Position Descriptions

• Student Affairs Peer Educator Program Requirements
• Peer Educators in Residence (PEIR)
• Peers in Careers (PIC)
• Representatives for Equality and Progress (REP)
• Outspoken
• Peers Educating Peers About Substances (PEPS)
• Peer Health Awareness Team (PHAT)
• Sexual Health Advocate (SHA)
• Voices in Prevention (VIP)

Student Affairs Peer Educator Program Requirements

Peers in Residence (PEIR)

All PEIRs work with one of the specialty areas/affiliate offices. For example, a PEIR specializing in career development also works with the Wasserman Center for Career Development. To become a PEIR, select one or more specializations with a sponsoring Student Affairs Office, complete the Peer Educator Application, attend group and individual interviews, and attend trainings to provide educational outreach and programming in residence halls.

PEIRs must be eligible for the Fall 2008 Housing Lottery. Candidates should complete both the Peer Educator Application and the Housing Application and License Agreement by Friday, February 1, 2008 and meet all financial obligations required of the housing re-application process. Room assignments will be coordinated for accepted applicants.

Qualifications

PEIRs must possess good judgment, strength of character, self-confidence, a strong sense of responsibility and sensitivity, and an understanding of the diverse needs of our students. The following basic conditions must be met to serve in the position:

• Enrollment Status: The PEIR must maintain a 2.75 grade point average and be a full-time registered Sophomore, Junior, Senior (12 credits) or Graduate Student (9 credits) at New York University throughout the time of appointment.
• Judicial, Financial and Academic Standing: The PEIR must be in good academic, financial and judicial standing at New York University prior to and throughout the period of employment.

Terms of Employment

A. Period of Employment

The standard employment period for a PEIR position is one full academic year, from August to May (10 months). The period of employment is contingent upon the successful completion of tasks, assignments, responsibilities and positive appraisals by the Community Development Educator (CDE) and the supervisor in the affiliate office.

PEIRs are expected to successfully complete a period of training prior to official appointment and participate in Residential Education student staff training prior to the beginning of each semester.

B. Statement of Ethical Standards

The Department of Residential Education is committed to promoting healthy social, physical, academic, cognitive and personal development for all its resident students. Therefore, PEIRs must be committed to respecting the personal integrity of residents and insuring that all are treated in a manner that is fundamentally fair. PEIRs refrain from engaging in behaviors, attitudes, relationships or actions that:

• would infringe upon the dignity, moral code, privacy, self-worth and academic, physical, psychological and/or emotional well being of a resident or staff member;
• would result in unjustified personal gains, unfair advantage or unearned goods/services;
• would be considered harassment on the basis of gender, race, sex, sexual orientation, religion, creed, nationality and/or physical/mental ability.

C. Time Commitments

Individuals interested in serving as PEIRs should reflect on current time commitments and consider if sufficient time can be dedicated to be successful in the position.

Standard Obligations:

Standard obligations include, but are not limited to:

• Weekly building staff meetings (approximately 2 hours per week)
• Regular one-on-one meetings with supervising Community Development Educator or Assistant Community Development Educator (approximately 2 hours per month)
• Regular one-on-one meetings with affiliated office representative (at least once per month)
• Summarization of student encounters to be submitted to supervising CDE and affiliated office (on-going/weekly)
• Intentional interaction with members of the community
• On-going training and development sessions (approximately 2 hours per month)
• Regular continuing Education Trainings (approximately 3 per semester)
• Coordination of educational experiences for student population

Peer Educators in Residence Outside Commitment Policy:

The PEIR may hold outside commitments in consultation with the supervising CDE and director (or representative) of affiliate office. Participation in clubs, organizations, and athletics is an important part of the academic experience, and the PEIR are encouraged to become involved in the school community. However, such participation should not conflict with the position.

D. Duties & Responsibilities

PEIRs are expected to conduct themselves in an appropriate manner and be aware of the goals and objectives of the Department of Residential Education. The primary goal of the program is the development of an environment conducive to the academic and personal growth of resident students. PEIRs focus primarily on education, referrals, and programming. PEIRs will have no on-duty or on-call responsibilities. The following is a limited summary of responsibilities of PEIRs.

Role modeling

• Demonstrate interest and concern for residents in the building by making a genuine effort to get to know the members of the community
• Know and abide by existing University and residence hall policies and procedures
• Be open minded to new ideas, values, perspectives, and people

Administrative

• Participate in staff meetings relevant to residential education, the affiliate office, and staff development
• Complete all assigned administrative tasks in a timely manner
• Communicate regularly with the supervisor in the affiliate office

Programming

PEIRs are expected to participate in at least one "experience" a month, totaling four "experiences" within the academic semester. These experiences should utilize the PEIR's knowledge of the community and content area to address current needs or concerns. Each of these experiences should be planned in consultation with the residence hall supervisor and affiliated office supervisor. The experiences could be a combination of, but not limited to the following:

• Facilitating workshops to increase student awareness of the designated topic
• Creating bulletin boards on floor and main entry areas
• Marketing and publicity efforts to increase knowledge of the PEIR's content area and resources available in affiliate office

Resource

• Act as a liaison between residential education staff and the affiliate student affairs offices
• Maintain appropriate confidentiality while working in coordination with University staff
• Know University and community resources and make appropriate referrals
• Serve as an advocate for and a representative of floor residents by communicating concerns to the CDE and other appropriate members of the residential education staff

E. Other Responsibilities

PEIR assume other responsibilities as assigned by the supervising CDE, such as, but not limited to:

• Collaboration with Resident Advisors to provide programming opportunities
• Fulfillment of a building committee or collateral assignment

Peers in Careers (PIC)

Peers in Careers (PIC) support and promote the mission of the Wasserman Center for Career Development in the residence halls. Peers encourage residents in their career development process including self assessment, major and career exploration, decision-making, and taking action/job hunting as well as serve as a liaison between Resident Assistants and OCS.

Career development peers are required to attend Peer Educator training and conduct orientations in the residence halls, staff information tables to promote and publicize the Center's events, respond to inquiries in the halls, distribute materials and refer residents to appropriate services and staff of the Center.

Representatives for Equality and Progress (REP)

Representatives for Equality and Progress (REPs) work with the Center for Multicultural Education and Programs (CMEP) to raise awareness and stimulate dialogue on issues relating to diversity and social justice. REPs coordinate programs and forums in residence halls and around campus on diversity topics and share information about resources and services available to all students.

CMEP REPs are required to attend Peer Educator training and plan at least four diversity-related programs. They are encouraged to collaborate on programs with RAs, faculty members, student organizations, and community agencies, while using their own skills in peer facilitation to help create a more inclusive campus community.

Outspoken

Outspoken members serve as student advocates for issues of importance within the lesbian, gay, bisexual, and transgender (LBGT) community. Members plan and facilitate workshops and training sessions focused on LGBT issues. These programs are offered in residence halls, classrooms, to staff groups, student organizations, and the general campus community.

Outspoken members must attend Peer Educator training, participate in four programs each semester and are encouraged and empowered to collaborate and develop workshops on topics of interest that serve to educate on all aspects of LGBT experiences.

Peers Educating Peers About Substances (PEPS)

PEPS provide accurate information to their peers to help encourage them to think about their choices around alcohol and other drugs. Peers plan and implement educational programming and outreach, special events, stimulate non-judgmental conversation, encourage self-assessment and discuss available resources on sensitive health and wellness topics.

PEPS are required to serve for a minimum of one academic year, to attend 3 Continuing Education trainings per semester, to assist in recruiting other peer educators, and to fulfill additional duties as outlined in Peer Educator training.

Peer Health Awareness Team (PHAT)

PHAT provides nutrition, eating disorder/body image, smoking cessation, and stress management information workshops and outreach programs. Team members plan and implement special events, provide factual information, stimulate non-judgmental conversation, encourage self-assessment and discuss available resources on sensitive health and wellness topics.

PHATs are required to serve for a minimum of one academic year, to attend 3 Continuing Education trainings per semester, to assist in recruiting other peer educators, and to fulfill additional duties as outlined in Peer Educator training.

Sexual Health Advocate (SHA)

SHAs receive extensive training on a wide range of sexual health topics including sexual identity issues, women's health, men's health, STIs (sexually transmitted infections), HIV/AIDS, contraception, safer sex, communication, sex under the influence, and sexual violence and assault. SHAs provide educational programming and outreach, plan and implement special events, provide factual information, stimulate non-judgmental conversation, encourage self-assessment and discuss available resources on sensitive health and wellness topics.

SHAs are required to serve for a minimum of one academic year, to attend 3 Continuing Education trainings per semester, to assist in recruiting other peer educators, and to fulfill additional duties as outlined in Peer Educator training.

Voices in Prevention (VIP)

VIP provide educational programming and outreach on issues related to sexual assault including rape culture, consent in sexually intimate relationships, date rape drugs, and how to help a friend who has been sexually assaulted. Voices in Prevention plan and implement special events, provide factual information, stimulate non-judgmental conversation, encourage self-assessment and discuss available resources on sensitive health and wellness topics.

VIPs are required to serve for a minimum of one academic year, to attend 3 Continuing Education trainings during the Spring semester, to assist in recruiting other peer educators, and to fulfill additional duties as outlined in Peer Educator training.

To become a VIP, a student must initially be accepted and trained from at least one other Peer Education group. VIP training will take place during the Fall 2008 semester after the weeklong Fall training in August. Attendance at all 8 sessions is required to become a VIP. Check back here in August for dates and times for Fall 2008.