Peer Colleagues have both distinct and flexible responsibilities. Visibility and accessibility in the classroom are essential to the intended support system of the program. By attending class at least once a week, Peer Colleagues have the ability to engage in conversation and one-on-one help with students that may not occur as thoroughly with one professor.

As students themselves, Peer Colleagues have the knowledge of academic success skills and the ability to address potential challenges student-to-student. This has led Peer Colleagues to initiate the role of lesson planning and teaching. Colleague driven workshops engage the students and Peer Colleagues in informal teaching situations that invite innovative presentation strategies and comfortable opportunities for students to ask questions and discuss academic experiences with their peers.

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This co-teaching relationship that forms between the professor and Peer Colleagues is also a responsibility. Classrooms integrated with the Peer Colleague Program experience the added dynamic of multiple perspectives, authorities, and resources in the room. It is important that a dialogue is maintained throughout the semester regarding expectations, course content, and classroom observations. This dialogue is sustained through weekly meetings of the professor and colleagues.

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The partnership of the First-Year and Peer Colleague Programs is an initiative by St. John Fisher College to cultivate greater academic support systems for transitioning students, opportunities of continued refinement for experienced students, and paraprofessional rapport between students and faculty.