Virginia Tech® home

About PEP

PEP Mission

Peer Education Programs (PEP) serves the Virginia Tech community by providing comprehensive peer educator training, a community of support for peer education professionals, and access to internationally recognized scholarly research highlighting best practices for peer learning.

PEP Vision

We seek to create a cohesive peer education experience for Virginia Tech students and professionals, and to be globally recognized for peer education best practices.

Meet the Peer Education Programs Team

History of PEP

The Peer Advising Collaborative was originally tasked in Spring 2023 to shape a seamless systemic approach to peer advising that would incorporate student success, advance career preparedness, and support experiential learning (see executive summary report). A selected group of representatives from Academic Affairs and Student Affairs convened to reflect on and discuss existing peer education structures at Virginia Tech and propose future solutions to support these initiatives.

On September 9, 2023, the committee was asked to reconvene under the leadership of the Student Success Center because this initiative aligned well with the Student Success Center’s vision for creating a campus-wide approach to Peer Education Programs. The next steps for our group, which support the efforts of the SSC’s Peer Education Programs, were redefined as:   

  • Develop shared definitions of different peer educator roles (peer coaches, peer mentors, etc.)
  • Develop holistic training available to all peer educators across campus
  • Create a badging system for peer educators aligned with common role definitions 
  • Create an inventory of all peer education programs on campus to better understand what programs exist and which populations they serve 
  • Consider creating a live peer educator registry (so students can find peer educators supporting their needs and prospective peer educators can find available positions)
  • Consider establishing a community of practice to unite and support program administrators

Why is peer education important?

Peer educator training in higher education enhances academic success, personal growth, social integration, and career readiness among students, thereby embracing Virginia Tech’s value of Ut Prosim (That I May Serve) and contributing to a more supportive and inclusive educational environment. 

Academic Support and Achievement 
Peer education programs contribute positively to academic support and achievement among students. For example, research by Topping (1996) found that peer tutoring in higher education significantly enhanced academic performance, particularly in complex subjects such as mathematics and sciences. Peer feedback has been shown to enhance metacognition, student learning, and academic achievement (Cartney 2010; Falchikov 2001; Nicol 2001;  Sluijsman et al. 2002).

Personal and Social Development 
Peer education fosters personal and social development by promoting leadership skills, empathy, and interpersonal relationships. A study by Matthews et al. (2016) highlighted that peer mentoring programs in higher education positively impacted mentees' personal and social growth, including self-confidence and social integration.

Retention and Persistence 
Peer education initiatives can improve student retention and persistence rates by creating a supportive learning environment. According to a study by Kuh et al. (2008), peer-led programs that focus on academic and social integration contribute to higher retention rates and student satisfaction.

Diversity and Inclusion 
Peer education plays a crucial role in promoting diversity and inclusion on college campuses. Research by Harper and Hurtado (2007) demonstrated that peer mentoring programs for minority students enhanced their sense of belonging and academic success, contributing to a more inclusive campus climate.

Professional Development and Career Readiness 
Peer education can also prepare students for future careers by developing transferable skills such as communication, teamwork, and mentoring. For instance, a study by Gallagher and Gramling (2002) showed that peer teaching experiences improved students' confidence and teaching abilities, which are valuable for their professional development.

  • Cartney, P. (2010). Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used. Assessment & Evaluation in Higher Education,35, 551–564. https://doi.org/10.1080/02602931003632381.
  • Falchikov, N. (2001). Learning together: Peer tutoring in higher education. London: Psychology Press.
  • Gallagher, P. A., & Gramling, L. F. (2002). Peer teaching: To teach is to learn twice. In C. E. Grantham (Ed.), Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition (Paper No. 1352).
  • Harper, S. R., & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, 120, 7-24.
  • Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2008). Piecing together the student success puzzle: Research, propositions, and recommendations. ASHE Higher Education Report, 1-182.
  • Matthews, K. E., Dwyer, A., & Matthews, K. E. (2016). Peer mentoring and pedagogical identity: Benefits and challenges of mentorship in teacher education. Innovations in Education and Teaching International, 53(2), 131-141.
  • Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education,35, 501–517. https://doi.org/10.1080/02602931003786559.
  • Sluijsmans, D. M. A., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2002). Peer assessment training in teacher education: Effects on performance and perceptions. Assessment & Evaluation in Higher Education,27(5), 443–454. https://doi.org/10.1080/0260293022000009311.
  • Topping, K. J. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education, 32(3), 321-345.

Questions?

Email peereducation@vt.edu