In a related article, we asked Sarah Whitley, director of first-year experience and family programs at Longwood University, to offer her insights on what critical items are often missing from peer mentor training. Whitley's answers indicated the need for a shift in thinking about the support and development peer educators need, whether your peer educators serve primarily as peer mentors or whether they lead first-year seminar courses or other elements of the first-year student experience.
We decided to dig deeper in a follow-up interview.
Sarah Whitley and Jennifer Latino, the director of first-year experience at Campbell University, suggest three keys to helping peer educators step into a leadership role and take greater ownership of their work:
- In training, shift the focus from orientation to leadership development
- Create opportunities, in training and afterward, for reflection on their role
- Rather than just present information and policies, discuss the rationale for decisions and invite input from your peer leaders
We hope you’re enjoying this read. The full text of this article or report is complimentary for Academic Impressions members. Please login to your member account to read it!
If you're signed up to receive our Daily Pulse, but your institution does not have an active membership, you won't have access to this article.
FIND OUT ABOUT MEMBERSHIP:
An Academic Impressions membership provides multiple users on your campus with unlimited access to exclusive reports, research briefs, hundreds of free webcasts and online trainings, and discounts on conferences. Learn more about membership and get unlimited training and reading for you and your team today.