My journey as a peer facilitator began when I took ALA 175 (Foundations in Leadership) in Fall 2021. The peer facilitators in my class encouraged me to apply as a PF, and I excitedly applied. Before I could step into the classroom, I had to first undergo six weeks of training. These 2-hour sessions consisted of a variety of learning opportunities like case studies, role-playing difficult scenarios, discussions, and more active learning moments for peer facilitators to learn mindful leadership while creating a close-knit community built on trust and vulnerability. I appreciated the training and the amazing lead peer facilitators for continuously demonstrating how team-building doesn’t have to run parallel to growth opportunities. It was especially amazing seeing how the entire peer facilitator team adapted the dynamics between each other as we learned more about each other and as we changed the situations we found ourselves in. When we spoke of improving in-classroom experiences for virtual individuals, we leaned more on peer facilitators who took the class virtually to hear feedback and experiences. When we played through different scenarios of possible classroom disruptions, we looked toward our lead peer facilitators for their suggestions and expertise. 

    Like the BLI always says, feedback truly is love! Reflecting on my first semester as a peer facilitator, I grew at the exponential rate I’ve grown because of the constant feedback from Fatema, the other peer facilitators, and students. Feedback played an active role in my classroom experience. I particularly remember this one instance in the classroom that stuck with me that reinforces the idea of feedback for personal and professional growth. As the peer facilitator for the amazing group of students I advised, my proudest moment of them was when a lightbulb went off in their heads about the direction of their project. After they received feedback from me, and the other peer facilitators, and discussed it amongst themselves, they came to the realization of a hidden assumption that was guiding the project. This moment really stuck with me because my group was able to reach this epiphany on their own by being receptive to the feedback. Feedback is a two-lane road: the one giving the feedback must give effective feedback, and the one receiving the feedback must be receptive to implement the feedback. Seeing the ah-ha moment from my team reinforced how powerful feedback can be if both parties are willing to contribute to the feedback loop. 

    I’ve grown to love both giving and receiving feedback through my short time at the BLI, and I hope to continue my comfort, familiarity, and acceptance with feedback. How will I do that? I hope that as one of the next lead peer facilitators, I’ll be able to continue learning the role of feedback and effective & efficient communication from another side of the round table. I’m excited to continue learning from the new peer facilitators, students, and mentors!


Yena Kwon is a freshman studying Business and hoping to pursue a minor in Public Policy. She is interested in the intersectionality of business, sustainability, and social impact. She is excited to get to know the students and staff and engage more with the BLI and the opportunities they have to offer. When she isn't in the classroom, you can expect to find her crocheting or on the search for new books to read.