WHY FACILITATE A PEER EDUCATION PROGRAM?

A conversation about

professional development

through experience working with

peer education programs

Introductions

• Dallas Bauman, Assistant Vice President for Campus Residences

• Marisa Jeffers, Assistant Director, Schomburg West Apartments

Why are we here?

• We see much literature about the student experience within peer education (citations listed at the end of the presentation), but we hope to shed light about the professional benefits of facilitation

• We see personal and professional value in facilitating peer education programs

AIDS Peer Education Background

• One-on-one interaction focused on behavior change• Started as once-a-month discussion for two hours, no

academic credit• Internship credit came later, which then became an

specifically designated course • Year-long program with academic credit

• 2 credit letter grade, 1 credit S/U• Co-op opportunity

• Participants get $1000 stipend at the end of the year

Learning Outcomes

By the end of this presentation, participants will be able to:

• Identify the professional development benefits of facilitating a peer education program

• Identify two connections between the peer education experience which facilitates professional development within the advising and helping, and equity, diversity, and inclusion competencies

Guiding Questions

• How can Student Affairs professionals come to develop a strong skillset in behavior change, a skill that is valuable but difficult to develop within a single event or intervention?

• How can we find meaningful academic opportunities for Student Affairs professionals (outside 101 courses and first year seminars) that provide classroom teaching experience in credit-bearing coursework?

Personal Experiences

Dallas – Observed professional development in others

Marisa – Personal growth

Other current instructors:

Brendan – Presenting and teaching skills, active learning

Dave – Advising and helping, counseling skills

Jose – Bridge between academic and student affairs

Joanne – Building trusting team relationships

Peer Education “Menu”

• Lecture• Discussion• One on one meetings• Journal writing• Role playing• Exams• Goal setting

• Retreats• Team building activities• Programming• Intervention efforts• Campus partnerships• Networking opportunities• Outreach efforts

Small Group Discussion

• What are you doing at your institution?• How does peer education align with your

development goals?• What content areas would you want to focus on

for peer education?• What aspects of peer education do you think are

relevant to your professional development with student affairs?

Citations

References

Badura, A. S., Millard, M., Peluso, E. A., & Ortman, N. (2000). Effects of Peer Education Training on Peer Educators: Leadership, Self-Esteem, Health Knowledge, and Health Behaviors. Journal Of College Student Development, (5).

Grossman, S. J. (1994). A model approach to peer-based alcohol and other drug prevention in college population. Journal Of Alcohol & Drug Education, 39(2), 50.

Layzer, C., Rosapep, L., & Barr, S. (2014). Original article: A Peer Education Program: Delivering Highly Reliable Sexual Health Promotion Messages in Schools. Journal Of Adolescent Health, 54(Supplement), S70-S77. doi:10.1016/j.jadohealth.2013.12.023

Mahat, G., Scoloveno, M. A., De Leon, T., & Frenkel, J. (2008). Article: Preliminary Evidence of an Adolescent HIV/AIDS Peer Education Program. Journal Of Pediatric

Nursing, 23358-363. doi:10.1016/j.pedn.2007.12.007

Stein, Jerrold L. (2007). Peer educators and close friends as predictors of male college students’ willingness to prevent rape. Journal of College Student Development. 48.1. p 75-89.