Peer-to-Peer Education at Duke

Nestled in the Rubenstein Library, a group of students gathered to discuss their peer-to-peer educator experiences inside and outside the classroom. The student panelists assist undergraduates in various disciplines, including Biology, Math, Statistics, Computer Science, Economics, Neuroscience, and Psychology. The panel represented a mix of department-based undergraduate teaching assistants (TAs) and learning assistants (LAs), and peer educators from the Academic Resource Center's (ARC’s) STEM Advancement through Group Engagement (SAGE) Learning Communities and Peer Tutoring program. 

TAs are students that aid faculty with instructional responsibilities, and most of their student engagement occurs in the classroom. LAs are participants in a credit-bearing program that aid faculty in the classroom. The ARC’s SAGE Learning Communities brings together students in a course with a peer facilitator to work through curriculum materials developed with input from the course faculty. In the ARC’s Peer Tutoring program, small groups of students work with a peer tutor to review content and get their questions answered. The tutoring sessions are based on the students’ needs rather than following a set curriculum.

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The panelists all underscored similar philosophies—hard work, dedication, and community. They noted that investing in building community and nurturing safe spaces creates a welcoming learning environment for students. Several panelists resonated with the idea that failure can contribute to students’ growth as learners and individuals.  

“I can show them, but I can’t understand for them,” said Victor Slivinski, an ARC Peer Educator and Pratt senior, when asked about the challenges of being a peer educator. Many panelists shared the same challenge—students are unwilling to be wrong. Hannah Baetge, Trinity junior and ARC Peer Educator, emphasized encouraging her students to sit with the uncertainty of not understanding. It’s given her more comfort to enable them to spend time solving problems on their own. 

Several panelists reflected on the personal growth they gained while working as teaching assistants. “Before becoming a TF (teaching fellow), I would have never agreed to be on this panel,” stated Elliot Smith, Trinity senior, reflected on overcoming fears about public speaking. Seniors Avery Hodges and Slivinski echoed Smith’s sentiment, noting that their peer educator roles forced them to become comfortable with public speaking. 

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 “The best way to talk to the students is as a student yourself,” noted Baetge. “Come in with the mindset that you’re going to learn as much as them.” Being a SAGE Facilitator helped Baetge feel more at ease when navigating difficult conversations. Justine Prophete, Trinity junior, agreed with Baetge noting that she has learned to communicate with her students more effectively through her learning assistant position. 

When asked how Duke could better support students who are peer educators, many panelists noted wanting more direct access to faculty. “Teaching is an art,” said Prophete, “and it helps to see someone else do it.” The group emphasized the importance of observing professors and more experienced peer educators interacting with students.