visiting student groups, joining university–wide orientation events, and visiting classes to introduce the program. One peer adviser emphasized that the department can do more to reach out to students about the peer advisers and recalled that he personally did not know much about them until he became an upper–class student. They recommended the department, in collaboration with instructors and staff, send mass e–mails to student listservs to introduce current peer advisers and explain their office hours and contact information. Another peer adviser suggested in the future that a sealed comments box in an accessible location would encourage more input about the program, as many students choose to express their opinions in this indirect way. Additionally, a shadowing model can encourage peer advisers to work side–by–side with administrative staff and learn firsthand how to properly conduct advising sessions.

On the other hand, peer advisers who responded to the survey did not positively view all components of the program. One of the main challenges shared by the majority was desk hours. Advisers expressed disappointment or sometimes boredom when very few students came or traffic was slow. They felt useless and did not enjoy those hours. One peer adviser reported that there were times in the morning when advising was slow and people seem to only want directions. She felt it made her job meaningless. Effective marketing strategies should help to address this concern.

Reflective Paraprofessionals

To become competent, almost all peer advisers surveyed agreed that peer advisers should acquire four basic skill sets: be knowledgeable about academic policies and procedures, be professional when working with peers and staff, be committed to the responsibilities assigned, and be passionate about the department and major. It is critical that peer advisers have a "sympathetic ear," listen carefully, and respond with appropriate answers. One peer adviser cautioned that peer advisers should never act as if they are in any kind of authority; rather, they should share their experiences and let students see how they have had successes or failures in their journeys to receive the most useful and extensive education. Another peer adviser spoke realistically by warning not to represent the department in a negative way, but rather suggest ways to improve upon the possibly negative experience they had. Yet another peer adviser suggested peer advisers remember how important their job is. He pointed out that peer advisers might not think they are making a huge impact by helping a sophomore to create a schedule, but they are truly assisting them in a way they cannot imagine. Just the small act of making someone's day a little easier or putting his or her mind at ease about an academic situation that worries them is definitely making a difference.

Their responses affirm the recommendation of Young and Cates (2004) that suggests peer advisers need to exercise balanced emotional communication and directive listening in managing conversations with students seeking help. Meanwhile, some peer advisers sensed that if they did not view themselves as a necessary asset to the department, their motivation and energy might decline. Many supported the notion that peer advisers must take their roles and the students who come to them seriously and give them undivided attention. To underscore the serious aspect of peer advising, the department should closely monitor peer advisers' performance and offer proper guidance and input in a timely manner.

One peer adviser questioned whether peer advisers could sensibly separate professional and personal relationships when students asked questions irrelevant to coursework or the major. In such cases, peer advisers need to be aware of boundaries and stay assertive about their positions and duties. As Colvin (2007) proposes, peer advisers need to able to understand the social dynamics that take place in advising sessions and manage power challenges between peer advisers and advisees. In summary, recommendations for students interested in becoming peer advisers include:

• Strive to become knowledgeable about the major and the department
• Be proactive and open–minded when approached by students with different backgrounds
• Maintain a great sense of urgency and responsibility
• Be able to determine when to direct students to appropriate professionals
• Be willing to spend extra time and work on projects
• Demonstrate role–model and leadership behaviors and qualities
• Cooperate and converse with other peer advisers
• Communicate in a concise and clear manner with students seeking advice
• Manage deadlines and complete assignments in a timely fashion and with tangible results
• Offer a genuine and friendly face that represents the department and peer advisers as a group
• Be dedicated to service and community affairs
• Encourage fellow students to get involved and make the most out of a rewarding experience
• Most of all, enjoy the work as a peer adviser and the diverse, challenging, and demanding aspects of the program

Strategic Planning

In sustaining the functions of peer advisers that Koring and Campbell (2005, p. 11) suggest–"to assist in student adjustment, satisfaction, and persistence toward attainment of their educational goals"–this paper implies that in addition to normal activities, a peer advising program needs to address three strategic directions for optimal outcomes:

1. Performance evaluation. Close monitoring of peer advisers' performance is necessary to help them develop quality service skills. Certain performance issues that require consistent training and development address these questions: Can peer advisers answer questions with accurate information? Can they maintain a strong work ethic? Can they interact with students or visitors in a professional manner? Are they enthusiastic about delivering services?
2. Qualification and competence. Ongoing challenges include the need to recruit highly motivated and competent peer advisers; balance peer advising needs and instructional purpose; maintain continuity when peer advisers change every semester; and emphasize integrity and caliber of the program.
3. Outreach and collaboration. Further outreach is necessary to other advising units in a collaborative effort to expand peer advisers' involvement in advising programs.

Peer advising in an academic department offers extraordinary opportunities for students to become involved in professional activities and benefit from developing communication competencies in a realistic work environment. The reflective voices above should help practitioners better understand what peer advisers have experienced in both individual and collective contexts and continue supporting peer–to–peer interactions for academic growth and success. An effective program must sufficiently mentor peer advisers to enable them to achieve personal advancement and professional excellence beyond what they can gain from traditional learning.