Project Description

Honors 100 Peer Educator

Student Name
Natalie Hillerson
Experiential Learning Category
Leadership
Associated UW Course (if applicable)
HONORS 397 AB
Summarize your proposed experiential learning activity, including the primary focus of your
activity and the expectations of your supervisor and/or organization.
For Autumn Quarter, 2014, I will be a Peer Educator for Honors 100. This position includes teaching a
group of around 11 students the ins and outs of the Honors Program, while fostering a sense of
community and introducing new students to UW and its resources. As an Honors 100 Peer Educator, I am
expected to create a supportive and engaging environment where I can introduce the Honors Program, its
requirements and its resources, as well as facilitate a smooth transition into UW. Peer Educators are
creative, enthusiastic, and helpful-- not only towards their students, but their fellow Peer Educators as
well.
Explain how your activity fits the provided Honors Program definition of the Experiential Learning
area you selected.
Being a Peer Educator falls under the "Leadership" category because we are leaders of the Honors
community. For all incoming Honors students, we are one of their first introductions to the program, so our
leadership is key. We inform our students of the Honors Program's requirements, guide them when they
have trouble or have questions, and help prepare them for success beyond Honors 100. Likewise, all
Peer Educators collaborate with each other during weekly meetings, talking about our experiences and
troubleshooting when a problem arises. Fellow Peer Educators also share resources with one another if
we believe it could be of use to someone else, which in turn makes the community stronger.
How and why did you select this engagement? What skills or experiences do you hope to gain
from this activity?
I had a great Honors 100 experience: my Peer Educator was extremely welcoming, and I looked up to him
greatly. He aided my transition into college and helped me understand the Honors Program as whole.
Additionally, I have always loved being a mentor to new students; in high school I acted as a "student
ambassador" and volunteered at events to help new freshman find their way. This passion combined with
my own positive Honors 100 experience drove me to apply for the position. I hope to strengthen my
creativity and communication skills needed in both creating and enacting lesson plans. I also hope to
interact with incoming Honors students and learn about them-- introducing them to the community and
making it larger for myself!
How does this activity connect to your concurrent or past coursework? How does it speak to your
broader education goals and experiences?
Teaching and a science major don't have any obvious things in common-- but to be successful in both,
one needs to be dedicated, driven, and open to change if something isn't working. As of right now, I plan
to attend medical school and become a pathologist. My brother, a doctor, has told me countless times
that while research and hospital volunteerism is important-- teaching prepared him most for medical
school. Being able to effectively communicate ideas and understanding the audience is key in the medical
field and prevents a doctor from "fixing" patients instead of listening to and collaborating with them. The
Peer Educator program is ideal in helping me build communication and listening skills that will help my
future.
How will your activity contribute to the larger goals of the organization or those of your partners?
The Honors Program centers on promoting an interdisciplinary education and a small, thriving, community
of motivated and interesting students. Honors 100 is an introduction to these goals, and Peer Educators
similarly focus our time in section to advocating these ideas. Logistically speaking, Peer Educators offer
information about the interdisciplinary nature of the Honors Program, detailing the requirements and
explaining their context in the broader scope of education. Beyond that, Peer Educators build community
by creating a smaller environment within the already small Honors Program (compared to the larger
university). This makes the students feel comfortable and excited about their education, and promotes a
love for the Honors Program.
Estimated hours per week: 8
Estimated project start: 09/24/2014
Estimated project end: 12/12/2014