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The College Reading and Learning Association (CRLA) is the professional development resource of choice for college professionals dedicated to enhancing student academic success. As such, CRLA both represents and serves a diverse group of professionals and, by extension, the students we serve. CRLA is committed to creating a community of professionals focused on honoring diversity, ensuring equity, and practicing inclusivity. As an organization, CRLA thus commits to respectful, meaningful support of its community members; decision-making driven by a diversity, equity, and inclusion lens; and an unwavering emphasis on justice within the context of higher education.

About IPTPC

Utilizing peer-assisted programs that are research-based and strategically implemented can have a valuable impact on your learning program. CRLA offers certification in peer educator training (International Peer Educator Training Program Certification or IPTPC) based on research and set guidelines.

IPTPC certifies peer educator training programs in postsecondary educational institutions. Once certified, the peer educator training programs each have the authority to certify their peer educators who have met the approved IPTPC peer educator training program requirements.

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 and what is now referred to as International Peer Educator Trianing Program Certification (IPTPC).

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.

CRLA's IMTPC, now known as IPTPC, has been endorsed by the Council of Learning Assistance and Developmental Education Associations (CLADEA) and the Commission XVI of the American College Personnel Association. In addition, CLADEA sister organizations also endorse CRLA's program certifications:

  • ATP: Association for the Tutoring Profession  
  • NADE: National Association for Developmental Education
  • NCDE: National Center for Developmental Education
  • NCLCA: National College Learning Center Association

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.

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 educatorss 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 Educator 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 Educator 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.

 

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

NACADA’s Peer Advisor or Mentor Professional Code (https://www.nacada.ksu.edu/portals/0/Commissions/C37/documents/PeerAdvisororMentorProfessionalCode.docx)

Association for the Tutoring Profession (http://www.myatp.org/about/410-2/)

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

Mentor Training Bibliography

Agee, K. S., & Hodges, H (2012). Handbook for training peer tutors and mentors. Mason, OH. Cengage Learning.

Andrews, F. E. (2005, July/‌August). A case study, initiating a peer mentoring program at a state university with a diverse student body. Academic Leadership, 3(2), 1-9.

The college reading and learning association. (2010). Retrieved from http://www.crla.net

Colvin, J. W., & Ashman, M. (2010, May). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring:  Partnership in Learning, 18(2), 121-134.

Ender, S. C., & Newton, F. B. (2000). Students helping students:  A guide for peer educators on college campuses. 989 Market Street, San Francisco, CA  94103-1741: Jossey-Bass, A Wiley Company.

The Leadership Effect. (2012).  Retrieved from http://leadership-effect.com/articles/

Mavrinac, M. A. (2005). Transformational leadership:  peer mentoring as a values-based learning process. Libraries and the Academy, 5(3), 391-404.

Newton, F. B., & Ender, S. C. (2010). Students helping students: A guide for peer educators on college campuses. San Francisco, CA: Jossey-Bass.

Packard, B. W.-L. (2003, June). Student training promotes mentoring awareness and action. The Career Development Quarterly, 51, 335-345.

Pascarella, E. T., & Terenzini, P. T. (2005). The Jossey-Bass Higher and Adult Education Series: Vol. 2. How college affects students. San Francisco, CA: Jossey-Bass.

Porter, S. R., & Swing, R. L. (2006). Understanding how first-year seminars affect persistence. Research in Higher Education, 89-109. Retrieved from http://www.jstor.org/stable/40185885

Sanchez, R. J., Bauer, T. N., & Paronto, M. E. (2006). Peer-mentoring freshman: Implications for satisfaction, commitment, and retention to graduation. Academy of Management Learning & Education, 25-37.  Retrieved from http://www.jstor.org/stable/40212531

Sanft, M., Jensen, M., & McMurray, E. (2008). Peer mentor companion. Boston: Houghton-Mifflin Company.

Smith, T. (2007, December). Integrating undergraduate peer mentors into liberal arts courses:  a pilot study. Innovative Higher Education, 33, 49-63.

International Mentor Appreciation Month (IMAM) is celebrated during the month of January and is a celebration to let peer mentors know how much we appreciate all they do for students all year. It also gives students, faculty, staff, and campus administration the opportunity to thank mentors.

As a highlight of this celebration, January 15 is designated “Thank Your Mentor Day.”

Suggestions for campus recognition:

  • Create marketing materials with “Have You Thanked Your Mentor?” to promote the appreciation of your program’s mentors.
  • Prompt thank you notes from mentees by an online survey or hand-written cards.
  • Engage faculty and campus partners in the appreciation efforts.
  • Create a center Facebook page and promote IMAM.
  • Send personalized thank you notes from program supervisors.
  • Ask the university president or dean to write a special note of thanks to the mentors.
  • Plan a recognition event, such as an ice cream social, and invite campus partners to celebrate the work of the peer mentors.

Share your IMAM stories with IMTPC

IMTPC participates and supports the National Mentoring Month Campaign created in 2002 by the Harvard School of Public Health and MENTOR: The National Mentoring Partnership. For more information, visit http://www.nationalmentoringmonth.org/.

IPTPC Certification Requirements

A. AMOUNT/DURATION OF PEER EDUCATOR TRAINING: (minimum of 15 hours)

  1. Option One: Level I ITTPC Tutor Certification plus 5 hours of peer educator training (*Only available to programs currently certified through ITTPC)
  2. Option Two: 15 hours of Peer Educator training

B. TRAINING FORMATS: (one or more required)

  1. Workshops
  2. Quarter or Semester Courses
  3. A combination of one of the above with no more than 3 hours of individualized, self-paced training

C. AREAS/TOPICS TO BE COVERED IN PEER EDUCATOR TRAINING

 

Option One: (Required)

  1. Level 1 Tutor Certification
  2. The Role of the Peer Educator
  3. Peer Educator Do's and Don'ts
  4. Professional Ethics for Peer Educators
  5. Establishing Rapport & Motivating Students
  6. Electives to complete required training hours (The complete list of electives is available under the Requirements for Master Certification / Level 3.)

 

Option Two: (Required)

  1. The Role of the Peer Educator
  2. Peer Educator Do's and Don'ts
  3. Professional Ethics for Peer Educators
  4. Establishing Rapport & Motivating Students
  5. Questioning and Listening Skills
  6. Preparing to Study: Organization, Class Analysis, and Time Management
  7. Campus & Community Resources & Referrals
  8. Electives to complete required training hours (The complete list of electives is available under the Requirements for Master Certification / Level 3.)

 

D. REQUIRED PEER EDUCATOR EXPERIENCE (50 total hours required)

  1. Option One: 25 hours of tutoring experience plus 25 hours of peer educating experience
  2. Option Two: 50 hours of peer educating experience

 

E. PEER EDUCATOR SELECTION CRITERIA (1, 2, and 3 required)

  1. A minimum GPA is required for all peer educators, defined by the institution’s program and institutional academic standing requirements.
  2. Interview with the peer educator trainer/supervisor
  3. Two or more references from faculty, former supervisors, or counselors
  4. Personality type assessment (recommended but optional)

 

F. PEER EDUCATOR EVALUATION CRITERIA

  1. An evaluation process is in place
  2. Evaluation occurs at least annually
  3. Evaluation process includes mentees' evaluation of peer educators
  4. Results of the evaluation process are made known to peer educators

 

NOTE: PEER EDUCATORS MUST HAVE COMPLETED LEVEL 1 CERTIFICATION REQUIREMENTS

A. AMOUNT/DURATION OF PEER EDUCATOR TRAINING: (total of 25 hours required)

Level 1 Certification plus 10 additional hours of training to total 25 hours

B. TRAINING FORMATS: (one or more required)

  1. Workshops
  2. Quarter or Semester Courses
  3. A combination of one of the above with no more than 3 hours of individualized, self-paced training

C. AREAS/TOPICS TO BE COVERED IN PEER EDUCATORS TRAINING:

Level 1 required training topics in Option I or II plus

  1. Conflict Resolution
  2. Mentoring Boundaries
  3. Ways of Mentoring
  4. Cultural Awareness
  5. Academic Majors and Advising
  6. Electives to complete the required training hours (The complete list of electives is available under the Requirements for Master Certification / Level 3.)

D. REQUIRED PEER EDUCATOR EXPERIENCE (total of 75 hours required)

Level I Certification (50 Minimum) plus experience to total 75 accumulated hours

 

E. PEER EDUCATOR SELECTION CRITERIA Met at Level 1

 

F. PEER EDUCATOR EVALUATION CRITERIA Met at Level 1

NOTE: PEER EDUCATOR MUST HAVE COMPLETED LEVEL 1 AND 2 CERTIFICATION REQUIREMENTS.

 

A. AMOUNT/DURATION OF PEER MENTOR TRAINING: (total of 35 hours required)

Level II Certification plus 10 additional hours to total 35 hours

B. MODES OF PEER EDUCATOR TRAINING (one or more required)

  1. Workshops
  2. Quarter or Semester Courses
  3. A combination of one of the above with no more than 3 hours of individualized, self-paced training

C. AREAS/TOPICS TO BE COVERED IN PEER EDUCATOR TRAINING:

Levels I and II required training topics plus

  1. Conferencing Skills
  2. Constructive Criticism
  3. Gender Issue Awareness
  4. Leadership Styles
  5. Electives to complete required training hours (The complete list of electives is available under the Requirements for Master Certification / Level 3.)

D. REQUIRED PEER EDUCATOR EXPERIENCE Total of 100 Hours including Level I and II requirements (75 hours minimum plus experience to total 100 accumulated hours)

 

D. PEER EDUCATOR SELECTION CRITERIA Met at Level 1

 

E. PEER EDUCATOR EVALUATION CRITERIA Met at Level 1

 

Elective Topics

This is a list of possible training topics in addition to the required specific topics listed in the application. Once the stated requirements are met at each level, elective topics may be applied to any level of Peer Educator Training Certification, and elective topics already taken in a Tutor Training Program will transfer to this program.

 

•Stress Management

•Confrontation Skills

•Wellness Training

•Conflict Resolution

•Assertiveness

•Public Speaking

•Conferencing Skills

•Establish liaisons with faculty

•Learning Styles

•Advocacy for students: when, what, how much

•Goal Setting

•Community Resources and Referral

•Critical Thinking Skills

•Personality Types

•Administering and Using Self Assessments with Mentees

•Accelerated Learning Strategies

•Brain Based Learning Strategies

•Team Building

•Problem Solving Strategies

•Giving Constructive Criticism

•Accessing and Utilizing Student Records

•Academic Majors and Advising

•Dealing with Personal Issues of Students

•Sexual Harassment

•Personal Safety

•HIV Awareness

•Gender Issues Awareness

•Leadership Styles

•Compliance with the Privacy Act

•Administrative Policies and Procedures

•Record Keeping and Reporting

•Ways of Mentoring

•Mentoring Boundaries: Care Giving is Care Taking

•Cultural Awareness

•Other as determined by needs of specific program

Application

Please complete an application for each program to be certified. Refer to Requirements tab for a complete listing of all the LEVEL 1, 2, and 3 requirements and to the IPTPC Coordinator(s) tab for questions and contact information.


IPTPC Fee and Payment Options

Both the application materials and fees must be submitted before your application is ready to be reviewed. It does not matter which is submitted first. For concerns or questions please contact Nicole Cheever at certifications@crla.net or 414-908-4961, Ext. 116.

Payment of IPTPC application fees should be made using the online IPTPC self-service invoice. CRLA does not accept PO’s. 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.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 new, reflection/renewal, and re-certification applications):

  • Level 1: $150
  • Levels 1 & 2: $250
  • Levels 1, 2, & 3: $350

Online IPTPC Self-Serve Invoice

Coordinator(s)

Michael 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.

Assistant Coordinator

Ashley Lewis, IPTPC Assistant Coordinator
Director of Student Diversity and M.A.P.
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

Ginny Botts University of Central Florida ginny.botts@ucf.edu
Lauren Clark University of Cincinnati clark2ln@UCMAIL.UC.EDU
Lindy Coleman College of Charleston colemanm@cofc.edu
Theresa Davis Spokane Community College Theresa.Davis@scc.spokane.edu
Jamil Johnson University of Central Florida kellerp@cofc.edu
Page Keller College of Charleston kellerp@cofc.edu
Niki Lee Kent State jlee110@kent.edu
Ashley Lewis University of West Georgia alewis@westga.edu
Sarah Mack Syracuse University smmack@syr.edu
Jenna Polizzi University of Tampa jpolizzi@ut.edu
Heather Porter Salisbury University hdporter@salisbury.edu
Taia Reid Old Dominion University tlreid@odu.edu
Michael Saenz University of Texas at Dallas michael.saenz@utdallas.edu
Jessica Smestad Minot State University jessica.smestad@minotstateu.edu
Leighann Valdez University of Louisville mentor@exchange.louisville.edu

IPTPC Frequently Asked Questions

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.

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 two-four weeks for review.

We accept applications at any time of the year.

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. Click the button for a downloadable W-9 form.

Download the CRLA W-9 Form

A peer mentor is a student of similar status as the person being mentored. The administrators of the peer program will define “peer” more specifically to ensure a proper fit with the program.

No, you are not required to be a CRLA member to certify your program, but you are invited to join to benefit from the support and professional development opportunities of the CRLA organization.

ITTPC and IPTPC are separate programs within CRLA and require two separate applications. For currently certified IPTPC programs who wish to add the tutor certification, please see our certification requirements page for ITTPC.

The ITTPC and IPTPC programs are separate entities established to support two distinct peer roles on college/university campuses. Therefore, program requirements are differentiated to best fit the unique roles of tutors and peer educators.

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.

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

Yes, SI training programs may apply for IPTPC Certification. SI training programs should follow guidelines set by the International Center for Supplemental Instruction at the University of Missouri-Kansas City (UMKC), and IPTPC will certify training programs that additionally use our requirements to assist in the development of their programs. The role of an SI leader, as stated by UMKC, is not one of a peer tutor, and thus SI training programs may not apply for ITTPC Certification.

Original certification is valid for one year. Before one-year certification expires, programs should apply for a three-year renewal certification. Beyond that renewal, programs should re-certify every five years.

No, a program is only authorized to certify peer educators during the dates listed on its program certificate.

Once a program is certified, renewed, or re-certified, coordinators will receive an email that includes the program certificate as an attachment (PDF), as well as the link(s) to the PowerPoint template for the peer educator certificate(s). Because program certificates contain the current CRLA President’s signature, each program should bookmark the link(s) in order to download updated peer educator certificate(s) each December after the new CRLA president has been installed.

Yes! Compliance with federal copyright law is expected of all CRLA members and IPTPC programs. It is our legal and ethical responsibility to give authorship credit for all materials used in the classroom and for tutor and peer educator training. Additionally, it is our legal and ethical responsibility to purchase, or have students purchase, copyrighted materials such as those contained in the Handbook for Training Peer Tutors and Mentors. IPTPC programs found to be in violation of copyright law can lose their certification.

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.

Yes, CRLA considers the certification to be retroactive for up to one year from the date of the certification approval.

Level 1 certification requires 15 or more hours of training. No more than 3 hours can be self-paced. Because peer educating is an interactive job, CRLA believes the training should also be directly supervised and interactive. This standard is also applicable to Levels 2 and 3.

No, a new level of certification requires a new, separate application. You can apply for a new level at any time and can send in the new application at the same time as re-certification materials are submitted so that cost is reduced by paying for 2 levels at once.

IPTPC Reviewers are a dedicated group of professionals working in the field. All are volunteers who are current members of CRLA and work with a currently certified IPTPC program.

In order to become a reviewer you must be a current CRLA member and work with a certified IPTPC program. Please contact the IPTPC coordinator for more information.

Contact Information

Michael Saenz, IPTPC Coordinator

The University of Texas at Dallas

michael.saenz@utdallas.edu

www.crla.net

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 to receive a certificate.

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 michael.saenz@utdallas.edu requesting a new link and template.

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

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.

 

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. In 2019 International Peer Educator Training Program Certification (IPTPC).

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-NonCommercialNoDerivatives 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 tutor 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 educatorss 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 Educator 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 Educator 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.

 

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

NACADA’s Peer Advisor or Mentor Professional Code (https://www.nacada.ksu.edu/portals/0/Commissions/C37/documents/PeerAdvisororMentorProfessionalCode.docx)

Association for the Tutoring Profession (http://www.myatp.org/about/410-2/)

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.

CRLA's IMTPC, now known as IPTPC, has been endorsed by the Council of Learning Assistance and Developmental Education Associations (CLADEA) and the Commission XVI of the American College Personnel Association. In addition, CLADEA sister organizations also endorse CRLA's program certifications:

  • ATP: Association for the Tutoring Profession  
  • NADE: National Association for Developmental Education
  • NCDE: National Center for Developmental Education
  • NCLCA: National College Learning Center Association

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 thorough understanding 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 peer educator 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 content expert-- for example, a former instructor, department chair, university supervisor, etc.-- someone who can speak to the candidate’s content expertise and ability to communicate in the content area.
    3. The program must interview the candidates. 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 (5) 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 videotapes, DVDs, readings, conferences, webquests, podcasts, scavenger hunts, 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.
  6. Peer educator training programs will have set standards, outcomes, and assessments for training. 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 peer educators’ training 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 system, 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 peer educator experience. 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 are not 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’ progress in becoming better peer educators. CRLA IPTPC requires:

  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, we recommend that the peer educator evaluation mirror the goals of the peer educator training program, and include a review by a person knowledgeable in the training goals (i.e., a trainer, supervisor, or other designated, trained evaluator).

 

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 actual peer educator experience.

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

Documentation:

  • Overview/syllabus for entire Level 1 training curriculum,
  • Material from two sample training sessions,
  • 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 actual peer educator experience per peer educator (last names and ID numbers redacted), and
  • At least one sample trainee evaluation (last names or ID numbers redacted, no Social Security numbers).

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 educators (IPTPC) from the same institution 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 (5+ TIS) and 10 additional topics (selected from the chart below).

Experience: At least 25 additional hours of actual peer educator experience beyond any experience gained at Level 1.

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

Documentation:

  • Overview/syllabus for entire Level 2 training curriculum,
  • Material from one sample Level 2 training,
  • 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 actual peer educator experience 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:

  • Overview/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 actual peer educator experience 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 educators (IPTPC) 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 will need to be renewed prior to expiration.

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 application stages):

  • 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/additional campus or program
  • Two levels at a time: $250 primary + $100/additional campus or program
  • Three levels at a time: $350 primary + $150/additional campus or program

 

Fee for late applications:

Applications for Renewal of Certification which are submitted after their deadline will incur a $100 late application fee to renew, for an extension up to six months (180 days) past the date of their previous certification expiration.

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
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).

Original certification is valid for two years. Before the two-year certification expires, programs should apply for a four-year renewal certification. 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.

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 our legal and ethical responsibility to give authorship credit for all materials used in the classroom and for peer educator training. Additionally, it is our legal and ethical responsibility to purchase, or have students purchase, copyrighted materials such as those contained in the Handbook for Training Peer Tutors and Mentors. IPTPC programs found to be in violation of copyright law 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 through 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 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 information and the level 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.

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 to receive a certificate.

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.org 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

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 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, Your certification is approved effective the day after it was submitted regardless of how long it takes for the reviewers to complete your review, providing it is approved. This allows you to retroactively recognize your tutors who 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 lead 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.

 

Download ITTPC Standards, Outcomes, & Assessments (SOAs)

About ITTPC

The International Tutor Training Program Certification (ITTPC) certifies tutor training programs in postsecondary educational institutions. Once granted CRLA certification, the tutor training programs each have the authority to recognize their tutors as having met the approved ITTPC tutor training program requirements.

Your program retains its certification status until its expiration date, regardless of whether all tutors, or only some, complete the training program, as long as your program only recognizes those tutors who have completed all elements of the program as approved by CRLA ITTPC, and your program continues to meet CRLA ITTPC requirements for the duration of your certification.

The CRLA Certification Team’s core value is to help tutor training administrators develop and deliver exemplary training. We help tutor training programs to meet the needs of their institution, reflect the program philosophy, and provide meaningful engagement for the tutors they train and students they serve.

The purpose of the ITTPC program is twofold. First, certification provides recognition and positive reinforcement for tutoring program’s successful work from an international organization, The College Reading and Learning Association. Second, the certification requirements set an internationally-accepted standard of skills and training for tutors. ITTPC does not certify tutors nor tutor trainers, but instead certifies tutor training programs that have demonstrated excellence in developing, designing, and implementing strong training procedures, as situated within the context of the tutorial program.

CRLA sees the review process as a valuable learning experience for the applicant. CRLA volunteer ITTPC reviewers are practitioners in the field who have been trained by CRLA to be effective reviewers. The reviewers take great care in the review process, determining if a program meets or exceeds the minimum requirements for certification. Because no two tutor training programs are exactly alike, CRLA views each application individually; attentive to its uniqueness. There is no standard “cookie-cutter” training program. CRLA reviewers pay attention to the details outlined in each application and will consult with the applicant, and/or CRLA Certifications leadership, if they have any questions or concerns.

This work is licensed under a Creative Commons Attribution-NonCommercialNoDerivatives 4.0 International License. All material contained herein is copyrighted by the College Reading and Learning Association (CRLA) and the authors. These materials are meant to help guide tutorial programs situated within institutions of higher education in their design, development, and revision of tutor training sessions, and may not be copied, shared, transmitted, or used in any commercial way without explicit written permission from CRLA.

When an application is submitted, the CRLA Main Office determines that the application and payment are in order. If there are any issues at this point, the Certifications Administrator will reach out to the primary contact on the application via email or telephone to resolve the issue. The application is then posted internally, along with other applications waiting for review.

ITTPC Process

CRLA’s goal is to complete the application reviews in a timely manner. The amount of time depends on many factors; for example, the completeness and clarity of the application; the number of applications waiting for review, and the workload of our volunteer reviewers. As such, program applications submitted prior to the expiration date for renewals will not expire while waiting for their review, even if the application review stretches beyond the expiration date. Once reviewed and approved, a renewal certificate will be backdated to the day after expiration, thus insuring continuation of your certification without a lapse. New applications will be dated the day your certification document is prepared. Currently, most applications reviews are completed in 4-6 months.

CRLA’s Certification Administrator (certifications@crla.net) is available to answer any questions, should an institution not receive an update within four months of submitting an application. We welcome inquiries. Together, we will work to ensure high quality tutor training programs that meet the needs of our students and institutions.

In 1986, following a national conference, a team was formed to propose and create a formal tutor training program standard for programs in the US and Canada. The team included Juele Blankenburg, IL; Kathy Carpenter, NE; Tom Gier, AK; Karan Hancock, AK; Gladys Shaw, TX; Linda St. Clair, UT.

In March 1989, CRLA's tutor training certification became a reality, initially as the ITCP (International Tutor Certification Program). It was later named ITPC (International Tutor Program Certification) to emphasize that it is programs, not tutors, that are CRLA certified. Then, a few years later, the name was updated to International Tutor Training Program Certification, to re-emphasize the focus on tutor training.

Since March 1989, tutorial programs situated in colleges and universities across the United States and Canada have received tutor training certification through CRLA's International Tutor Training Program Certification (ITTPC). Since that time, CRLA Certification has expanded to include programs in Australia, China, Greece, Japan, Kuwait, Mexico, Morocco, South Africa, the Republic of Korea, Vietnam, and more to come.

We have certified tutor training programs at a variety of higher education institutions, including community colleges, degree-granting trade schools, institutions of technology, law schools, medical schools, tribal colleges, military schools, and many others.

CRLA's ITTPC has been endorsed by the Council of Learning Assistance and Developmental Education Associations (CLADEA), including the following professional organizations:

  • ACTP: Association for the Coaching and Tutoring Profession
  • ACTLA: Association of Colleges for Tutoring and Learning Assistance
  • NCDE: National Center for Developmental Education
  • NCLCA: National College Learning Center Association

Other organizations that acknowledge the value of CRLA ITTPC include:

  • ACPA: The American College Personnel Association
  • CAS: Council for the Advancement of Standards in Higher Education
  • NOSS: The National Organization for Student Success (formerly the National Association for Developmental Education)

CRLA International Tutor Training Program Certification offers numerous benefits for individual tutors, tutorial coordinators, and programs. The following is a partial list of the opportunities and benefits that are possible with CRLA ITTPC.

Benefits to the institution:
  • Sets a benchmark for academic support excellence across the institution.
  • Ensures compliance with internationally-recognized best practices in higher education tutorial services.
  • Increases assurance that tutoring services comply with standards for ethical academic behavior.
  • Improves career-readiness by providing quality professional development for tutors.
  • Creates additional opportunities for students to connect to faculty.
  • Strengthens the connection between the curriculum and academic support services.
  • Provides qualitative and quantitative data that enriches responses to accreditation standards.
Benefits to program administrators:
  • Documents program initiatives and processes.
  • Gives feedback from highly-experienced reviewers.
  • Provides tools for creating a coherent training curriculum.
  • Attracts motivated students interested in professional development opportunities.
  • Generates interest and respect from campus colleagues and students.
Benefits to program tutors:
  • Teaches the skills and knowledge commensurate with best practices for academic support programs and services.
  • Increases confidence in the content area, public speaking, academic organization, and job performance.
  • Creates a pathway to documenting experience and growth over time.
  • Encourages tutors to view themselves as para-professionals in their work.
  • Improves training and evaluation focus.
  • Strengthens tutors’ resume in the form of internationally recognized certificate.
  • Creates a culture of learning for tutors.
  • May improve wages (if wages are tied to completing certification).
Benefits to students:
  • The student experiences the benefit of working with someone trained in effective helping strategies, communication skills, and structuring the tutoring experience.
  • The student becomes more confident as a learner by participating in a learner-centered experience.
  • Research has shown that students who attend tutoring with trained tutors perform better academically than those who attend tutoring with untrained tutors.

CRLA supports ACTP's Code of Ethics as cited below:

1. Best Interest: Tutors will be committed to acting in the best interest of tutees as specified by the employing organization or institute.

2. Responsibility: Tutors will take responsibility for their own behavior and work to resolve conflicts that may arise between themselves and a client.

3. Integrity: Tutors will practice and promote accuracy, honesty, and truthfulness.

4. Fairness: Tutors will exercise reasonable judgment and take precautions to ensure that their potential biases, the boundaries of their competence, and the limitations of their expertise do not lead to or condone unjust practices.

5. Commitment: Tutors will fulfill commitments made to learners.

6. Respect for Others Rights and Dignity: Tutors will respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality and self-determination. 

7. Excellence: Tutors will strive to maintain excellence by continuing to improve their tutoring skills and engage in applicable professional development activities.

8. Respect for Individual Differences: Tutors will respect cultural, individual, and role differences, including those based on age, sex, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language and socioeconomic status. 

9. Professionalism: Tutors will not engage in inappropriate relations with tutees.

10. Confidentiality: Tutors will maintain the highest privacy standards in terms of protecting personal information relative to those whom they tutor.

ITTPC Certification Requirements

CRLA’s International Tutor Training Program Certification (ITTPC) is proud to serve as a benchmark and standard for excellent college tutor training programs around the globe.

ITTPC certifies tutor training programs directly affiliated with an institution of higher education for:

  • Peer Tutors
  • Embedded Tutors
  • Volunteer Tutors
  • Writing or Speech Consultants
  • and related programs
Note: If you are interested in certifying a training program for peer educators (mentors, coaches, Supplemental Instruction leaders, etc.), please refer to the CRLA guidelines for IPTPC (International Peer Educator Training Program Certification).

 

ITTPC offers three levels of certification, which reflect the depth of the training the tutor receives.

  • Level 1 is for programs who are training their tutors in the basics of being a tutor.
  • Level 2 is contingent on the program maintaining Level 1 training certification, and focuses on metacognitive and psychosocial requirements for tutoring.
  • 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 tutor training programs must demonstrate

  1. Sound hiring and selection practices, ensuring you have content-knowledgeable trainees ready to take on the responsibility of tutoring.
  2. Planned training experience, which includes a minimum of 10 hours per level and uses a minimum number of our required training topics.
  3. Tutoring experience directly with students for a minimum of 25 hours per level.
  4. Regular evaluation by a knowledgeable and experienced evaluator.

 

The following will be an overview of each of the four requirements, followed by level-specific details.

Tutor Selection and/or Hiring

Programs that want to have the most-meaningful impact on student learning and retention need to make sure that new peer tutors have a clear and thorough understanding of the course content they wish to tutor. The job of the tutor training program is to train and develop the tutor as a tutor, not as a content specialist, student, or employee.

To that end, there are three branches of this requirement that a program must demonstrate: hiring/selection standards, recommendations, and the interview process.

  • The program must verify the tutor candidate has earned a minimum of A or B in the content area to be tutored (or justified equivalent experience-- see note below).
  • The program must receive a recommendation for the selected tutor candidate from a content expert-- for example, a former instructor, department chair, university supervisor, etc.-- someone who can speak to the candidate’s content expertise and ability to communicate in the content area.
  • The program must interview the candidates. During the interview, the essential functions of the job should be described.

 

Notes about the selection process:

Equivalent Experience

The ITTPC allows programs to accept “equivalent experience” in lieu of a documented grade of A or B (for example, work experience, similar course content/overlap, results from tests/assessments, etc.). However, the program must explain how they judge whether an applicant has the content knowledge equivalent to an A or B grade in the course.

Recommendations

The goal of the recommendation is to gather information on whether the tutor-candidate has the temperament to tutor effectively, while also increasing faculty buy-in. That recommendation can be received in a variety of ways (for example, a formal or informal letter, via email, online or paper-based form submitted by the recommender, or even a phone call tracked via a phone log). Ultimately, it is up to the tutorial program to decide the depth and content of the recommendation, and from whom it will be accepted.

Interview Process

Program seeking certification need to interview their tutor candidates. During the interview, the applicant should have the essential functions of the job explained clearly, in addition to whatever questions are appropriate to your process and program. The interview does not have to be in any particular format. Here are some ideas that a program could use to satisfy this requirement:

  1. Individual applicant interviews with the tutor supervisor and/or tutor trainer.
  2. Group applicant interviews with the tutor supervisor and/or tutor trainer.
  3. Individual or group applicant interviews with the tutor supervisor and a panel of current/former tutors observing.
  4. Individual or group applicant interviews with the tutor supervisor and a faculty member from the content area.

Training

The general requirements for training are as follows:

  1. The training program must include at least 10 hours of training per level.
    1. 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.
    2. Training may be completed entirely face-to-face, online, or a combination, as long as the other requirements below are met.
  2. Five (5) hours at each level must be Tutor-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 videotapes, DVDs, readings, conferences, webquests, podcasts, scavenger hunts, special tutor projects, blogs/wikis, etc.
    3. 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.
  3. Tutor training programs will have set standards, outcomes, and assessments for training. For further guidance, review CRLA International Tutor Training Program Certification Standards, Outcomes and Assessments, with Expanded Guidance for Designing and Implementing Tutor Training (2nd Ed).

Tutor Training programs must document their tutors’ training 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.

Note: How the training program calculates TIS vs non-TIS time depends on how your particular activities are structured. For example, if you include a 10-minute video in your hour-long training session, and preface it with specific instructions, key points to pay attention to, etc., and subsequently discuss the video, the ten minutes would count as part of your TIS time because it is trainer-led, interactive, and synchronous. However, if you have tutors to watch a 10-minute video during the training session but do not preface or discuss it in any way, that does not count as TIS time, because the “trainer-led” component is missing-- the distinguishing factor is the trainer’s level of involvement in the activity of training.

 

Application Documentation for Training Requirement:

  • A detailed training schedule, series of agendas and/or syllabus which clearly shows how the training program is laid out over time, including which sessions/classes cover which topics, for how long, and what training methodologies and materials are used.
  • One to two sample training session materials (depending on level), to include:
    • A detailed lesson or session plan, which explains how the trainer moves the trainees through the learning process
    • Any materials used during the selected sample training session(s), including powerpoints, handouts
    • The standards, outcomes, and assessments that undergird the sample session(s).
    • A brief annotated bibliography which highlights the theoretical and/or practical source material used in the development and implementation of the session(s) selected for your sample(s).
      • The annotation should include a short description of each item as well as how the item is used in training, or was used in developing training
      • CRLA ITTPC does not require any particular bibliographic formatting, as long as the documentation is clearly organized and explained.

Tutoring Experience

In addition to hiring criteria and a well-designed training system, ITTPC-certified programs also track tutors' direct service to students as part of the trainee's development process. At each level of training, the tutor must earn a minimum of 25 hours of direct tutoring experience.

The program is required to track the number of hours each tutor spends with students at each level of certification. Tutoring experience hours should NOT include front desk coverage, Supplemental Instruction sessions, or time spent planning to work with students. Timesheets alone are not sufficient tracking documentation.

Required Documentation for Tutoring Experience:

Applicants will be asked to submit:

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

Tutor Evaluation Criteria

At each level of training, the tutor training program must evaluate its tutors’ progress in becoming better tutors. CRLA ITTPC requires:

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

Additionally, we recommend that the tutor evaluation mirror the goals of the tutor training program, and include a review by a person knowledgeable in the training goals (i.e., a trainer, supervisor, or other designated, trained evaluator).

Copyright Requirement

Programs are required to maintain copyright compliance for works held under copyright protections. Copyrighted items may include textbooks, articles, videos, photographs, handouts, and any other similar fixed media, that is not clearly designated as works of Creative Commons, in the Public Domain, or otherwise specifically cited as free from copyright.

Programs are asked to select which strategies they use to make sure they maintain copyright compliance. These strategies may include fair-use, creative commons designations, or permissions from the content creator or copyright holder.

 

Level-Specific Requirements

Level 1

Selection: Grade of A/B verified, 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 one evaluation during the Level 1 training period.

Documentation:

  • Overview/syllabus for entire Level 1 training curriculum,
  • Material from two sample training sessions,
  • A log that documents tutors’ completion of training hours and topics (last names and ID numbers redacted),
  • A log that documents at least 25 hours of actual tutoring experience per tutor (last names and ID numbers redacted), and
  • 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 Tutor
  • Tutoring Do’s and Don’ts
Communication
2
  • Active Listening and Responding*
  • Communication Styles*
  • Question Asking Strategies
  • Tutoring 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 Tutors 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 tutors (ITTPC) and peer educators (IPTPC) from the same institution can attend together and earn hours towards training requirements.

 

Level 2

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

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

Experience: At least 25 additional hours of actual tutoring experience beyond any experience gained at Level 1.

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

Documentation:

  • Overview/syllabus for entire Level 2 training curriculum,
  • Material from one sample Level 2 training session,
  • A log that documents tutors’ completion of training hours and topics (last names and ID numbers redacted),
  • A log that documents at least 25 hours of actual tutoring experience per tutor, beyond those completed at Level 1 (last names and ID numbers redacted), and
  • 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
  • Tutoring 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 tutors (ITTPC) and peer educators (IPTPC) from the same institution can attend together and earn hours towards training requirements.

 

Level 3

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:

  • Overview/syllabus for entire Level 3 training curriculum,
  • Material from one sample training session,
  • A log that documents tutors’ completion of training hours and topics (last names and ID numbers redacted),
  • A log that documents at least 25 hours of actual tutoring experience per tutor (last names and ID numbers redacted) beyond those hours completed at levels 1 and 2, and
  • 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 Tutoring and Learning Centers in Higher Education
Communication
2
  • Conflict Resolution
  • Group Management Skills
  • Professional Communication*
  • Public Speaking*
  • Training and Supervising Other Tutors (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 Tutors
  • 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 tutors (ITTPC) and peer educators (IPTPC) from the same institution can attend together and earn hours towards training requirements.

 

If you have any questions about CRLA ITTPC 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 here.

 

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.
  • Once approved, the program certificate is valid for two years, and will need to be renewed prior to expiration.

 

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

  • Are you applying to certify your program for the first time? Or applying after a lapse in certification?
  • 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.

Application for New Certification

 

Application for Renewal of Certification (formerly 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:

  • Are you applying for a renewal of an existing certified program?
  • 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.

Application for Renewal of Certification

ITTPC Fee and Payment Options

Both the application and associated fee must be submitted before your application is posted for review. Payment of ITTPC 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.

The Online ITTPC Self-Serve Invoice

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 application stages):

  • 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/additional campus or program
  • Two levels at a time: $250 primary + $100/additional campus or program
  • Three levels at a time: $350 primary + $150/additional campus or program

Fee for late applications:

Applications for Renewal of Certification which are submitted after their deadline will incur a $100 late application fee to renew, for an extension up to six months (180 days) past the date of their previous certification expiration.

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 (tutor selection, tutor training, tutoring experience, and tutor evaluation).

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

CRLA ITTPC Contact Information

NOTE: if you need to change your program contact information, you can do so by completing the Program Update Form.

 

Current ITTPC Coordinator

Shawn O'Neil

The University of North Carolina at Greensboro, Greensboro, NC

s.oneil@crla.net

Shawn O Neil

Shawn O’Neil is the Assistant Director for Academic Excellence at the University of North Carolina at Greensboro, where he and the other staff at the Academic Achievement Center manage a large and dynamic center, offering small-group and individual tutoring, supplemental instruction, and academic coaching. He has been involved in CRLA's International Tutor Training Program Certification at every level — as a tutor, tutor-trainer, tutor coordinator, ITTPC reviewer, and ITTPC associate coordinator. Currently he serves CRLA as its ITTPC Coordinator. He has Masters degree in Education and graduates in May with a second Masters in Training and Development from North Carolina State University.

Current ITTPC Assistant Coordinator

Samantha Trumble

 

sajohnst@syr.edu

Samantha Narad Trumble

Samantha Narad Trumble is the Assistant Director of CLASS. She earned her MA in Math and Science Education at the University of Colorado at Boulder and a BS in Childhood Education from SUNY Oswego. She taught math in the K-12 sector and taught Foundations of Mathematics in the Real World at SUNY Oswego before becoming Math Skills Coordinator at Hood College in Maryland. She joined CLASS July of 2017 and hasn’t looked back! Samantha is a program reviewer and Assistant Coordinator for International Tutor Training Program Certification for the College Reading and Learning Association (CRLA). She is excited about the growth CLASS has experienced in such a short period of time. When not working, you can find her watching the latest horror movie or playing with her nieces.

 


ITTPC Reviewers

Cheryl Capuchina North Central Texas College ccapuchina@nctc.edu
Jenny Crones Heartland Community College Jenny.Crones@heartland.edu
Rob Dawson, Jr. Florida Gateway College Robert.DawsonJr@fgc.edu
Michelle Galey Eastern Washington University mgaley72@ewu.edu
Amber Gordon University of New Mexico  gordona@unm.edu
Abdollah Hajikandi Buffalo State College hajikaa@buffalostate.edu
Keira Hambrick The Ohio State University keira.hambrick@gmail.com
Kristy Hare Stony Brook University Kristy.Hare@stonybrook.edu
Jojo Jacobson Wentworth Institute of Technology jacobsonj@wit.edu
Samantha Johnston Syracuse University sajohnst@syr.edu
J. Juechter Bronx Community College j.juechter@bcc.cuny.edu
Kevin Knudsen George Washington University kknudsen21@gwu.edu
Jarrett Lykins Albany College of Pharmacy and Health Sciences Jarrett.Lykins@acphs.edu
Marie Maguire-Cook Rogue Community College MMaguire@roguecc.edu
Howard Masuda California State University, LA (retired) hmasudamasuda@aol.com
Sheri McIntyre Linn-Benton Community College s.mcintyre@crla.net
Shawn O'Neil UNC Greensboro s.oneil@crla.net
Cecillie Reid Boston College cecile.reid@bc.edu
Kirk Skogland University of Kansas kskoglund@ku.edu
Amy Spencer Ohio Dominican University spencera@ohiodominican.edu
Olga Thurman El Paso Community College othurman@epcc.edu
Penny Turrentine Pima Community College Penny.Turrentine@pima.edu
Jen Welsh University of New England jwelch6@une.edu
Valerie Wrenn University of Pennsylvania vwrenn@upenn.edu
Cathy Young Heritage College, Gatineau cyoung@cegep-heritage.qc.ca

ITTPC Frequently Asked Questions

General Questions

ITTPC certifies tutor training programs and authorizes tutor training programs to recognize tutors who have met their institution's CRLA ITTPC tutor training program requirements. We do not certify tutors or tutor-trainers.

 

Once an application is approved, CRLA will send an email to each contact person listed on the application. The email will contain a letter of congratulations; a certificate for your program listing the levels approved and the dates of approval; a template file for you to use to provide recognition for tutors who complete your program at each level; and a sample press release to use at your discretion.

No, there are no deadlines to apply. However, there are deadlines to renew.

Initial certification lasts for two years, followed by renewal, which is every four years thereafter. Certification is an ongoing process with renewal scheduled on a regular basis.

No. However, we encourage you to become a member of CRLA.

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.

Yes, CRLA provides many opportunities to learn about certification through intensive half-day pre-conference sessions, concurrent sessions at annual, local and regional conferences, and a multi-day training on tutor training development and implementation at the CRLA Summer Institute.

Attending training is not a requirement for certification, however it is highly recommended and consistently lauded as a valuable professional development experience for the Learning Assistance community.

Additionally, the CRLA ITTPC Standards, Outcomes, and Assessments, with Expanded Guidance for Developing and Implementing Tutor Training Programs (2nd Ed) is written in support of CRLA certification and provides a clear path toward successful development of your program and completion of your certification application. It is a “must-read” for anyone interested in certifying a tutor training program.

No. However CRLA’s International Peer Educator Training Program Certification (IPTPC) does certify SI leader training programs (as well as mentor, coach and classroom leader training programs) and in many ways parallels ITTPC requirements. Information on IPTPC is available under the Certifications menu.

Yes! Compliance with copyright law is expected of all certified ITTPC programs. It is your legal and ethical responsibility to give authorship credit for all materials used for tutor training, and to only distribute copyrighted material in a way congruent with copyright law. ITTPC programs found to be in violation of copyright law may lose certification.

If you have any questions about how to best comply with copyright, we encourage you to seek the expertise of a campus librarian or copyright compliance officer.

The certification approval email contains your recognition template(s). If you cannot find your recognition template, send an email to certifications@crla.net requesting it. Include the name of your college or university in your request, as well as your ITTPC ID (if known).

International Tutor Appreciation Week (ITAW) is celebrated annually during the first full week in October. It is a celebration to let tutors know how much they are appreciated for all they do for students each year.

Appreciation Week also gives students, faculty, staff, and campus administration the opportunity to thank tutors.

Suggestions for ITAW:

  • Make posters announcing International Tutor Appreciation Week
  • Ask students to write notes to tutors they wish to thank
  • Invite faculty to thank the tutors for their departments
  • Promote ITAW through the center or department social media
  • Write personalized thank-you notes from the supervisor to each tutor
  • Ask university president, chancellor, or dean to write or record a special thanks to tutors

 

Requirements

We recommend that all interested applicants review the ITTPC Standards, Outcomes, and Assessments, with Expanded Guidance for Developing and Implementing Tutor Training Programs (2nd Ed) publication, which outlines the requirements for certification and includes several handouts and checklists to help you with building a tutor training program as well as begin preparing your program for certification.

Although not required, we encourage you to take advantage of the following:

  • CRLA’s Annual Conference
  • State/regional/chapter (SRCs) CRLA conference sessions
  • CRLA Special Interest groups (SIGs)
  • The CRLA Summer Institute
  • Webinars (see LRNASST listserv)
  • Read the sample materials posted on this website
  • Contact certified programs in your area

Each program recognizes its tutors as they meet criteria set by CRLA guidelines. We suggest that each level take no longer than a semester for ease of scheduling and faster tutor development. However, the time frame for each level can be a year or more, depending on the training program, program volume, and institutional/program needs.

CRLA ITTPC certifies training programs (not plans for training programs), which necessitates the training having been designed and implemented prior to submitting the application. Therefore, CRLA considers the certification to be retroactive for up to one year from the date of the initial certification approval, as long as the tutors have met the requirements as outlined on the approved application.

Yes. Each CRLA ITTPC level requires 10 or more hours of training, with at least five hours of tutor-trainer-led, interactive, and synchronous (TIS) training. The remaining five hours at each level can be TIS, self-paced, or any combination of training modalities.

Because tutoring involves an interactive exchange between tutor and student, CRLA believes the training should also be interactive and involve the exchange of information and feedback between tutor and supervisor.

No. A tutor does not need to renew their credentials. The certificate they receive recognizes them for the work they have done in completing training at a CRLA-certified tutor training program. However, we support continual learning-- including formal and informal learning opportunities-- for all tutors, even those who have already completed training.

It is up to the new training supervisor to make this determination. The new supervisor should consider if the tutor-candidate has an understanding of the topics important to the program, comparable to other tutors who have completed that level of training. Additional training topics or sessions may be required.

CRLA ITTPC offers “multi-program” certificates for situations like this question describes. In order to qualify for a multi-program certificate, the programs involved need to meet the four criteria for certification (selection, training, experience, evaluation) in the same way. The programs do not have to be in the same physical location at your institution (but do need to be at the same institution).

While there can be variation in training modalities or paperwork, CRLA ITTPC expects that programs under a single certificate collaborate on their training design and deliver comparable training including the same ITTPC topics for their training (even if not all-- or any-- training sessions are done together). Otherwise, we suggest the programs apply for certification separately.

NOTE: Programs who are certified under a single certificate are not required to train their tutors together. Programs can also vary in the types of training engagement (perhaps one program does a particular activity that the other does not), and they can choose to highlight different areas or strategies within the ITTPC topics they’ve selected. Here are two examples to highlight this difference:

  • The programs may have selected, “Tutoring in Subject Areas and/or Specific Skills” with one program focusing on strategies for mathematics tutors and another focusing on strategies for chemistry tutors.
  • The programs may have selected “Working with select populations” they may choose to highlight different populations based on their program needs).

For certification purposes, a program is run out of a single unit or office, has a unified goal or mission, and can articulate a clear hierarchy of leadership within a single unit or department.

The following examples will help you to identify whether you indicate “single-program” or “single-campus” on your application for certification.

  • Dr. Jones runs a tutoring program that is one of several unrelated programs at their institution. Dr. Jones applies for a single program, single campus certification, separate from any applications submitted by other programs at their institution.
  • Director Jenkins runs a tutoring program on the main campus of their institution, and sends trained tutors to a satellite campus to work with students there. Director Jenkins is responsible for all selection, training, experience, and evaluation of the tutors at main campus and the satellite campus. Director Jenkins applies for a single program, multi-campus certification.
  • Dr. Ruiz runs a tutoring program in collaboration with colleagues at the same institution. They have the same selection, training, experience, and evaluation processes as their collaborative colleagues. Dr. Azur and colleagues apply for a multi-program, single-campus certification.
  • Director Azur and their colleague Dr. Smith both run separate tutoring programs at the same institution. They collaborate on the tutor selection, training, experience, and evaluation components. Director Azur’s program exists on both main campus and two satellite campuses. Director Azur and Dr. Smith apply for a multi-program, multi-campus certification.
  • Dr. Li and Ms. Adkins both run tutoring programs at the same institution. While they collaborate on some elements of training, their selection criteria and evaluation metrics are completely different. As a result, Dr. Li and Ms. Adkins choose to apply for separate certifications-- one for each of their programs-- rather than aligning selection and evaluation.

As of 2021, certified ITTPC programs may add another tutorial program or satellite campus to their certificate at any time by completing an Application for New Certification (formerly “Stage One”), with information about all programs/campuses and the training that has been designed together.

Any time you are adding anything (level, program, or campus) to your certified program, you will complete the Application for New Certification.

NOTE: For certification purposes, a program is run out of a single unit or office, has a unified goal or mission, and can articulate a clear hierarchy of leadership within a single unit or department.

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 information and the level 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.

No. ITTPC and IPTPC are separate programs within CRLA and require two separate applications. For currently-certified ITTPC programs who wish to add mentor training certification, please see the Certification Requirements page for IPTPC.

Beginning in 2021, ITTPC- and IPTPC -certified programs at the same institution may choose to collaborate on the delivery of certain training topics (as indicated by a * on the topic list). However, each program needs to submit a separate certification application for either ITTPC and/or IPTPC.

 

Application Process

When you submit your ITTPC application, the CRLA Main Office first determines if the application and payment are in order. If there are any issues at this point in the process, the Certifications Administrator will reach out to the primary contact on the application via email or telephone to try to resolve the issue. The application is then posted internally, along with other applications waiting for review.

Most applications are reviewed within 4-6 months, depending on the time of year.

Any time you want to add a level (or additional campus or program) to your current training program, you will complete the Application for New Certification, including all of the current and all of the new level and/or program information. When approved, your training certification expiration dates will be set based on the most recent application completed.

To determine whether to submit the Application for New Certification, consider:

  • Are you applying to certify your program for the first time? Or applying after a lapse in certification?
  • 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.

To determine whether to submit the Application for Renewal of Certification, consider:

  • Are you applying for a renewal of an existing certified program?
  • 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.

CRLA ITTPC asks applicants to submit their Application for Renewal of Certification a few months before their expiration date, as a courtesy to the reviewer teams. However, programs officially have until the last date of their certification to submit for renewal.

If an applicant wishes to submit their Application for Renewal of Certification after their current certificate has expired, they may do so for up to six months (180 days) past the renewal date, which will incur a $100 late-application fee.

After a lapse of greater than six months (181+ days), programs will need to complete the Application for New Certification.

 

Fees and Payment

ITTPC 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. Click the button for Download the CRLA W-9 Form

Certification is an on-going process.

  • Certification for new programs, and programs adding new levels/programs/campuses is valid for two years.
  • Certification for programs seeking renewal with no additions is valid for four years.
  • In order to maintain certification after the first renewal, the program must continue to renew every four years.

No. A program is only authorized to recognize tutors as having met the ITTPC tutor training requirements during the dates listed on its program certificate.

Once a program is certified or re-certified, the primary contacts on the application will receive an email that includes the program certificate as an attachment (PDF), as well as the PowerPoint template for the tutor recognition certificate(s). Your Center’s certificate is valid for the dates indicated on the PDF.

 

Reviewers

ITTPC reviewers are a dedicated group of professionals working, or retired from, the field of Learning Assistance. These volunteers are current members of CRLA and have experience with creating and/or managing ITTPC-certified programs. See our “Contacts” page for a list of our current Certifications team.

In order to become a reviewer, you must be (or become) a current CRLA member and work with a certified ITTPC program (or have previous experience working with a certified ITTPC program). Reviewing is a valuable professional development opportunity and a great way to develop a network of colleagues involved in tutoring and tutor training programs.

If you would like to become a reviewer, please contact the ITTPC Coordinator for more information (contact information available in the tab labeled “Contact”).

Because CRLA certifies tutor training programs rather than individual tutors, a tutor needs to complete training through a post-secondary institution with a CRLA-approved ITTPC program in order to receive a recognition certificate. Interested tutors or tutor candidates should investigate employment and/or volunteer opportunities with a certified program.

Tutors should contact the program and institution who provided the certification. CRLA ITTPC does not collect or store records of which tutors have or have not completed CRLA-certified training programs.

No. Your program certificate is for your program to display as a certified ITTPC program and notes the certification dates for your program. It should not be modified or changed.

However, you may make additional copies of your certificate as needed.

Rick Sheets Outstanding Tutor Award

Do you have an undergraduate student who exemplifies what it means to be a tutor? Nominate them for the Rick Sheets Outstanding Tutor Award!

History of the Award

The Outstanding Tutor Award was established in 1995 by CRLA’s International Tutor Training Program Certification (ITTPC) committee, and was renamed the "Rick Sheets Outstanding Tutor Award" in 2016. This award is given annually to one peer tutor from any one of our 1200+ certified tutor training programs. It honors the work of undergraduate student tutors who contribute much to the academic 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 an undergraduate student at the time of nomination with at least 3.0 GPA,
  • Currently serve as a tutor in a CRLA ITTPC-certified program,
  • Have earned recognition at level 1, 2, or 3 through a CRLA-certified tutor training program,
  • Have a strong history of development and success as a tutor.
    **NOTE: Programs may only submit one nominee for consideration.

What does the Outstanding Tutor 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 transferable).

How do you nominate a tutor for this award?

Application Process:

To be considered for this award, applications should include:

  • Application form completed by the tutor’s supervisor
  • Attached to the application, you must upload the following:
    • Letter of support from a faculty member who teaches in a subject they tutor, but who is not affiliated with your tutoring center or program
    • A copy of the nominee’s unofficial transcript to verify GPA
    • A copy of the nominee’s highest-level ITTPC certificate of completion
    • A copy of the tutor’s most recent tutor 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:

How has your tutor training helped you adjust to tutoring during the pandemic?

This original essay must be double-spaced in Arial or Times New Roman, with the tutor’s full name and nominating university or college name in the header. References, if used, do not count toward the word count limit, but should be cited using either MLA or APA guides. Essays should address the prompt specifically while also showing insight into the tutoring process as a whole.

To submit documentation:

  1. Please upload each document as a separate file in application itself, named with the tutor’s name.

a. File Name Examples:

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

NOTE: 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 “OTA 2021” to: Samantha Johnston, ITTPC Assistant, at sajohnst@syr.edu

 

Sydney Riu

     2020 Outstanding Tutor Award Recipient: Sydney Riu

Sydney Riu graduated this May with her Bachelor’s of Science in Hospitality Management from Endicott College in Beverly, Massachusetts. Currently, Sydney is continuing her education at Endicott in their fifth-year Masters of Business Administration program where she was also hired as a Graduate Assistant with the Tutoring & Writing Center. During her time as a peer tutor, Sydney went through extensive training to become a CRLA Level III peer tutor and was on the first-ever Tutoring and Writing Center Executive Board. While on the executive board, Sydney served as a student leader during new peer tutor trainings and organized inclusive tutoring events campus wide. Additionally, she tutored courses like Hospitality Accounting and Food & Beverage Management, where she offered individual and small group tutoring sessions.

 

Samples

Programs often ask for examples of the certification application, examples of strong programs to use for reference, etc. In an effort to assist, this section of the website includes sample materials.

First, here is a list of the questions that you will be asked on the application: CLICK HERE

Second, here are some sample answers from programs that have given us permission to share:

Note: these materials are the intellectual property of their respective institutions, and are posted with permission granted to CRLA. They may not be copied by any other person, institution, or program.

CRLA members, remember you can also reach out to your CRLA State, Region or Chapter (SRC) and/or Special Interest Groups (SIGs) to connect to other learning center professionals.

CRLA 2021 SUMMER BREEZE PROGRAM

In response to the pandemic travel restrictions, CRLA offered a modified version of our traditional "Summer Institute" for 2021, entitled "Summer Breeze."

This was a series of online workshops introducing the newly revised Standards, Outcomes and Assessments for peer tutor and peer educator training programs, the ITTPC and IPTPC certification process and the ITTPC and IPTPC applications.

CRLA is planning to be back in St. Louis in 2022 for our intensive, in- person Summer Institute.

 

CRLA Summer Breeze 2021: (Re)Starting a Program

 

Summer Breeze 2021: IPTPC Requirements Overview

 

CRLA Summer Breeze 2021: IPTPC Application Overview

 

Summer Breeze 2021: ITTPC Requirements Overview

 

Summer Breeze 2021: ITTPC Application Overview