1. Mission Statement
Creating a comfortable environment for first year students to learn, connect with peers, and engage into
the NOVA community.
Peer Leader 2013-2014
Vision Statement
The vision of the peer leader team is to foster academic success, campus involvement, personal development, and
civic engagement of NOVA Students. We hope to achieve these outcomes by building a sense of belonging and
purpose among NOVA Students
Purpose
The Peer Leader Program assists incoming first year students in making a smooth transition from home school
and high school to the college. Peer Leaders serve as guides, advisers and friends. As a Peer Leader you will
play a key role in the development of First Year Experience students who have decided to pursue a degree at
Northern Virginia Community College.
 Promote academic excellence.
 Encourage the development of student relationships with other students and staff.
 Advance knowledge about campus services
 Provide consistent, reliable sources of support and inspiration

2. Position Information
COMPENSATION & BENEFITS:
 The Peer Leader position is an opportunity to gain leadership experience, become more actively
engaged in the campus community, and contribute to the intellectual and personal growth of new
students.
 Peer Leaders may have the opportunity to continue their leadership role by electing to become a
Peer Leader for a First Year Seminar class.
PEER LEADER SUPERVISORS:
 The staff, in working with all Peer Leaders, will:
 Work to provide you with what you need to be successful, including training, support,
resources, and mentoring.
 Actively listen to your ideas, concerns, and feelings; and adjust our program when it is
appropriate/possible to do so.
 Be available to assist you with any questions or concerns that may arise.
 Be sensitive to your needs as both Peer Leaders and students.
 Inform you of any changes to the schedule or other special issues as they arise.
 Offer timely and constructive feedback.
 Work with you to make this a fun job and an educational experience.
 Peer Leaders will report to directly to Cedric Steele, but can feel free to contact any of the
following staff members with questions, concerns, or student/parent referrals:
Tanya Ingram
Student Success Coordinator
tingram@nvcc.edu

3. About Welcome Week
RATIONALE – WHY DO WE NEED A WELCOME WEEK? The First Year Experience Program requires new students to
make a series of profound academic, social, and emotional adaptations. Student success in college can be greatly
affected by an individuals’ ability to transition into a new environment. The first six to eight weeks of each
semester during the first year are critical because this is the time when students form impressions about the
college environment and whether they ‘belong’ in college. Students that fail to adapt to the new environment often
withdraw from college during or after the first year or perform at a lower academic level than expected (Upcraft,
Gardner, & Barefoot, 2005). Welcome Week is intended to help incoming students transition into the college
environment and to give them the tools to build a foundation for success in their first few weeks that will carry
them through to degree completion.
MISSION: Welcome week will provide new students with opportunities to engage with the faculty and the broader
campus community; will improve new students’ access to campus technology and networks; will provide just-in-
time academic and social success training; and will make sure that students’ records and schedules are up to date
and ready for students to start classes on time and on the right track.
OUR PRIMARY GOAL: The primary goal of Welcome Week is to help our students “get ready to learn”.
SPECIFIC LEARNING OBJECTIVES/OPPORTUNITIES:
Opportunities to engage with Student Affairs – Students will:
 Acclimate to campus policies and procedures
 Learn student rights and privileges
 Understand the role of the Counselor, Academic Advising Specialist, and Faculty Adviser
Opportunities to engage with academic connection – Students will:
 Meet program adviser/ program coordinator/ program faculty
 Understand why SDV Class is important tool for First Year:
o Managing transition to college
o Computer support – Electronic Systems
o How to take advantage of academic support
o Time Management, Note taking…
Opportunity to be 100% eligible and ready to attend class on day one – Students will:
 Complete all administrative paperwork before first day of class
 Locate and understand academic schedule
 Locate academic buildings and identify individual classrooms
Opportunities for peer engagement and student leadership – Students will:
 Interact with upper classmen Peer Leaders
 Identify positive Leader/role model relationships
 Connect with peers through small group interaction
 Identify social involvement and student leadership options

4. About SOAR
RATIONALE – WHY DO WE NEED A SOAR? SOAR is the time that you prepare for your academic college life here at
NOVA. During this session students will decided on a major based upon their employment or academic goals and
register for fall classes. Students involve themselves in future academic planning based upon their major. During
this time students are able to engage in getting to know their Academic Advising Specialist and supportive faculty
of the First Year Experience Program.
MISSION: Is to facilitate the enrollment and registration process for incoming first year students by training them on
college policies and procedures and providing them with the proper academic advising.
OUR PRIMARY GOAL:
SPECIFIC LEARNING OBJECTIVES/OPPORTUNITIES:
 Use NOVAConnedt to conduct academic tasks such as enrollment, paying for courses, checking
grades access the Academic Planner
 Ability to identify tools used to assist in academic planning and enrollment
 To provide information , direction and support about the campuses, office and departments
About NSO
RATIONALE – WHY DO WE NEED A NSO? New Student Orientation is the time that students are inducted into college
life. During New Student Orientation students gain knowledge about campus life and start to forge bonds with their
fellow peers, faculty and staff. It is in New Student Orientation that students are able to identify faculty and staff
that can help them throughout their academic career at NOVA.
The mission of New Student Orientation is to assist new students in the transition to life in our University
community, and to actively engage current students in leadership roles in an effort to facilitate this process. Our
priority is to develop strong leaders, and to enhance the existing supportive environment by helping new
students learn to accept and face challenges, appreciate diversity and therefore grow as students and individuals.
MISSION: Is to assist first year students in the transition to life in our college community, and to actively engage current
students in leadership roles in an effort to facilitate this process.
OUR PRIMARY GOAL:
SPECIFIC LEARNING OBJECTIVES/OPPORTUNITIES:
 Providing information and resources that will allow first year students to make informed and
appropriate academic plans and healthy social choices.
 Creating a welcoming environment that builds a sense of community among the incoming class and
connects them with faculty, staff and other students.
 Providing a framework for two years of success through the communication of expectations, norms
and standards.

5. The Role of the Peer Leader
WHAT IS A PEER LEADER? At Northern Virginia Community College we view Peer Leaders as our ambassadors,
representing the College’s First Year Experience Program. A Peer Leader must feel a strong commitment to the
campus community and be always willing to share their enthusiasm and pride for the NOVA learning experience
with those around them. Peer Leaders will be looked to for guidance and support on a regular basis and must
exemplify competency the following core abilities:
 Demonstrate a willingness to assist others.
 Master and share knowledge about the College’s people, community, programs, policies, and procedures.
 Use critical and creative thinking to solve problems, resolve conflicts, make decisions, and complete tasks.
 Demonstrate flexibility and easily adapt to change.
 Work cooperatively in a diverse team environment.
 Demonstrate personal integrity through ethical and responsible behaviors.
Peer Leaders are essential to student success and have the ability to contribute to the intellectual and personal
growth of new students by offering insight and support during a very critical time. Peer Leaders will be trained to
guide new students on the most important aspects of transitioning to Northern Virginia Community College and
becoming connected to academic and student life in order to best facilitate positive interactions among families
and first-year students. As part of the Welcome Week program, you will take on a range of roles that include:
A knowledgeable and experienced guide – As a Peer Leader you provide access to people, places,
experiences, and resources. You will guide a group of new students through a series of events and activities
working to keep everyone together and on track with a busy schedule. You are also an information source
so be prepared to be asked a lot of questions! When you are asked a question by a student or a family
member, you must assess it carefully.
 First ask yourself: “Do I know the answer?”
 Then ask yourself: “How did I learn this information?”
 If the question is subjective; (e.g., Is X class hard? What is Professor Z like? What classes should I
take?), offer only objective answers and avoid sharing your prejudice or bias toward the course,
professor, etc.
 If you are not confident in your answer refer them to a specific person or office that can help (see
‘Who to go to for what’ in the Tools and Resources section of Manual).
Your main goal is to teach students how to find answers to their questions.
 Is this question answerable by accessing information online? Can I show them how to find it or how
to navigate the information system?
 Is there an office on campus that deals with this information? Can I direct the student to that office
on campus and/or a specific person that can answer the question?
 Are there any additional resources that I have used as a student that may help?
Problem Solver – Unexpected things will happen, individuals will stray from the schedule, and conflict will
arise, but the show must go on! During on-campus training you will learn effective conflict resolution skills
and you will always have support to turn to for help. For now consider the following:
 Be proactive not reactive – plan ahead, be aware of what is going on around you, and if something
doesn’t go as planned do not overreact.
 Stay calm and focus on how to move forward.
 Always portray confidence but be willing to make necessary changes.
 Ask for help if you are unsure of what to do.
A role model, trusted supporter, advocate, and Leader – Aside from assisting with the smooth
functioning of transitioning and Welcome Week programming, much of your time will be spent interacting

6. with new students in an informal manner. During these moments you should share stories with your group
about your own educational career and the ways you have overcome obstacles similar to those they may
face as new students. You will facilitate conversations and activities that help new students work through
their fears, develop important skills, and understand the rigors of college life.
WHAT A PEER LEADER IS NOT: There are boundaries in virtually any and all relationships and the Peer Leader/new
student relationship is no exception. While there are no hard and fast rules, and while there may be rare
exceptions, there are guidelines for what a Peer Leader is (or should be) and for what a Peer Leader is not (or
should not be).
A Peer Leader is not…
 A surrogate parent.
 A professional counselor or therapist.
 A flawless or infallible idol.
 A social worker.
 A lending institution.
 A playmate or romantic partner.
“A leader looks to the past to find much for which to be thankful… a leader looks to the future to find the challenges
that inspire growth… a leader looks to the present to find those with whom to work and change the face of today.”
– author unknown

7. Professional Conduct & Expectations
PROFESSIONAL ATMOSPHERE:
Schedules may very busy at times, but it is important to remember that the key goal is helping new
students get ready to learn. We must create a welcoming atmosphere because we want students to feel
comfortable and excited to be starting their college career. It is also important that we provide support
and understanding that will encourage new students to utilize all of NOVA’s services and resources.
As a Peer Leader, it is your responsibility to maintain a professional atmosphere during all
activities. As soon as the students arrive on campus be ready to give them your undivided attention.
THE 3 R’S OF PEER LEADERSHIP:
Responsibility
 Take ownership
 Be prepared
 Follow through
Relationships
 Foster open communication
 Clarify your values, abilities, interests, and goals
 Build a connection
Resources
 Learn policies, procedures, and requirements
 Utilize supervisor support and referrals
 Use & promote use of academic tools (email, and blackboard)
CONFIDENTIALITY:
As a Peer Leader you may find that students feel more comfortable confiding in you with personal
concerns and questions. An important part of being a Peer Leader is to establish a trusting relationship
with the students in your group. Assure your group that you will keep information regarding inquiries
and personal information confidential; however, if information is shared with you that you believe needs
to be passed on to an authority you are obligated to do so. If you are faced with an issue that you believe
requires intervention, contact your supervisor and or Counseling Services.
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974 (FERPA):
Although we do not foresee this being an area of concern there may be circumstances where
academic information about a student is shared with you. The Family Educational Rights and Privacy Act
(FERPA) is Federal legislation that sets forth requirements and provides guidelines for Post-Secondary
Institutions regarding the privacy of student records for ALL students enrolled in Post-Secondary classes
and all students on campus. FERPA governs the release of educational records that are maintained by the
College, as well as access to these records.
While the student has full access to their educational records at any time, the following are the
only records that Paul Smith’s College can release regarding the student without written consent
of the student:
 Student’s name
 Enrollment status (full-time or part-time)
 Plan of study (major)
 Dates of attendance (by term/semester)
 Degrees (including dates)
 Academic honors and awards

8.  E-mail address
While legally we can release this information it is standard practice to not release any information.
Exceptions to this practice are graduation lists and deans lists released to news agencies. Written consent
from the student is required for release of any other information regarding the student’s educational
record – this includes release of information to parents, spouse, siblings, etc. While this may seem
restrictive, it is for the protection and privacy of the student these Federal regulations were mandated.
If you have questions about FERPA or how it may apply to you please speak with your supervisor.
THE PEER LEADER PROFESSIONAL CODE:
As an ambassador of the college it is very important that you fully understand what it means to be
a professional. Please read the following professional code as you will be required to sign a copy during
your first day of on-campus training. If you have any questions or concerns please contact your
supervisor.

9. Peer Leader Professional Code1
In accepting the position of Peer Leader at Northern Virginia Community College, I understand that I am required to
meet a certain set of standards established to ensure the best possible experience for all new students and their
families, and to promote the feelings of support and connectedness that are essential for a successful transition to
college. As a Peer Leader, I will be held to a higher standard of behavior than my fellow students and will be expected to
demonstrate responsibility and professionalism at all times. In all my actions, I will strive to fulfill the mission and values
of Northern Virginia Community College and the Welcome Week program by exemplifying the following standards:
1. Dependability: I will fulfill all of my responsibilities as a Peer Leader including: attending all Peer Leader training
sessions/meetings, being on time and present for all required activities, making accurate referrals when needed,
providing support to campus faculty/staff, and completing documentation and reports for the program in a timely
fashion.
2. Positive attitude: I will seek to make all students, their families and guests feel welcome. I will remember my role
as a Peer Leader, and be patient and understanding in my dealings with all students. I will make every effort to be
positive and encouraging even though at times this role may be stressful. I will seek help, and utilize campus
resources as needed, to ensure that I am able to honor my responsibilities as a student and as a Peer Leader.
3. Respect: I recognize that I am a role model for other students. I will set a positive example for all students by
showing respect and consideration for all members of the faculty, departments, the student body, advising staff,
and fellow Peer Leaders.
4. Good communication: I will communicate regularly with my direct supervisor, committee members, and my
fellow Peer Leaders. I will devote my full attention to all Welcome Week activities and utilize effective listening
skills when helping faculty, staff, students, and their families.
5. Support: My fellow Peer Leaders, supervisor and committee members will be available for support at all times
and will help me through tough times. We are a team, and as such will be ready and willing to assist each other. I
will provide and accept constructive feedback knowing that it is important for growth. Also, I understand that
conflicts within the group are inevitable. I am committed to keeping all internal conflicts within the group by not
discussing matters with those not affiliated with the Peer Leader Program.
6. Professionalism: As a representative of Northern Virginia Community College, I will make every effort to present
both myself and the Welcome Week program in the best light possible. I will be aware that my actions have the
ability to influence people’s opinions and will conduct myself in a manner that generates respect from others for
myself, the program, and the college.
7. Accuracy: I accept that I will be asked some questions that could receive a more informed answer from a different
source. I will answer all questions to the best of my ability and will refer any questions that I am not able to
answer with certainty to my supervisor and/or the most appropriate person and/or department.
8. Confidentiality: I will not discuss with anyone, other than my supervisor, appropriate staff, and if applicable
fellow Peer Leaders, any information I am privy to through my work as a Peer Leader. This includes holding in
confidence information I receive directly or indirectly. I understand that discussing confidential information with
1) Adapted from: http://www.nacada.ksu.edu/Commissions/C37/documents/PeerAdviserorLeaderProfessionalCode.docx

10. someone who can help the situation, e.g., my supervisor, Student Affairs, the Counseling, or Campus Safety, is not
a violation of confidentiality. When a student’s life is in danger, I will report what I know immediately to a
campus resource person who can take direct action to help the student.
9. Awareness of Diversity: I will be sensitive to the uniqueness of each situation and the individual(s) involved
thereby promoting an understanding and respect for various opinions, values, and cultural backgrounds. I will not
tolerate any incidents of prejudice or biases related to gender, race, ethnic origin, sexual orientation, religion or
ability. I will make every effort to give equal attention to all the students and will avoid “playing favorites.”
10. Responsibility: I will refrain from consuming alcohol prior to and during my shift while employed as a Peer
Leader. I will not use illegal drugs while employed as a Peer Leader. I will not promote, encourage, or discuss the
use of alcohol or any illegal substance while working. I understand that as a Peer Leader my use of drugs or
alcohol outside of my required work hours could also jeopardize my employment as a Peer Leader.
I understand that any and all violations of the Peer Leader Professional Code are serious and will be dealt with on a case-
by-case basis. Possible consequences may include termination from this position.
I have read and understand the above statements and agree to comply with them.
Signature Date

11. Strategies, Tools & Resources
THE ABC’S OF LEADER WORKING WITH STUDENTS IN TRANSITION:
Students may not be aware that many of the issues they may encounter are related to transition.
The following steps will help you address transition issues that your student may have and help them
identify strategies for dealing with these issues.
Acknowledge the student’s reality:
 You cannot help a student if you do not understand
 Do not assume that you understand the student’s circumstances
 Ask the student to explain his or her concern, and listen to the answer
Be strategic and student-focused:
 Ask what the student thinks he or she should do, an listen carefully to the response
 If they have not thought it through, rephrase the situation according to your
understanding – this may help the student realize a solution they had not thought of
before
 Do not solve the problem for them, rather focus on their goals and offer an
alternative point of view
Commit the student to do it:
 Help student clarify intentions and develop a plan of action
 Tell them you will follow-up with them and keep your promise
 Provide encouragement and guidance as they work through their obstacles
“Nothing is secure but life, transition, and the energizing spirit.”
- Ralph Waldo Emerson
DEVELOPING EFFECTIVE COMMUNICATION SKILLS:
Effective communication skills are essential for Peer Leaders. Providing information in a
meaningful way serves as a basis for decisions which can have a profound influence on a student’s entire
life. New students are not simply deciding what courses they will take or what they will major in, they
are also deciding if only indirectly, their futures.
Listening
Listening is the most basic communication skill. The elements of listening behavior include
eye contact, body language, verbal responses, and vocal tone. Most helpful to Peer Leaders are
active listening skills. Examples of active listening skills are:
 Stop talking – you cannot listen while talking
 Maintain good eye contact
 Lean slightly forward to indicate your involvement
 Reinforce the speaker by nodding or paraphrasing
 Do not interrupt, give the person time to finish what he/she has to say
 Clarify by asking questions
 Move away from distractions
 Be committed to understanding what the student says
 Take appropriate notes

12. Paraphrasing
Peer Leaders need to HEAR as well as LISTEN. One way in which you can demonstrate that
the student has been heard is by paraphrasing, or restating what they have said. Along with
paraphrasing, Peer Leaders need to demonstrate sensitivity to the feelings behind the words by
reflecting those feelings back to the student. Used in combination, paraphrasing and reflecting can
ensure more open and caring communication, as well as promote greater understanding between
you and the student.
Eye contact and body posture
Show incoming students right away that they are recognized. When a new student
approaches you, they become the center of your attention. Body posture should be natural,
attentive and relaxed. Facing the person you are listening to projects attentiveness. Leaning
forward slightly communicates interest. In general, facial expression should be appropriate to the
content of the student’s narrative. For instance, it would not be appropriate to grin at a student
who is obviously distressed.
Questioning
Questioning is another helping skill Peer Leaders need in order to facilitate discussions
with students. Questions can open new areas for discussion, they can help students explore
concerns, and they can help identify issues in the discussion.
Types of Questions
 Closed Questions
o Used to obtain specific facts
o Best to begin conversations with these types of questions – makes it easy to
enter the conversation
o Can be used to direct conversation to specific areas
 Involvement Questions
o Draws the student more actively into the discussion
o Can be used to get students to elaborate on their goals, needs, wants, and
problems
o Allow your students to discover things on their own
 Clarifying Questions
o Invite your students to expand or clarify an idea they previously expressed
o Feedback of your understanding of what you thought your students meant
o Helps uncover what is really on the students’ minds
 Continuing (Key Word) Questions
o Ask the student for a more detailed explanation of what they were saying
Questions You May Want to Ask
 Where are you from? What is your hometown like?
 What did you do this summer?
 What made you decide to come to NOVA? What other schools did you look at?
 Did any other students from your high school come here too?
 What was your favorite subject in high school?
 Do you have a nick name you’d prefer me to use?
 What kind of music do you listen to?
 What is your favorite movie of all time?
 What aspects of college are you most excited about? Concerned about?
 What kinds of activities would you like to do here at NOVA?

13. Types of Response Styles
 Understanding Response
o An understanding indicates the receiver’s only intent is to ask the sender
whether the receiver correctly understands what the sender is saying, how the
sender feels about his/her problem, or how the sender sees the problem.
Results:
 The sender will expand on and explore his/her ideas and feelings
 The sender will achieve recognition of feelings previously denied by self
or others
 The sender may move to express a new message with more meaning
(testing for trust).
 Sender will feel he/she is being understood.
 Evaluative Response
o An evaluative response indicates that the receiver has made a judgment of
relative goodness, appropriateness, effectiveness, or rightness of the sender’s
problem. The receiver has in some way implied what the sender might or ought
to do.
 Probing Response
o A probing response indicates the receiver’s intent is to seek further information,
provoke further discussion along a certain line, or question the sender. The
receiver has in some way implied that the sender ought to or might profitably
develop or discuss a point further.
 Supportive Response
o A supportive response indicates the receiver’s intent to reassure, pacify, or
reduce the sender’s intensity of feeling. The receiver has in some way implied
that the sender need not feel as he/she does.
 Interpretive Response
o An interpretive response indicates the receiver’s intent to teach, explain to the
sender what his/her problem means, or to state how the sender really feels
about the situation. The receiver adds his/her own frame of reference to the
situation.
How to handle questions to which you don’t immediately know the answer:
 Tell the student, in a polite manner, that you don’t know the answer to the question.
 Tell the student you will gladly find the answer to the question. Tell the student the process
you will go through to find the answer (i.e. Make a phone call, look on-line, ask a counselor,
etc.) so that the student knows how to find out next time the question arises. When
questions are specific to a department, and the information is not available on a planning
sheet or through the department website, the faculty adviser or counselor is the best
resource.
 Do not guess or presume.
 Tell the student when you will have an answer. If you think you can get a quick answer, ask
the student to wait. If not, ask if you can get back to them with the answer.
“To effectively communicate, we must realize that we are all different in the way we perceive the world and
use this understanding as a guide to our communication with others.”
-Anthony Robbins

14. ESTABLISHING AND MAINTAINING MENTORING RELATIONSHIPS
A peer mentor relationship, like any interpersonal relationship, builds from a series of interactions
between the peer leader and student. It is the quality of these interactions over a period of time that will
determine how productive the relationship will be. As relationships develop, the level of trust between
two people will increase and the level of interaction deepens. It is essential for the peer mentor
relationship to be seen as an evolving process; a process which is continually shaped and reshaped by
both the peer leader and the student.
On the same note, the Welcome Week program takes place over three busy days limiting time for
the relationship building process to evolve. Therefore it is essential that your first impressions and initial
interactions with your student group be effective in promoting a strong foundation for you as a Leader to
the students in your group. Consider the following guidelines to help you in establishing and maintaining
your mentor relationships.
What attributes improve the Leader relationship?
 Care for others
 Confidence
 Dependability
 Optimism
 Respect
 Trustworthiness
 Awareness of student interests
 Involvement on campus
 Enthusiasm
 Authenticity
 Empathetic
 Collaborative
Stages of the Leader relationship:
The following diagram is intended to provide you with a visual of how you should go about
developing your relationships. Each level of the pyramid in the figure below represents a stage in
building relationship with your students. These stages are identified by questions that should be
asked and answered at each stage of the building process. The questions in the cloud represent
questions that should continue to be asked and answered throughout the relationship. The arrows
represent TIME and TRUST. The time arrow is to remind you that you must consider how you will
move through each stage within the given time frame; while the trust arrow is to remind you to
ask yourself at each stage what you can do to develop and maintain trust with your students.

15. Who are you?
This is the stage where you get to know your students and let them get to know who you
are. Some strategies to help answer this question include:
 Create an “all about me” form for you students to fill out
 Break the ice with a name game
 Collect students contact information
 Talk with students about their interests and share yours
Why are we here?
This is the stage where you clarify your role and the purpose of the program. Some
strategies to help answer this question include:
 Review your manual and make sure you fully understand the rationale, mission,
and objectives of Welcome Week
 Be honest, available, and enthusiastic
 Help students understand how to best utilize their resources
Where are we going?
This is the stage where you establish a clear direction in your relationship. Some strategies
to help answer this question include:
 Decide on specific goals you would like to achieve and share with your students
 Help students identify goals and follow-up with them throughout the semester
Are we there yet?
This is where you come to a close with your relationship. For some relationships this will
be the end of the Welcome Week programming, but for others the relationships may carry through
the entire first semester or year. Strategies for this stage include:
 Ask students to reflect on what they have learned
 Share your contact information if you are willing to stay in contact with your
students after Welcome Week
 Address any remaining questions and send them off with advice and
encouragement
Are we
there yet?
Where are
we going?
Why are we here?
Who are you?
Time
Trust Level
How are you doing?
What is working?
What is not working?

16. PROBLEM SOLVING & CONFLICT RESOLUTION SKILLS
Conflict is a normal and natural component of life and learning how to manage conflict rather than
avoid it is crucial. When conflict is mismanaged it can cause a great deal of harm and often imitates a
cycle of continued challenges, but when managed in a positive and respectful way, conflict provides an
opportunity for growth and development. As a Peer Leader you will likely encounter some unforeseen
problems or conflicts with students, parents, fellow Peer Leaders, and/or faculty and staff. Consider the
following diagram and tips to help determine the most effective strategies for managing conflicts and
solving problems.
The diagram illustrates tips for effective problem solving and conflict resolution. The arrows
suggest that various stages of problem solving may not follow a particular sequence and may change
based on the individual circumstances of the given conflict. To be an effective problem solver you must
have flexibility and be willing to move between stages as more information becomes available or as the
situation changes.
Defining the problem. What is the problem that you are trying to solve? Get specific and
determine the outcome you wish to achieve.
Generating possible solutions. There is usually more than one solution. Brainstorm and
generate a list of all the possible ways you can make the situation better and achieve the outcome
that you have identified.
Gathering information. In order to determine the best solution you need to gather data on each
one.
Effective
Problem
Solving
Define the
problem
Generate
possible
solutions
Gather
information
Analyze
options
Identify
obstacles
Establish a
plan
Take action
Evaluate
and revise

17. Analyzing options. Based on the solutions that you researched what can you discard and what
can you pursue.
Identifying obstacles. What problems might you face with each solution? Evaluate each solution
identify any obstacles that might occur and through you off track.
Establish a plan. You don’t want to do things in an arbitrary manner. Be prepared with the best
plan to carry out the solution you have selected.
Taking Action. Follow through with the plan you have set. Taking action can be scary, but you
need to jump in and do it if you want to have a chance of reaching the desired outcome.
Evaluating and revising. Once you have set your plan in action you need to be aware when
something is working and when it is not. Sometimes despite our best planning the outcome we are
aiming for is not reached. That is ok! Remember the list of solutions you developed? Try another
one and see if it is more successful. Remember, problem solving is a process and may require that
you repeat certain steps before resolving the conflict.
“The best way to escape a problem is to solve it.”
- Alan Saporta

18. WHO TO SEE FOR WHAT – HELPING STUDENTS CONNECT WITH CAMPUS RESOURCES
Student Desire or
Problem
Name of College
Office or Resource
Location Person to See
1. Want to drop a
course.
(already met w/
adviser)
2. Need tutoring in
writing, math, and other
subject matter
PIER WC 326 Any Staff Member in
PIER
3. Want to participate in
clubs and activities.
Student Life WC 158 Mr. Tank McCarl
4. Have a problem with
a college bill.
5. Need to exchange
textbooks.
Bookstore
6. Have a friend who has
an eating disorder.
7. Need to borrow a
video camera for a class
project.
Library Services Library – Circulation
Desk
Any Librarian
9. Want career
information.
10. Want services for
disabled students.
11. Need help finding a
research journal.
Library Services Library Circulation
Desk
Any Librarian
12. Want to play
intramural sports.
12. Need a parking
permit.
Parking WC 126
13. Need money for
tuition and books.
Financial Aid WC 229 Any Staff Member in
Financial Aid
14. Need help with time
management.
15. Would like to find a
work study job.