Peer Instructor Program
- Summer-Welcome to First Year Seminars & Learning Communities!
- Peer Instructor Program
Who are Peer Instructors?
- Peer instructors (PIs) are undergraduate students selected to serve as mentors, leaders, roles models, and instructors for first year students taking First Year Seminar (FYS) courses in the fall and spring semesters.
- By working collaboratively alongside an Auburn faculty or staff member, PIs will gain invaluable interpersonal, professional, and leadership skills while guiding first year students through their transition to life as new Auburn College students.
- Through leadership both in and out of the classroom, PIs encourage our students to get involved, stay engaged, and form a lasting relationship with Auburn University.
Benefits of Being a Peer Instructor
- Develop leadership, teaching, and presentation skills along with other transferrable skills
- Identify useful campus resources meant to increase the student experience
- Increase their network of connections with students, faculty, staff, and other members of our campus community
- Identify their strengths and leadership style
Peer Instructor Responsibilities
- Attend assigned peer instructor trainings
- Serve as a role model and mentor to first-year students
- Meet with instructor weekly to discuss classroom responsibilities, and strategies
- Assist instructor with the lesson planning and strategizing classroom lessons
- Facilitate discussions by providing the AU student perspective
- Attend Professional Development opportunities provided by First Year Experience
- Connect first year students with resources and opportunities to get involved on campus
Skills you'll develop as a Peer Instructor
- Leadership
- Peer Instructors serve as mentors, role mentors, and instructors for first-year students, and by offering advice and tips on how to excel in college, PIs will learn how to effectively lead a team towards a common goal: success.
- Teamwork/Collaboration
- Peer Instructors are expected to collaborate closely with their assigned instructor through regularly scheduled lesson plan meetings. By working alongside the professor to define and implement a united vision, PIs will develop more effective teamwork/collaboration skills. PIs are also encouraged to collaborate with fellow PIs to better understand successful practices being used in other FYS sections.
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Multicultural Competence
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Peer instructors will interact with a diverse pool of students who come from various different backgrounds and cultures. By working alongside the instructor to facilitate open and inclusion dialogues, PIs will gain the knowledge, skills, and personal attributes needed to live and work in a diverse world.
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- Professionalism
- Peer Instructors not only represent themselves and their own values when serving as leaders in FYS courses but also represent First Year Experience and Auburn University. PIs are expected to conduct themselves professionally in class through how they act, appear, and advise students during class.
- Oral/Written Communications
- Through the facilitation of classroom discussions, Peer Instructors will be given many opportunities to practice their public speaking skills in their FYS course. PIs are expected to communicate expectations with students and to communicate effectively with the instructor regarding classroom operations/expectations.
- Adaptability/Problem Solving
- The ability to adapt to changing circumstances and to make decisions when solving problems based on limited information are useful skills for prospective professionals in varying career disciplines. With the help of their instructor, Peer Instructors will develop better adaptability and problem solving skills to guide first-year students through the changing scenarios they find themselves in during their first year at Auburn.
- Time Management
- By helping FYS students learn about the importance of time management and organization, Peer Instructors will continually sharpen their own time management skills. Showing up on time to classes, keeping track of assignment due dates, and communicating with students and their instructor in a timely manner are expectations for PIs to meet.
Minimum Qualifications to Apply
- Cumulative GPA of 3.0 or higher
- Must have taken at least one First Year Seminars (FYS) course (UNIV 1050/1150/1157/1100/1060)
- Strong interpersonal skills
- Effective organizational skills
- Excellent time management skills
Application Timeline
- November 4: PI Application Opens
- December 2: Priority Consideration Ends
- January 17: PI Application Closes
- Late January - Mid February: PI Interviews
- Late February: PIs selected
FAQs
- How much time should I expect to dedicate weekly as a Peer Instructor?
- Each week, a PI should expect to meet with their instructor once a week for a lesson planning meeting in preparation for class. This meeting will be spent discussing the chapter for the week, planning activities, and delegating responsibilities for class. Depending on how often a PI’s UNIV1050/1060/1100/1150 course meets, they are expected to be present and actively participating in each class session.
- Do I need to be nominated by an instructor to be a Peer Instructor?
- No, students do not need to be nominated by a current UNIV1050/1060/1100/1150 instructor in order to apply to be a PI, however, many PIs are nominated and chosen through this process. As long as a student has taken one of the previously mentioned courses, they can apply to be a PI.
- If I take an FYS course in the fall semester, can I apply to be a PI in the spring semester?
- Yes, if a student takes a one of the FYS courses (UNIV1050/1060/110/1150) in the fall semester, they can apply to be a PI in the spring semester, however, because there are a very limited number of UNIV1060 sections offered in the spring, we encourage students to apply to be a PI for the following fall semester.
- Can I serve as a peer instructor for more than one semester?
- Yes! PIs are encouraged to reapply if they enjoyed their experienced and wish to further develop their interpersonal and professional skills in the classroom. Returning PIs wanting more leadership responsibilities in the PI Program such as assisting with PI training sessions and serving as a point of contact for new PIs can also apply to be a Peer Leader (aub.ie/peer-instructor-team). In order to qualify to be a Peer Leader, applicants are required to have been a PI for at least one semester prior to applying.
Contact us!
- Kendrick Wallace, M.A., Coordinator, Academic Initiatives
- Amber Johnson, Graduate Assistant
Address: 189 Foy Hall, Auburn, Alabama, 36849
Email: fys@auburn.edu
Tel: 334.844.5721
Peer Leader: Beyond the First Year as a PI
A Peer Instructor (PI) who has served for at least one semester can apply to be a Peer Leader (PL). These students serve as PIs for our First Year Seminars courses, and also help train, lead, and advise incoming PIs. Additionally, they work to facilitate professional and personal development opportunities for PIs. This allows PLs to further develop their own leadership skills as they serve as mentors to their peer and act as liaisons between PIs and the Graduate Assistant Advisors.
Any current PIs interested in being a PL should indicate that interest on the Peer Instructor Application.
What Classes can I Peer Instruct for?
First Year Seminar Class Descriptions
UNIV1050: Success Strategies
Open to all first year students.
Success Strategies is a one-credit hour graded course that helps students fine-tune their academic and personal skills. Students will learn about note-taking and study strategies; reading, writing, and presentation skills; memory and test-taking tips; and career opportunities. They will also explore the available (and free) academic and personal resources available on campus.
UNIV1050 - Learning Outcomes
- Will examine common transitional issues and assess their impact on daily life.
- Will demonstrate critical thinking skills through a variety of assignments involving reading, writing, and speaking.
- Will demonstrate understanding of the learning process and the role it will play throughout the lifespan.
- Will examine issues that influence the learning process such as goal setting, motivation, and personal attitude.
- Will demonstrate awareness of the structure and mission of a research university.
- Will actively explore major and career interests.
- Will investigate selected curriculum and identify opportunities for academic and professional enrichment with the assistance of an academic advisor.
- Will demonstrate knowledge of student services and academic resources.
- Will demonstrate application of academic and study strategies discussed in class.
- Will demonstrate knowledge of academic policies and procedures.
- Will examine cultural differences and diversity among people.
- Will develop personal competencies with regard to living independently.
- Will demonstrate awareness of basic wellness principles and the effects of personal choices on health and safety.
UNIV1150: Special Topics with Learning Strategies
Requires participation in a learning community, residential learning community, or themed first year seminar.
Special Topics with Learning Strategies is offered as a one- or two-credit hour elective course that provides opportunities for first year students to explore issues related to a specific theme (depending upon the section taken) through discussion, activities, reading, writing, teamwork, and community service – all of which will be centered on the theme of the specific section. Application of study strategies as they relate to the theme will be practiced.
UNIV1150 - Learning Outcomes
- Will examine common transitional issues and assess their impact on daily life.
- Will demonstrate critical thinking skills surrounding the course theme through a variety of assignments involving reading, writing, and speaking.
- Will demonstrate understanding of the learning process and the role it will play throughout the lifespan.
- Will examine issues that influence the learning process such as goal setting, motivation, and personal attitude.
- Will demonstrate awareness of the structure and mission of a research university.
- Will actively explore major and career interests.
- Will investigate selected curriculum and identify opportunities for academic and professional enrichment with the assistance of an academic advisor.
- Will demonstrate knowledge of student services and academic resources.
- Will demonstrate application of academic and study strategies discussed in class.
- Will demonstrate knowledge of academic policies and procedures.
- Will examine cultural differences and diversity among people, with emphasis on cross-cultural interaction and its impact on issues related to the course theme.
- Will develop personal competencies with regard to living independently.
- Will demonstrate awareness of basic wellness principles and the effects of personal choices on health and safety.
- Will demonstrate awareness of the effects of personal choices with respect to the course theme.
UNIV1100: First Year Seminar
Requires participation in a learning community, residential learning community, or themed first year seminar.
The First Year Seminar is offered as a one- or two-credit hour elective course that provides opportunities for first year students to explore issues related to a specific theme (depending upon the section taken) through discussion, activities, reading, writing, teamwork, and community service – all of which will be centered on the theme of the specific section. Special emphasis will be placed on the importance of relating the class theme to the first year college experience and the skills necessary for college success.
UNIV1100 - Learning Outcomes
- Will demonstrate understanding and critical thinking skills surrounding the course theme through a variety of assignments involving reading, writing, and speaking.
- Will demonstrate understanding of the learning process and the role it will play throughout the lifespan.
- Will examine issues that influence the learning process such as goal setting, motivation, and personal attitude.
- Will demonstrate ability to use library and Internet resources to research and critically analyze information.
- Will demonstrate awareness of the effects of personal choices with respect to the course theme.
- Will examine cultural differences and diversity among people, with emphasis on cross-cultural interaction and its impact on issues related to the course theme.
- Will actively explore major and career interests.
- Will demonstrate awareness of basic wellness principles and the effects of personal choices on health and safety.
- Will investigate selected curriculum and identify opportunities for academic and professional enrichment with the assistance of an academic advisor.
UNIV1060: Success Strategies II
Offered during spring semester.
Success Strategies II is offered as an elective course to help students continue to make a successful transition to college life. The course is intended for students who have NOT taken UNIV1050: Success Strategies, UNIV1100: First Year Seminar, or UNIV1150: Special Topics with Learning Strategies. This course provides in-depth opportunities to explore strategies for academic success through discussion, activities, reading, writing, teamwork, and community service. Emphasis will be placed on the importance of refining academic skills, actively exploring career options, improving time management, honing test- and note-taking skills, increasing reading comprehension, and continuing the process of personal development. The Success Strategies II course also helps students identify and access the support services and resources of the University. This course can be added through AU Access during open course registration as seats are available.
UNIV1060 - Learning Outcomes
- Will identify, apply, and evaluate a variety of advanced learning strategies.
- Will evaluate and modify existing strategies specific to reading, note-taking, studying, and test-taking.
- Will demonstrate higher-order critical and creative thinking skills by analyzing and solving academic, professional, and personal problems.
- Will identify and employ effective help-seeking behaviors concerning academic success and personal wellness.
- Will demonstrate increased understanding of the learning process and the role it plays throughout the lifespan.
- Will demonstrate clear and concise communication skills through a variety of written assignments.
- Will evaluate and modify self-management techniques concerning time, energy, and money management.
- Will create a plan to increase intrinsic motivation to succeed in college.
- Will demonstrate self-discipline by creating a plan to take personal responsibility for behaviors, thoughts, and feelings.
- Will examine persisting transitional issues and assess their impact on daily life.
- Will demonstrate increased awareness of the effects of decisions on personal and academic success.
- Will demonstrate knowledge of academic policies and procedures.
334-844-4501 | 
fys@auburn.edu|
@AuburnFYS_LCs
Last modified: November 4, 2024