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The University of New Mexico

Peer Learning Facilitator Profile and Expectations 

Peer Learning Facilitators (PLFs) are typically students who have successfully completed the course or have strong relevant preparation. Faculty are encouraged to consider students who demonstrate not only content knowledge, but also persistence, communication skills, approachability, and the ability to support peers. Students who experienced challenge in the course and developed effective learning strategies may be especially well positioned to help current students navigate similar challenges. 

  • Facilitate peer learning, study sessions, recitations, labs, or active-learning activities as appropriate for the course. 
  • Foster collaborative learning, connection, belonging, and confidence among students. 
  • Track participation and engagement in ways that help identify students who may need additional support. 
  • Share observations with faculty to guide timely interventions and course adjustments. 
  • Attend required training, participate in reflection activities, and engage in the Community of Practice. 
  • Maintain confidentiality, professionalism, and clear communication with students, faculty, and program staff. 

Role Boundaries: What Peer Learning Facilitators Do Not Do 

Peer Learning Facilitators are not intended to replace faculty instruction, make independent grading decisions, or serve primarily as graders. They should not create new graded content, develop major assessments, set grading policy, substantially revise course content, or act without regular faculty guidance and supervision. Their role is to support learning, engagement, and belonging within the boundaries established by the course instructor and program expectations. 

For-Credit PLF  

When a PLF role is structured for credit (2 credits course), allowable activities may include course development and reflective teaching work under faculty guidance, such as building or modifying worksheets, studio prompts, Canvas modules, templates, or short learning-support materials. In some cases, for-credit PLFs may help design or deliver limited class segments, project-support sessions, or design critiques with faculty guidance and oversight.  

TA Considerations 

Teaching Assistants may have different duties, such as grading support, course logistics, lab supervision, or leading sections, depending on appointment type and applicable policies. When both PLFs and TAs are used, departments should clarify how the roles differ and complement one another. Please see OAP and the governing CBA for full information on duties.