Why do some students become involved in their major while others do not? This study analyzes the relationship of student involvement, overall satisfaction, and academic achievement in the psychology department of the University of Wisconsin – Green Bay, as well as the use of a newly instated peer advising and mentoring center for the major. Socialization, a feeling of membership, and overall involvement in the major is positively related to satisfaction in experiences and an increase in student learning (Strapp & Farr, 2010; Pike, Smart, & Ethington, 2011). Social media is also a tool that can be leveraged to engage students. Even small encouragements from faculty on social media can inspire students to take charge of their learning (Junco, Heiberger, & Loken, 2010). Academic advising can be "a powerful influence on student growth and development [by] interpreting, enhancing, and enriching the educational development of any college or university"(Crockett, 1979). Students who engage in peer advising, whether as an advisor (Seegmiller, 2003) or an advisee (Russell & Skinkle, 1990) show a greater sense of membership in the program (Shook, 2012; Price, 2013). Students in the Psychology and/or Human Development major/minor at UWGB took an online survey. Participants rated their involvement in psychology and human development clubs, use of the department app and social media, feelings of belonging in the major, satisfaction with classes and professors, interest in individualized learning(e.g. RA, TA, honors projects), and use and satisfaction with the Success Center.
