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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.