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Reflections on the new #NASPACPE Program

September 20, 2016 JM Alatis NASPA

One of the best parts about working for a higher education association is the recognition that the work we do has an impact on the profession at-large, and can have long-lasting effects on the colleges and universities we serve. That has been exceptionally true with the most recent update of NASPA’s Certified Peer Educator (CPE) Program. As a member of the team responsible for the curriculum redesign, I recognize the importance of my role: maintaining fidelity to the roots of a program whose origins date back to 1994 with over 200,000 certified individuals, updating and refining the pedagogy with which the course is presented to individuals with an array of learning styles, and adding high-quality and high-impact practices into the customer service associated with NASPA’s role as a leader in the higher education sphere.

As I reflect on the curriculum that was released this summer, a few major themes arise: The applicability to varying campuses, student populations, and experiences; the need for continued development and updates in an on-demand world; and the hope for the continued implementation with varying types of peer educators that exist in the higher education landscape.   

Applicability

As someone who spends many days a month facilitating trainings to a wide variety of institution types, I continue to be amazed by the way that CPE can be applied at different college or university campuses. This is refreshing for me, as every training is unique and drives me to learn more about myself, as both a facilitator and a higher education professional. NASPA has seen CPE implemented on nearly every type of campus – nearly 100 institutions have enrolled in the 2016 curriculum in some form already, including large research institutions, small colleges & universities, tribal campuses, HBCUs, MSIs, community colleges, service academies, and religiously affiliated campuses (to just name a few). Regardless of the institution type, all of these campuses are finding value in their students embarking on this foundational, life-skill building course.

Continued Development

What is remarkable about the new CPE Course is its move to the NASPA Online Learning Community (OLC). This allows course creators and other stakeholders to update the course as needed, staying ahead of the curve in regards to peer education best practices and resources for our campuses. In addition to the eight modules that have already been developed as part of the course’s foundation, staff within the BACCHUS Initiatives of NASPA are at work developing supplemental content to add continued value to the program. Within the next year, we hope to launch course modules to further explore motivational interviewing, interpersonal applications of identity, and applying technology to peer education efforts. 

Recognizing Campus-Wide Peer Education Efforts

In addition to the applicability to different types of campuses utilizing CPE , the course is also being used by various types of student leaders – including “traditional” health and wellness peer educators, resident advisors, and fraternity and sorority life leadership, to name a few. As the course continues to grow, we are excited to see these great skills developed and honed by various peer education groups on campuses. 

As campuses move throughout the remainder of the fall semester or quarter, I am excited to continue sharing the value of the NASPA CPE Program with campuses and professionals throughout the student affairs community. If you are interested in bringing the #NASPACPE program to your campus, either as a facilitator yourself or through a BACCHUS Initiatives Staff Member, please reach out to JM Alatis. In the meantime, make sure to follow #NASPAOnCampus across social channels for live updates on my travels and experiences of bringing this critical program to campuses across the country.