Utilizing peer-assisted programs that are research-based and strategically implemented can have a valuable impact on your learning program. CRLA offers certification in peer educator training (International Peer Educator Training Program Certification or IPTPC) based on research and set guidelines.

IPTPC certifies peer educator training programs in postsecondary educational institutions. Once certified, the peer educator training programs each have the authority to certify their peer educators who have met the approved IPTPC peer educator training program requirements.

A peer educator is a student who is of similar status as the person being mentored. The administrators of the college/university peer educator training program will define "peer" more specifically to ensure a proper fit with the program.

All material contained herein is copyrighted by the College Reading and Learning Association (CRLA) and the authors and is licensed under a Creative Commons Attribution-NonCommercialNoDerivatives 4.0 International License. These materials are meant to help guide peer educator programs situated within institutions of higher education in their design, development, and revision of tutor training sessions, and may not be copied, shared, transmitted, or used in any commercial way without explicit written permission from CRLA.©

CRLA's IMTPC, now known as IPTPC, has been endorsed by the Council of Learning Assistance and Developmental Education Associations (CLADEA) and the Commission XVI of the American College Personnel Association. In addition, CLADEA sister organizations also endorse CRLA's program certifications:

  • ATP: Association for the Tutoring Profession  
  • NADE: National Association for Developmental Education
  • NCDE: National Center for Developmental Education
  • NCLCA: National College Learning Center Association

After CRLA began certifying postsecondary tutor training programs in 1989, there was great interest in providing similar standards for training students to provide services perhaps more holistic than academic tutoring. Peer mentors are often integral to the success of federally funded TRiO programs (such as Student Support Services) and of orientation and support programs for first-year students and students in transition. The range of services provided by peer mentors on college campuses is broad, and CRLA members and leaders sought to establish criteria for excellence in mentor training of many kinds. In 1998 the CRLA Board endorsed new standards and guidelines for mentor training programs, creating the International Mentor Training Program Certification and what is now referred to as International Peer Educator Trianing Program Certification (IPTPC).

CRLA had three purposes in establishing a certification process for peer educator training programs:

  • Certification sets standards and guidelines for the minimum skills and training peer educators need to be successful. 
  • Certification also inspires peer educator trainers to go beyond minimum standards to create training programs that challenge peer educators to the highest level of expertise they can achieve. 
  • Certified training programs offer campus recognition and rewards for peer educators’ successful work by certifying peer educators trained to the standards of CRLA’s International Peer Educator Training Program Certification.

Certification communicates validity to critics, prestige among colleagues, and credibility to administrators and other institutional stakeholders.  The certification criteria provided by CRLA’s IPTPC can be used to develop a new program of peer educator training, revise an existing program, or expand a program into new areas of perceived need.  As with tutor certification, IPTPC is a "living" program: criteria are reviewed annually in light of professional input and new learning in the field.

CRLA Peer Educator Certification offers numerous benefits for individual peer educators, coordinators, and programs. The following is a partial list of the opportunities/benefits that are possible with CRLA Peer Educator Certification:

  • Develop a superior peer educator program from scratch by utilizing certification guidelines.
  • Utilize allotted time for development of an individual certification plan to carefully rethink an existing peer educator program, an opportunity for a fresh perspective.
  • Using CRLA guidelines, organize separate training sessions into a coherent curriculum and possibly a credit course.
  • Create a spirit of teamwork in the department by involving colleagues in peer educator training curriculum design, actual peer educator training, and peer educator evaluation.
  • Generate interest in the community about your program by giving a press release to local and campus newspapers about a CRLA Certified Program and include CRLA CERTIFIED PEER EDUCATORS on all program advertisements.
  • Secure greater student and faculty confidence and respect for the staff and program.
  • Attract attention and interest among other services on campus that may stimulate interaction for the betterment of both programs such as working together on training.
  • Attract highly motivated peer educators with CRLA Certification credentials and extensive training.
  • Tie wage rates to CRLA Certification levels in order to provide incentive for additional training and experience, as well as help with retention of peer educators.
  • Involve upper level peer educators in developing and/or conducting segments of lower level peer educator training and create excitement and motivation for ALL peer educators and staff.
  • Honor certified peer educators by hosting a ceremony/party in their honor and invite all peer educators, tutors, selected faculty and staff.
  • Emphasize the transferability of CRLA Peer Educator Certification to other certifying colleges and universities.

In all campus capacities in which we find peer educators, peer educatorss should demonstrate a commitment to the following code of ethics developed by IPTPC.

  1. Respect: Peer Educators recognize that they are a role model for their peers. As such, effective peer educator relationships will be built on the foundation of mutual respect for all individuals.
  2. Professionalism: Peer Educators are representatives of their respective campus programs and institutions; therefore, peer educators’ attitudes and behaviors must reflect the highest standard of professionalism.  Peer Educators will act with the understanding that their actions have the ability to influence others. 
  3. Dignity: Peer Educators understand that their peer relationships must be formed on the basis of honor and respect.  Peer Educators will embrace peers for where they are in their development without judgment and act in ways that exemplify dignity.
  4. Diversity: Peer Educator requires sensitivity to the uniqueness of each situation and each student involved. Peer Educators will promote an understanding and respect for differences as they relate to race, age, sex, gender identity, ethnicity, culture, national origin, religion, sexual orientation, disability, language, socioeconomic status, values, and opinions.
  5. Confidentiality: Peer Educators hold the highest regard for trust and privacy in their relationships with their peers.  Peer Educators will maintain practices that protect the personal information of their peers.
  6. Commitment: Peer Educators understand the obligation they have to their peers, to each other, and to themselves. As such, peer educators will fulfill all responsibilities in being helpful and supportive to their peers in addition to maintaining a commitment to furthering their personal development as peer educators.
  7. Integrity: Peer Educator requires the establishment of honest, truthful, and fair practices. Peer Educators will act with appropriate judgment in their approach to providing accurate resources and information to their peers. Peer Educators will act with consciousness to their abilities, limitations, and their resources.


IMTPC’s Peer Educator Code of Ethics was developed and adapted from the following resources:

NACADA’s Peer Advisor or Mentor Professional Code (https://www.nacada.ksu.edu/portals/0/Commissions/C37/documents/PeerAdvisororMentorProfessionalCode.docx)

Association for the Tutoring Profession (http://www.myatp.org/about/410-2/)

College of Charleston’s Center for Excellence in Peer Education Peer Facilitator Code of Conduct

Mentor Training Bibliography

Agee, K. S., & Hodges, H (2012). Handbook for training peer tutors and mentors. Mason, OH. Cengage Learning.

Andrews, F. E. (2005, July/‌August). A case study, initiating a peer mentoring program at a state university with a diverse student body. Academic Leadership, 3(2), 1-9.

The college reading and learning association. (2010). Retrieved from http://www.crla.net

Colvin, J. W., & Ashman, M. (2010, May). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring:  Partnership in Learning, 18(2), 121-134.

Ender, S. C., & Newton, F. B. (2000). Students helping students:  A guide for peer educators on college campuses. 989 Market Street, San Francisco, CA  94103-1741: Jossey-Bass, A Wiley Company.

The Leadership Effect. (2012).  Retrieved from http://leadership-effect.com/articles/

Mavrinac, M. A. (2005). Transformational leadership:  peer mentoring as a values-based learning process. Libraries and the Academy, 5(3), 391-404.

Newton, F. B., & Ender, S. C. (2010). Students helping students: A guide for peer educators on college campuses. San Francisco, CA: Jossey-Bass.

Packard, B. W.-L. (2003, June). Student training promotes mentoring awareness and action. The Career Development Quarterly, 51, 335-345.

Pascarella, E. T., & Terenzini, P. T. (2005). The Jossey-Bass Higher and Adult Education Series: Vol. 2. How college affects students. San Francisco, CA: Jossey-Bass.

Porter, S. R., & Swing, R. L. (2006). Understanding how first-year seminars affect persistence. Research in Higher Education, 89-109. Retrieved from http://www.jstor.org/stable/40185885

Sanchez, R. J., Bauer, T. N., & Paronto, M. E. (2006). Peer-mentoring freshman: Implications for satisfaction, commitment, and retention to graduation. Academy of Management Learning & Education, 25-37.  Retrieved from http://www.jstor.org/stable/40212531

Sanft, M., Jensen, M., & McMurray, E. (2008). Peer mentor companion. Boston: Houghton-Mifflin Company.

Smith, T. (2007, December). Integrating undergraduate peer mentors into liberal arts courses:  a pilot study. Innovative Higher Education, 33, 49-63.

International Mentor Appreciation Month (IMAM) is celebrated during the month of January and is a celebration to let peer mentors know how much we appreciate all they do for students all year. It also gives students, faculty, staff, and campus administration the opportunity to thank mentors.

As a highlight of this celebration, January 15 is designated “Thank Your Mentor Day.”

Suggestions for campus recognition:

  • Create marketing materials with “Have You Thanked Your Mentor?” to promote the appreciation of your program’s mentors.
  • Prompt thank you notes from mentees by an online survey or hand-written cards.
  • Engage faculty and campus partners in the appreciation efforts.
  • Create a center Facebook page and promote IMAM.
  • Send personalized thank you notes from program supervisors.
  • Ask the university president or dean to write a special note of thanks to the mentors.
  • Plan a recognition event, such as an ice cream social, and invite campus partners to celebrate the work of the peer mentors.

Share your IMAM stories with IMTPC

IMTPC participates and supports the National Mentoring Month Campaign created in 2002 by the Harvard School of Public Health and MENTOR: The National Mentoring Partnership. For more information, visit http://www.nationalmentoringmonth.org/.

IPTPC Certification Requirements


  1. Option One: Level I ITTPC Tutor Certification plus 5 hours of peer educator training (*Only available to programs currently certified through ITTPC)
  2. Option Two: 15 hours of Peer Educator training

B. TRAINING FORMATS: (one or more required)

  1. Workshops
  2. Quarter or Semester Courses
  3. A combination of one of the above with no more than 3 hours of individualized, self-paced training



Option One: (Required)

  1. Level 1 Tutor Certification
  2. The Role of the Peer Educator
  3. Peer Educator Do's and Don'ts
  4. Professional Ethics for Peer Educators
  5. Establishing Rapport & Motivating Students
  6. Electives to complete required training hours (The complete list of electives is available under the Requirements for Master Certification / Level 3.)


Option Two: (Required)

  1. The Role of the Peer Educator
  2. Peer Educator Do's and Don'ts
  3. Professional Ethics for Peer Educators
  4. Establishing Rapport & Motivating Students
  5. Questioning and Listening Skills
  6. Preparing to Study: Organization, Class Analysis, and Time Management
  7. Campus & Community Resources & Referrals
  8. Electives to complete required training hours (The complete list of electives is available under the Requirements for Master Certification / Level 3.)


D. REQUIRED PEER EDUCATOR EXPERIENCE (50 total hours required)

  1. Option One: 25 hours of tutoring experience plus 25 hours of peer educating experience
  2. Option Two: 50 hours of peer educating experience



  1. A minimum GPA is required for all peer educators, defined by the institution’s program and institutional academic standing requirements.
  2. Interview with the peer educator trainer/supervisor
  3. Two or more references from faculty, former supervisors, or counselors
  4. Personality type assessment (recommended but optional)



  1. An evaluation process is in place
  2. Evaluation occurs at least annually
  3. Evaluation process includes mentees' evaluation of peer educators
  4. Results of the evaluation process are made known to peer educators



A. AMOUNT/DURATION OF PEER EDUCATOR TRAINING: (total of 25 hours required)

Level 1 Certification plus 10 additional hours of training to total 25 hours

B. TRAINING FORMATS: (one or more required)

  1. Workshops
  2. Quarter or Semester Courses
  3. A combination of one of the above with no more than 3 hours of individualized, self-paced training


Level 1 required training topics in Option I or II plus

  1. Conflict Resolution
  2. Mentoring Boundaries
  3. Ways of Mentoring
  4. Cultural Awareness
  5. Academic Majors and Advising
  6. Electives to complete the required training hours (The complete list of electives is available under the Requirements for Master Certification / Level 3.)

D. REQUIRED PEER EDUCATOR EXPERIENCE (total of 75 hours required)

Level I Certification (50 Minimum) plus experience to total 75 accumulated hours







A. AMOUNT/DURATION OF PEER MENTOR TRAINING: (total of 35 hours required)

Level II Certification plus 10 additional hours to total 35 hours

B. MODES OF PEER EDUCATOR TRAINING (one or more required)

  1. Workshops
  2. Quarter or Semester Courses
  3. A combination of one of the above with no more than 3 hours of individualized, self-paced training


Levels I and II required training topics plus

  1. Conferencing Skills
  2. Constructive Criticism
  3. Gender Issue Awareness
  4. Leadership Styles
  5. Electives to complete required training hours (The complete list of electives is available under the Requirements for Master Certification / Level 3.)

D. REQUIRED PEER EDUCATOR EXPERIENCE Total of 100 Hours including Level I and II requirements (75 hours minimum plus experience to total 100 accumulated hours)






Elective Topics

This is a list of possible training topics in addition to the required specific topics listed in the application. Once the stated requirements are met at each level, elective topics may be applied to any level of Peer Educator Training Certification, and elective topics already taken in a Tutor Training Program will transfer to this program.


•Stress Management

•Confrontation Skills

•Wellness Training

•Conflict Resolution


•Public Speaking

•Conferencing Skills

•Establish liaisons with faculty

•Learning Styles

•Advocacy for students: when, what, how much

•Goal Setting

•Community Resources and Referral

•Critical Thinking Skills

•Personality Types

•Administering and Using Self Assessments with Mentees

•Accelerated Learning Strategies

•Brain Based Learning Strategies

•Team Building

•Problem Solving Strategies

•Giving Constructive Criticism

•Accessing and Utilizing Student Records

•Academic Majors and Advising

•Dealing with Personal Issues of Students

•Sexual Harassment

•Personal Safety

•HIV Awareness

•Gender Issues Awareness

•Leadership Styles

•Compliance with the Privacy Act

•Administrative Policies and Procedures

•Record Keeping and Reporting

•Ways of Mentoring

•Mentoring Boundaries: Care Giving is Care Taking

•Cultural Awareness

•Other as determined by needs of specific program


Please complete an application for each program to be certified. Refer to Requirements tab for a complete listing of all the LEVEL 1, 2, and 3 requirements and to the IPTPC Coordinator(s) tab for questions and contact information.

Filename Size Date & Time
An Adobe Acrobat file 2017OutstandingMentorAwardNomination 121.29 KB 2017-04-11 14:03:04
An image file CRLA_Mentor_Logo 36.77 KB 2014-10-30 13:24:36
A Microsoft Word file IMTPC-1-YR-NEW-CERTIFICATION_2017 802.65 KB 2017-08-14 11:28:38
A Microsoft Word file IMTPC-3-YR-RENEWAL_2017 788.68 KB 2017-08-14 11:32:49
A Microsoft Word file IMTPC-5-YR-RECERTIFICATION-2017 800.59 KB 2017-08-14 11:32:51
A Microsoft Excel file IMTPC Institutions & Programs 12.16 KB 2014-11-10 11:09:00
A Microsoft Word file Self_Service_Invoice_IMTPC_2015 819 KB 2015-03-09 08:50:31
A file of unknown type Thumbs 31.5 KB 2016-11-02 14:10:52

IPTPC Fee and Payment Options

Both the application materials and fees must be submitted before your application is ready to be reviewed. It does not matter which is submitted first. For concerns or questions please contact Nicole Cheever at certifications@crla.net or 414-908-4961, Ext. 116.

Payment of IPTPC application fees should be made using the online IPTPC self-service invoice. CRLA does not accept PO’s. Your business office may require a copy of our W-9 to list CRLA as a vendor. If so, print and submit the W-9 form.Your business office may require a copy of our W-9 to list CRLA as a vendor. If so, print and submit the W-9 form.

Download the CRLA W-9 Form


Application Fees

Application fee schedule (applies to new, reflection/renewal, and re-certification applications):

  • Level 1: $150
  • Levels 1 & 2: $250
  • Levels 1, 2, & 3: $350

Online IPTPC Self-Serve Invoice


Michael Saenz, IPTPC Coordinator
Assistant Director, Student Success Center
The University of Texas at Dallas



Michael Saenz has been in higher education instruction, student development, and student retention for over ten years and currently works as an Assistant Director in the Student Success Center at the University of Texas at Dallas. In this capacity, he oversees peer tutor and peer educator training and certification, including the Peer-Led Team Learning program, Supplemental Instruction, Peer Tutoring, Academic Success Coaching, Writing and Communication Lab, and Financial Literacy Peer Coaching program. He is also a lecturer in the Department of Communication Studies and serves on the CRLA Leadership Team as the IPTPC Coordinator and IPTPC Application Review Team.

Assistant Coordinator

Ashley Lewis, IPTPC Assistant Coordinator
Director of Student Diversity and M.A.P.
University of West Georgia



Ashley Lewis has over 17 years of experience in higher education with a background in diverse populations, student retention and leadership. Currently, she works as the Director of Student Diversity at the University of West Georgia and the IPTPC Assistant Coordinator. In her role, she oversees several mentor training programs/certification, establishes and monitors early intervention and retention strategies for diverse populations.


IPTPC Reviewers

Ginny Botts University of Central Florida ginny.botts@ucf.edu
Lauren Clark University of Cincinnati clark2ln@UCMAIL.UC.EDU
Lindy Coleman College of Charleston colemanm@cofc.edu
Theresa Davis Spokane Community College Theresa.Davis@scc.spokane.edu
Jamil Johnson University of Central Florida kellerp@cofc.edu
Page Keller College of Charleston kellerp@cofc.edu
Niki Lee Kent State jlee110@kent.edu
Ashley Lewis University of West Georgia alewis@westga.edu
Sarah Mack Syracuse University smmack@syr.edu
Jenna Polizzi University of Tampa jpolizzi@ut.edu
Heather Porter Salisbury University hdporter@salisbury.edu
Taia Reid Old Dominion University tlreid@odu.edu
Michael Saenz University of Texas at Dallas michael.saenz@utdallas.edu
Jessica Smestad Minot State University jessica.smestad@minotstateu.edu
Leighann Valdez University of Louisville mentor@exchange.louisville.edu

IPTPC Frequently Asked Questions

IPTPC certifies peer educator training programs and authorizes those programs to certify individual peer educators once they complete all applicable certification requirements.

Follow the instructions for new applications under the Application tab.

The following timeframes are estimates and can take longer if any issues must be resolved. It’s important to note that both the application materials and fee must be received before the review process will begin. Typically, IPTPC can take approximately two-four weeks for review.

We accept applications at any time of the year.

IPTPC accepts payment by credit cards and school or personal checks. CRLA is not able to accept Purchase Orders. CRLA's Federal ID# is #95-3177158. Click the button for a downloadable W-9 form.

Download the CRLA W-9 Form

A peer mentor is a student of similar status as the person being mentored. The administrators of the peer program will define “peer” more specifically to ensure a proper fit with the program.

No, you are not required to be a CRLA member to certify your program, but you are invited to join to benefit from the support and professional development opportunities of the CRLA organization.

ITTPC and IPTPC are separate programs within CRLA and require two separate applications. For currently certified IPTPC programs who wish to add the tutor certification, please see our certification requirements page for ITTPC.

The ITTPC and IPTPC programs are separate entities established to support two distinct peer roles on college/university campuses. Therefore, program requirements are differentiated to best fit the unique roles of tutors and peer educators.

Read through the certification application to determine what constitutes a strong program, speak with directors of other certified programs in your area, and/or talk to reviewers for advice.

Yes, CRLA provides certification training and guidelines at its annual conference and some local/regional conferences.

Yes, SI training programs may apply for IPTPC Certification. SI training programs should follow guidelines set by the International Center for Supplemental Instruction at the University of Missouri-Kansas City (UMKC), and IPTPC will certify training programs that additionally use our requirements to assist in the development of their programs. The role of an SI leader, as stated by UMKC, is not one of a peer tutor, and thus SI training programs may not apply for ITTPC Certification.

Original certification is valid for one year. Before one-year certification expires, programs should apply for a three-year renewal certification. Beyond that renewal, programs should re-certify every five years.

No, a program is only authorized to certify peer educators during the dates listed on its program certificate.

Once a program is certified, renewed, or re-certified, coordinators will receive an email that includes the program certificate as an attachment (PDF), as well as the link(s) to the PowerPoint template for the peer educator certificate(s). Because program certificates contain the current CRLA President’s signature, each program should bookmark the link(s) in order to download updated peer educator certificate(s) each December after the new CRLA president has been installed.

Yes! Compliance with federal copyright law is expected of all CRLA members and IPTPC programs. It is our legal and ethical responsibility to give authorship credit for all materials used in the classroom and for tutor and peer educator training. Additionally, it is our legal and ethical responsibility to purchase, or have students purchase, copyrighted materials such as those contained in the Handbook for Training Peer Tutors and Mentors. IPTPC programs found to be in violation of copyright law can lose their certification.

Each program certifies its peer educators as they meet criteria set by CRLA guidelines which suggest that training programs take no more than a quarter or semester to complete each level. A quarter or semester is also the minimum amount of time recommended for peer educators to meet training requirements. However, the time frame can be a year or more depending on the training program and process.

Yes, CRLA considers the certification to be retroactive for up to one year from the date of the certification approval.

Level 1 certification requires 15 or more hours of training. No more than 3 hours can be self-paced. Because peer educating is an interactive job, CRLA believes the training should also be directly supervised and interactive. This standard is also applicable to Levels 2 and 3.

No, a new level of certification requires a new, separate application. You can apply for a new level at any time and can send in the new application at the same time as re-certification materials are submitted so that cost is reduced by paying for 2 levels at once.

IPTPC Reviewers are a dedicated group of professionals working in the field. All are volunteers who are current members of CRLA and work with a currently certified IPTPC program.

In order to become a reviewer you must be a current CRLA member and work with a certified IPTPC program. Please contact the IPTPC coordinator for more information.

Contact Information

Michael Saenz, IPTPC Coordinator

The University of Texas at Dallas



Because CRLA certifies programs rather than individual peer educators, a peer educator needs to complete training and work in a program at a post-secondary institution with a CRLA-approved IPTPC program to receive a certificate.

Peer Educators should contact the program and institution who provided the certification.

No, your program certificate is for your program to display as an authorized IPTPC program and notes the authorization dates for your program. It should not be modified or changed. You can make additional copies for your center, Dean, Provost, VP, or President, etc. When certified, a program receives a peer educator template certificate that can be modified to create peer educator certificates.

If you cannot find your certificate template, send an email to michael.saenz@utdallas.edu requesting a new link and template.

A peer educator’s IPTPC certificate does not need to be renewed. It is a one-time certificate stating the mentor has completed the required training.

It is up to the training supervisor to make this determination. Even though the peer educator is considered IPTPC-certified through his/her old program, the new program trainer must determine if s/he has completed all required topics or if s/he should complete additional training to meet the new program's requirements. A supervisor can choose to accept a completed level of IPTPC training from another certified institution and program if the peer educator seems to have an understanding of training topics comparable to its own peer educators that have completed that specific level of training.

Outstanding Peer Educator Award

Do you have an undergraduate student who exemplifies what it means to be a peer educator? Nominate them for the Outstanding Peer Educator Award!

History of the Award

The IPTPC Outstanding Mentor Award was established by CRLA's International Peer Educator Training Program Certification (IPTPC) committee. The award is given annually to an undergraduate student peer educator from any one of our certified peer educator (formerly mentor) training programs. It honors individuals who contribute much to the success of their peers and motivate and inspire others through their dedication and passion for their work.

Who are we looking for?

  • We’re looking for the best of the best! Applicants must:
  • Be a current undergraduate student at the time of nomination with at least 3.0 GPA,
  • Currently serve as a peer educator in a CRLA IPTPC (formerly IMTPC)-certified program,
  • Have earned recognition at level 1, 2, or 3 through a CRLA-certified peer educator training program (at the highest level the program currently is certified for),
  • Have a strong history of development and success as a peer educator.
    **NOTE: Programs may only submit one nominee for consideration.

What does the Outstanding Peer Educator receive?

Award recipients will receive:

  • A plaque and $250 honorarium
  • Invitation to CRLA Annual Conference
  • Recognition at the CRLA Annual Conference, including the opportunity for brief remarks at the Awards Brunch
  • Publicized biography on the CRLA website and in CRLA Annual Conference materials
  • Reimbursement of up to $250 of travel expenses to attend CRLA Annual Conference, at winner’s request (not transferrable).

How do you nominate a peer educator for this award?

Application Process:

To be considered for this award, applications should include:

  • Application form completed by the peer educator's supervisor
  • Attached to the application, you must upload the following:
    • Letter of support from a faculty member
    • A copy of the nominee’s unofficial transcript to verify GPA
    • A copy of the nominee’s highest-level IMTPC or IPTPC certificate of completion
    • A copy of the peer educator's most recent peer educator's evaluation (dated within a year of nomination).
    • Nominee’s essay (see below for the prompt and requirements)

Student Essay
In addition, the nominee should write an original essay of 500-750 words addressing the following topic:

“Ways of educating: The impact of peer support on student success”

This original essay must be double-spaced in Arial or Times New Roman, with the peer educator's full name and nominating university or college name in the header. References, if used, do not count toward word limit, but should be cited using either MLA or APA guides. Essays should address the prompt specifically while also showing insight into the mentoring process as a whole.

To submit documentation:

  1. Please upload each document as a separate file in application itself, named with the peer educator’s name.

a. Example:

i. Smith, Josie- Letter
ii. Smith, Josie- Transcript
iii. Smith, Josie- Certificate
iv. Smith, Josie- Evaluation
v. Smith, Josie- Essay

NOTE: To upload files to the application, you will need to sign into a Google account. If you do not already have a Google account, you can make a Google account for free, using your current email address at this link: https://accounts.google.com/SignUpWithoutGmail

All applications, including attachments, must be received no later than 11:59 PM on May 15, 2021. Partial or incomplete applications will not be considered. Applicants will be notified by email of receipt of their application packets. Application materials will not be returned.

Once an award recipient has been chosen, all nominees will be notified via email.

Please send an email with the subject line “OMA 2020” to: Ashley Lewis, IPTPC Assistant Coordinator, at alewis@westga.edu


Justine Hastings2020 Outstanding Peer Educator Award Recipient: Justine Hastings

Justine is a senior double major in English and Textual Studies and Secondary English Education at Syracuse University. She is the Student Association president, an undergraduate research mentor and assistant, a SEM 100 facilitator, and a WellsLink peer mentor. Her hometown is Brooklyn, NY. In her free time, she loves to read, listen to music, watch educational videos on Youtube and make narrative films for fun.