Download IPTPC Standards, Outcomes, & Assessments (SOAs)

About IPTPC

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. In 2019, IMTPC was renamed the International Peer Educator Training Program Certification (IPTPC) to acknowledge the long-standing inclusion of peer coach and SI Leader certification and the addition of the broad-based category of "classroom leader" and other related student leader positions seeking CRLA training program certification.

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.

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- NonCommercial NoDerivatives 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 peer mentor training sessions, and may not be copied, shared, transmitted, or used in any commercial way without explicit written permission from CRLA.©

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 educators 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 Educators 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 Educators 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.

 

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

NACADA Resources:
Clearinghouse(https://nacada.ksu.edu/Resources/Clearinghouse.aspx)
Peer Advising https://nacada.ksu.edu/Resources/Clearinghouse/Peer-Advising.aspx)

Association for the Coaching and Tutoring Profession (ACTP) (https://www.myactp.com/)

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

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.

IPTPC Certification Requirements

IPTPC offers three levels of certification, which reflect the depth of the training program. Each level builds on the knowledge and understanding of the previous level.

  • Level 1 is for programs that are training their peer educators in the basics of being a peer educator.
  • Level 2 is contingent on the program maintaining Level 1 training certification, and focuses on in depth professional development for peer educators.
  • Level 3 is contingent on the program maintaining Level 1 and 2 training certifications, and focuses on a more holistic view of learning center management and student development theories.

Programs may be certified at just Level 1, or may seek to add depth to their training program by adding additional levels of training. Please note that the levels are sequential— additional levels are predicated on having met and maintained certification at the previous level(s).

 

General Requirements

There are four main requirements that all peer educator training programs must demonstrate:

  1. Selection/Hiring - Sound hiring and selection practices, ensuring you have content-knowledgeable trainees ready to take on the responsibility of peer educators.
  2. Training - Planned training experience, which includes a minimum of 10 hours per level and uses a minimum number of our required training topics.
  3. Experience - Peer educators experience directly with students for a minimum of 25 hours per level.
  4. Evaluation - Regular evaluation by a knowledgeable and experienced evaluator.
  1. Programs that want to have the most meaningful impact on student learning and retention need to make sure that new peer educators have a clear and and thorough understanding of their role. To that end, there are three branches of this requirement that a program must demonstrate: hiring/selection standards, recommendations, and the interview process.
    1. The program must verify the candidate has met the minimum grade point average to be a peer educator.
    2. The program must receive a recommendation for the selected peer educator candidate from a relevant content expert (i.e. a former instructor, department chair, etc.), who can speak to the candidates expertise and ability to communicate effectively.
    3. The program must interview each candidate. During the interview, the essential functions of the job should be described.

The general requirements for training are as follows:

  1. The training program must include at least 10 hours of training per level.
  2. Training may be offered as a series of meetings, a set of workshops, a 2-day retreat, or a for-credit or not-for-credit course, or any combination.
  3. Training may be completed entirely face-to-face, online, or a combination, as long as the other requirements below are met.
  4. Five hours at each level must be Peer Educator-Trainer led, Interactive, and Synchronous (TIS):
    1. TIS training can include: workshops, seminars, courses, online real-time discussions, real-time virtual environments, web-conferencing calls, etc.
    2. The remaining time may also be TIS, or can involve DVDs, readings, conferences, podcasts, special peer educator projects, blogs/wikis, etc.
  5. Each level must cover at least 10 CRLA-required topics (for at least 30 minutes per topic). Topic lists are provided below for each level of training.
  6. Peer Educator Training programs have set standards, outcomes, and assessments. For further guidance, review CRLA's Standards, Outcomes, and Assessments Guidance for Peer Educator Training Programs Level 1 (1st Ed).
  7. Peer Educator Training programs must document their trainees' attendance, including the amount of time spent on each topic, and any time spent on non-TIS work toward the minimum 10 hours per level.

In addition to hiring criteria and a well-designed training curriculum, IPTPC-certified programs also track peer educators' direct service to students as part of the trainee's development process. At each level of training, the peer educator must earn a minimum of 25 hours of direct experience working with students. The program is required to track the number of hours each peer educator spends with students at each level of certification.

*Peer educator experience hours should NOT include front desk coverage or time spent planning to work with students. Timesheets alone do not provide sufficient tracking documentation.

 

Required Documentation for Peer Educator Experience:

Applicants will be asked to submit:

  • Experience tracking log for at least one peer educator, covering at least 2 weeks, dated within the last year. This demonstrates how you collect the data.
  • Experience aggregation/reporting for at least one peer educator, covering at least 2 weeks, dated within the last year. This demonstrates how you count the hours over time.

At each level of training, the peer educator training program must evaluate its peer educators. CRLA requires that:

  1. A formal or informal evaluation process is in place.
  2. The process occurs on a regular basis.
  3. The evaluation is specific to each peer educator.
  4. The results of the evaluation are known to the peer educator.

Additionally, CRLA recommends the goals of the training program are reflected in the evaluation process and that evaluation includes those responsible for delivering training.

 

Level-Specific Requirements

Selection: GPA minimum, Recommendation on file, Interview.

Training: A minimum of 10 hours (at least 5 TIS), and 10 topics (selected from the chart below).

Experience: At least 25 hours of direct service to students that focus on exclusively job responsibilities for this specific role.

Evaluation: At least one evaluation during the Level 1 training period.

Documentation:

  • Detailed overview or complete syllabus for entire Level 1 training curriculum.
  • All materials from two sample training sessions (selected by the applicant).
  • A log that documents peer educators’ completion of training hours and topics (last names and ID numbers redacted).
  • A log that documents at least 25 hours of direct service per peer educator (last names and ID numbers redacted).
  • At least one sample trainee evaluation (last names and ID numbers redacted).

Level 1 topics:

Category:
Select at least:
Topics:
Basics
4
  • Administrative Policies, Record Keeping and Reporting*
  • Conducting a Successful Session
  • Role of the Peer Educator
  • Peer Educator Do’s and Don’ts
Communication
2
  • Active Listening and Responding*
  • Communication Styles*
  • Question Asking Strategies
  • Peer Educator Conversations
Learning or Studying
2
  • Advanced Study Skills*
  • Course and Syllabus Analysis*
  • Goal Setting and Planning*
  • Learning Theories in Academic Support Services*
  • Time Management for Peer Educators and Tutees*
  • Use of Graphic Organizers*
Ethics and Equity
1
  • Compliance with the Privacy Act (FERPA)*
  • Professional Ethics (Academic Integrity and Academic Honesty, Copyright Compliance, Plagiarism)*
  • Title IX and/or Sexual Harassment*
Electives
1
  • Institutional Policies and Procedures*
  • Modeling Problem Solving*
  • Practical Applications of Contemporary Research in the Field*
  • Substitution of One Topic from Level 2 or 3
  • Other Topic based on Institutional and/or Programmatic Need

 

NOTE: Starred items are sessions that all peer educators (IPTPC) and peer tutors (ITTPC) from the same department or program can attend together and earn hours towards training requirements.

Selection: Program verifies that trainee completed all requirements at Level 1.

Training: A minimum of 10 additional hours (at least 5 hours TIS) and 10 additional topics (selected from the chart below).

Experience: At least 25 additional hours of direct service to students beyond any experience gained at Level 1.

Evaluation: At least one evaluation during the Level 2 training period.

Documentation:

  • Detailed overview or complete syllabus for entire Level 2 training curriculum.
  • All materials from one sample training sessions (selected by the applicant).
  • A log that documents peer educators’ completion of training hours and topics (last names and ID numbers redacted).
  • A log that documents at least 25 hours of direct service to students per peer educator, beyond those completed at Level 1 (last names and ID numbers redacted).
  • At least one sample trainee evaluation (last names and ID numbers redacted).

Level 2 topics:

Category:
Select at least:
Topics:
Basics
Review + 2
  • Review of Level 1 topics (required)
  • Challenging Job Situations
  • Establishing Boundaries
  • Motivational Techniques
  • Peer Educator in Subject Areas and/or Specific Skills
  • Use of Probing Questions*
Communication
2
  • Giving Constructive Feedback
  • Intercultural Communication*
  • Role Modeling
  • Team Building
  • Working with Faculty/Staff*
  • Working with Specific Populations*
Learning or Studying
3
  • Assessing and/or Changing Study Behaviors
  • Assessing Tutee’s Needs
  • Critical Thinking Skills
  • Memory and Retrieval*
  • Note Taking in the Disciplines*
  • Stress Management*
Ethics and Equity
1
  • Gender Identity*
  • Leveraging Student Information for Academic Progress*
  • Race, Class, and Privilege*
  • Universal Design for Learning*
Electives
1
  • Using Self-Assessment Tools*
  • Practical Applications of Contemporary Research in the Field
  • Understanding Neurodiversity in the College Setting*
  • Substitution of One Topic from Level 1 or 3
  • Other Topic based on Institutional and/or Programmatic Need

 

NOTE: Starred items are sessions that all peer educators (IPTPC) and peer tutors (ITTPC) from the same institution can attend together and earn hours towards training requirements.

Selection: Program verifies trainee has completed all requirements at Levels 1 and 2.

Training: At least 10 additional hours beyond Level 2 (at least 5 TIS) and 10 additional topics (selected from the chart below).

Experience: At least 25 additional hours of experience beyond experience gained at Levels 1 and 2.

Evaluation: At least one evaluation during the Level 3 training period.

Documentation:

  • Detailed overview or complete syllabus for entire Level 3 training curriculum.
  • Material from one sample training session.
  • A log that documents peer educators’ completion of training hours and topics (last names and ID numbers redacted).
  • A log that documents at least 25 hours of direct service to students per peer educator (last names and ID numbers redacted) beyond those hours completed at levels 1 and 2.
  • At least one sample trainee evaluation (last names and ID numbers redacted).

Level 3 topics:

Category:
Select at least:
Topics:
Basics
Review + 2
  • Review of Level 1 and Level 2 Topics (required)
  • Assertiveness
  • Helping Guidelines
  • Practical Applications of Contemporary Research in the Field
  • Programmatic Needs Assessment*
  • The Role of Peer Educator and Learning Centers in Higher Education
Communication
2
  • Conflict Resolution
  • Group Management Skills
  • Professional Communication*
  • Public Speaking*
  • Training and Supervising Other Peer educators (Supervisory Skills)
Learning or Studying
2
  • Active Learning Strategies
  • Cognitive Scaffolding
  • Self-Regulated Learning
Ethics and Equity
1
  • Implicit Bias*
  • Operating a Learning Center*
  • Transition from Student Worker to College Employee
Electives
2
  • Cognitive Learning Strategies*
  • Conferencing Skills
  • Leadership Styles for Peer educators
  • Substitution of one topic from Level 1 or 2
  • Other topic based on Institutional and/or Programmatic Need

 

NOTE: Starred items are sessions that all peer educators (IPTPC) and peer tutors (ITTPC) from the same institution can attend together and earn hours towards training requirements.

If you have any questions about CRLA IPTPC requirements for certification, contact certifications@crla.net

Application

Note: If you have any problems accessing or completing the application, please contact the CRLA Certifications Administrator, at certifications@crla.net

To access an application you have already begun or previously submitted, click the button below:

IPTPC Application

 

Application for New Certification

  • This Application is for training programs that are not currently certified, or programs that are adding a new element (e.g., program, campus, level) to a currently-certified program, or programs whose certification has lapsed.
  • Once approved, the new program certificate is valid for two years, and should be renewed prior to the expiration date every four years after.

To determine whether the Application for New Certification is the appropriate application for you to complete at this time, consider:

  1. Are you applying to certify your program for the first time? Or applying after a lapse in certification?
  2. Are you seeking to add a level, add a program, or add a campus?

If the answer to either question is YES, this is the application you should submit.

IPTPC Application for New Certification

 

Application for Renewal of Certification (formerly referred to as Stages Two and Three)

  • This Application is for programs that want to continue certification.
  • Once approved, this certification is valid for four years and must be renewed every four years thereafter.

To determine whether the Application for Renewal of Certification is the appropriate application for you, consider:

  1. Are you applying for a renewal of an existing certified program?
  2. Are you seeking certification with the same levels, programs, and campuses as your previous application?

If the answer to both questions is YES, then this is the application you should submit.

IPTPC Application for Renewal of Certification

IPTPC Fee and Payment Options

Both the application and associated fee must be submitted before your application is posted for review. Payment of IPTPC application fees should be made via credit card, money order, or check. CRLA does not accept Purchase Orders (POs).

When you submit your application, you will be directed to the invoice and payment screen automatically. However, if you prefer to pre-pay the application fee, and/or generate an invoice for your Business Office, you may use the self-service invoice system below.

NOTE: Pre-paid invoices require entry of the invoice number on the application once submitted. In this case, you will need to enter the invoice number for question 1.6.

For concerns or questions about payment, please contact certifications@crla.net

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 all new or renewal applications):

  • One level at a time: $150
  • Two levels at a time: $250
  • Three Levels at a time: $350

 

Fees for multiple campus/multiple program:

  • One level at a time: $150 primary + $50 per additional campus or program
  • Two levels at a time: $250 primary + $100 per additional campus or program
  • Three levels at a time: $350 primary + $150 per additional campus or program

 

Fee for late applications:

Applications for Renewal of Certification which are submitted after the original certification expiration date may have up to six months (180 days) to renew the certification for their program by paying a $100 late fee.

Applications submitted after a lapse greater than 6 months (181+ days) will be required to complete an Application for New Certification.

 

NOTE about the multiple campus/multiple program option:

All of the campuses and/or programs on the one certificate must meet the same approved criteria for all four components (selection, training, experience, and evaluation).

For additional clarification on multiple programs or campuses under one certificate, see the relevant question in our FAQs tab or contact the IPTPC Coordinator (contact information available under the "Contact" tab).


Online IPTPC Self-Serve Invoice

IPTPC Coordinator

Mike Saenz, IPTPC Coordinator
Assistant Director, Student Success Center
The University of Texas at Dallas
972-883-6844

michael.saenz@utdallas.edu

MichaelSaenz

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.

IPTPC Assistant Coordinator

Ashley Lewis
Department of Multicultural Achievement, Director
University of West Georgia
678-839-5400

alewis@westga.edu

Ashley-Lewis

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

Olga Antonio Weber State University olgaantonio@weber.edu
Page Keller College of Charleston kellerp@cofc.edu
Mercedes Frausto University of Idaho mercedesf@uidaho.edu
Jamie McCoy Lincoln Land Community College Jamie.McCoy@llcc.edu
Ashley Lewis University of West Georgia alewis@westga.edu
Heather Porter Salisbury University hdporter@salisbury.edu
Mike Saenz University of Texas at Dallas michael.saenz@utdallas.edu

IPTPC Frequently Asked Questions

General

A peer educator is a student of similar status as the student they are working with. The role of peer educator may include peer mentor, peer coach, SI Leader, classroom leader, peer academic leader, resident assistant or similar position affiliated with a college or university program. The administrators of the peer program will define "peer" more specifically to ensure a proper fit with the program.

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.

CRLA membership has many advantages, including regular newsletters, discounted conference and Summer Institute registration, access to Taylor & Francis publications such as the JCRL (Journal of College Reading and Learning), professional networking and leadership opportunities through the Special Interest Groups and State/Region/Chapter meetings and events. While you don’t need to be a member of CRLA, you will certainly find membership to be beneficial and we encourage you to join!

IPTPC and ITTPC are separate programs within CRLA and require two separate applications. For currently certified IPTPC programs who wish to certify their tutor training program, please see the certification requirements page for ITTPC HERE.

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

Yes, SI Leader training programs may apply for IPTPC Certification. The International Center for Supplemental Instruction recognizes the value of CRLA’s IPTPC certification, however it is not a requirement for ICSI program certification. For more information about ICSI, please follow the guidelines set by the International Center for Supplemental Instruction at the University of Missouri-Kansas City (UMKC).

Initial certification is valid for two years. Before the two-year certification expires, programs should apply for their four-year renewal certification which is renewable every four years thereafter.

No, a program is only authorized to certify peer educators during the dates listed on its program certificate. If the application is turned in on time (before the expiration date), programs may continue to certify peer educators while the renewal is under review.

Yes! Compliance with federal copyright law is expected of all CRLA members and IPTPC programs. It is your legal and ethical responsibility to give authorship credit for all materials used in the classroom and for peer educator training. Additionally, it is your legal and ethical responsibility to purchase, or have students purchase, copyrighted materials. IPTPC programs found to be in violation of copyright may lose their certification.

Once a program is certified or renewed, the primary contact people listed on the application will receive an email that includes the program certificate as an attachment (PDF), as well as the link(s) to the fillable template for the peer educator certificate(s). The program certificate and the peer educator templates are valid throughout the duration of the certification period.

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 in order to receive CRLA certification.

Yes. To add a level, a program must first design and implement the training for that level at least once. Then, with the documentation collected, the program will complete an Application for New Certification (formerly "stage one"), with both their currently-certified level(s) information and the level(s) they wish to add. The most cost-effective way to do this is to wait until your program is up for renewal; however, you may add a level at any time. This process will make sure that your certification timelines always align, and that any changes you have made to your program as you added the new level are reflected accurately.

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 certifications@crla.net requesting a new template.

A peer educator’s IPTPC certificate does not need to be renewed. It is a one-time certificate stating that the peer educator 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 their old program, the new program trainer must determine if they have completed all required topics or if they 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 understand training topics comparable to its own peer educators that have completed that specific level of training.

Requirements

The IPTPC and ITTPC programs are separate entities established to support distinct peer -to-peer roles on college/university campuses. While many of the requirements are similar, there are differences that support the unique roles of peer educators and tutors.

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.

Level 1 certification requires 10 or more hours of training. At least 5 of those hours must be Trainer-led, Interactive and Synchronous (TIS). Training can be delivered online and/or face-to-face. Up to 5 hours can be self paced.

Because peer education involves interaction between two or more individuals, CRLA believes the training should also be directly supervised and interactive. This standard is also applicable to Levels 2 and 3.

Application

We accept applications at any time of the year.

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 4-6 weeks for review.

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. Attend CRLA workshops, conferences, the Summer Institute, and be sure to read the Standards, Outcomes and Assessments (SOA) document as well as the many resources listed in the SOA Bibliography. The Handbook for Training Peer Tutors and Mentors (included in the bibliography) is an excellent resource.

Yes, Once your program has been approved CRLA will "back date" your application to the day after it was initially submitted. This will allow any peer educator who has been trained from the time you submitted your application to the time you received your approval notification and certificate to be certified as long as they have met all of the requirements for certification while your program application was under review.

Fee and Payment Options

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. Please refer to the Fees and Payment tab on this website for more information.

Download the CRLA W-9 Form

Reviewers

IPTPC Reviewers are a dedicated group of professionals working in the field. All are volunteers who are current members of CRLA and have experience with peer educator programs.

Please contact the IPTPC Assistant Coordinator for more information.

Contact Information

Ashley Lewis, IPTPC Assistant Coordinator
University of West Georgia
alewis@westga.edu

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.

Questions?
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.