GROUP ADVISING Pharmacy students gain advice from one another and faculty in mentor program S ince its creation in 2007, the College of Pharmacy hosted a mentor program that provided an intimate setting for students to form relationships with faculty and learn more about their department. Meeting every Monday at 8 a.m., the groups gave students regular access to afaculty member outside of the classroom and developed interactions among all pharmacy students. This program divided all students within the college into small groups consisting of two people from each of the first three levels of pharmacy students and one teacher, totaling seven people in each group. While the groups followed a set general curriculum, the faculty mentor could make adjustments where needed and take the group in a different direction. "Every student has exposure to the same topics, but ultimately everyone takes away something different each week," Dr. Julie Hixson-Wallace, dean of the College of Pharmacy, said. The mentor program curriculum was repeated every year, so by graduation, every student had seen the same topics three times but discussed them with different students and faculty mentors. Hixson-Wallace added that the diversity of students helped to stimulate new perspectives. First-year students brought fresh outlooks to topics, while third-year students were able to share the knowledge gained in their time at Harding. Since third-year students had two years of prior exposure to the topics, they were expected to lead the underclassmen through the program curriculum. "It was a place where I could let my opinion be known, and the smaller size helped to facilitate real conversation," fourth-year pharmacy student Amanda Wilson said. "It's good for people to talk about things in a small group. It's more comfortable and spurs conversation." According to Wilson, the mentor groups helped break down the divisions between classifications and built a sense of community. While students gained practical and professional knowledge, strong relationships were far more important. Wilson was placed in assistant professor of pharmaceutical practice Dr. Lindsay Elliott's group twice, and the two formed an ongoing professional relationship, keeping in communication while Wilson was away during her fourthyear rotations. Wilson appreciated how the small groups broke down barriers between students and the professors. "[The professors] become approachable and see us as equals rather than as simply learners," Wilson said. "You will get out of the groups what you put in them." Elliot added that she appreciated the longstanding relationships created with students through the program. "I have students in my groups come back and ask me about things in other classes and about academics," Elliott said. "But they also come back for advice about life or their future. It's good to have someone you feel comfortable with and someone who you can talk to." The mentor system was crucial to the success of the College of Pharmacy. The system helped students to share perspectives and advice, as well as get to know the professors they would spend the next three years with. Grant Schol 25 GROUPS 30 faculty members 174 students in groups one meeting per week 107
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