NASPA General Assembly

Presentations submitted under this category should be designed to enhance individual peer educator or advisor skills or develop perspectives in leadership that will enhance an individual peer educator or advisor’s capacity.

Learning outcomes for presentations submitted to this category might include:

• After attending this session, peer educators will understand how to use active listening techniques during program presentation to address audience responses.
• Participants attending this session will be able to identify three common leadership methodologies for managing peer education groups as a team leader.
• Peer education advisors will review examples of group budgets and be able to adapt a budget model for use on their own campus.

Try answering one or more of the following prompting questions in your submission:

• What specific skills would a participant to this session hope to leave with?
• How will the skills developed through attending this session benefit a peer educator or an advisor in the work done back on campus?
• How can participants attending this session continue to develop and master this skill after the session is completed?
• Which peer education role does the proposed skill this session will teach benefit the most?
• Is the skill developed by this session valuable for peer educators with a specific topical focus (e.g. sexual health, active lifestyles, alcohol prevention, etc.)?

Presentations submitted under this category should be designed to detail an implemented program, policy, or practice on campus, discuss the successes and challenges, and offer perspectives on peer educator and advisor replication or adaptation of the program on their own campuses.

Learning outcomes for programs presentations to this category might include:

• “Participants attending this session will discuss the design of Sample University’s “Be You” program and be able to identify the barriers to success a similar program might face at another institution of higher education.”
• “After attending this session, participants will be able create a plan to implement a program addressing nutrition specifically to commuter students.”
• “Participants attending this session will be able to replicate a passive table program with at least two of the six examples discussed in this session.”

Try answering one or more of the following prompting questions in your submission:

• What was the process of designing the program that will be discussed in the presentation?
• What were the challenges faced in the design, implementation, or evaluation of the program?
• What were the successes – both anticipated and unanticipated – of the program?
• How could a very similar college or university peer education group successfully replicate this program?
• How could a very different college of university peer education group adapt this program to be successfully implemented on their campus?

Note: Program Description and Adaptation may include some modeling of what your presentation looked like when it was delivered on campus, but the purpose of presentations submitted under this category is not to simply do your program in its entirety for other peer educators.

Presentations submitted under this category should be designed to build skills and capacities of peer education groups or address peer education group issues. For example, programs might focus on the successful retention of peer educators, how to facilitate group meetings, or training peer education groups on specific core competencies or topical areas.

Learning outcomes for presentations submitted to this category might include:

• “Participants attending this session will be able to describe three methods of recruiting peer educators with diverse backgrounds and skillsets.”
• “After attending this session, participants will be able to use a competency assessment to identify the strengths and gaps of their peer education group.”
• “Participants attending this session will be able to use an appropriate intervention to address identified group burnout.”

Try answering one or more of the following prompting questions in your submission:

• What are the issues that peer education groups are facing?
• What specific skills or capacities would a participant to this session be prepared to use to help their peer education group succeed?
• Which strategies are best aligned to address which specific peer education group issues?
• How can peer educators and peer education advisors identify peer education group issues?
• What tools or strategies help bring peer education groups from good to great?

Presentations submitted under this category should be designed to raise awareness and prepare peer educators and advisors for new and emerging trends and issues which may impact or change the delivery of peer education on campus.

Learning outcomes for presentations submitted to this category might include:

• “After attending this session, participants will be able to plan for changes in administrative funding while maintaining quality peer education efforts.”
• “Participants attending this session will be able to define new state laws surrounding personal cannabis use for individuals over age 21.”
• “Participants attending this session will discuss the role of personal identity in peer education work, and be able to deliver peer education curricula surrounding racial identity.”

Try answering one or more of the following prompting questions in your submission:

• What is a specific new or emerging trend or issue that peer educators and advisors need to have more knowledge or awareness of?
• Will campuses be making changes because of the new trend or issue?
• How will participants attending this session continue to develop understanding on the topic after this session is completed?
• How will the new or emerging trend or issue impact the delivery of peer education?