Purpose: The purposes of this session are to: 1) cite and describe current literature that illustrates the benefits of peer-assisted learning, 2) describe the capacity and expectations of DPT students to assume the roles of learner, teacher, and curricular development partner, 3) discuss the valuable resource students provide a DPT program through their developmental continuum of learning, 4) describe and discuss the development, utilization, benefits, and challenges of peer-assisted learning experienced in a DPT program over a 13-year period. Methods and/or Description of Project: Through the formats of lecture and small group discussion, two faculty from a well-established DPT program will cite and describe current literature that illustrates the benefits of peer-assisted learning, share their history of development and utilization of peer-assisted learning over the past 13 years, and describe and discuss the benefits and challenges of utilizing peer-assisted learning. Examples will include near-peer and peer teaching in a clinical skills laboratory on neurologic examination and evaluation, and developing and refining a new curricular area in cultural competency, created through a student-faculty partnership. A major focus will be on applying principles of adult learning and creating student-faculty partnerships in education. Within the session, small group discussions will allow attendees to identify their own potential opportunities for peer assisted learning. The session will end with a summary of how peer-assisted learning requires an investment of faculty time, but ultimately creates a valuable resource for engaging students as learners, teachers, and curriculum development partners. 0:00-0:05 Introductions; Session Goals 0:05-0:20 Applying Fundamentals of Peer-Assisted Learning to a DPT Program 0:20-0:40 A 13-Year History of Near-Peer and Peer Teaching in a Laboratory Module on Neurologic Examination and Evaluation 0:40-0:50 Small Group Discussions on Utilizing Peer-Assisted Teaching in DPT Laboratory Courses 0:50-1:10 Development and Teaching of a Curricular Thread in Cultural Competency Through Peer-Assisted Learning 1:10-1:20 Small Group Discussions on Curriculum Development Utilizing Peer-Assisted Learning 1:20-1:30 Concluding Comments Results/Outcomes: Learning Objectives At the conclusion of this a session, attendees will be able to: 1) Identify and develop peer-assisted education opportunities that engage students as teachers, 2) Create curricular enhancements in DPT education, developed through student-teacher partnerships, 3) Examine current educational curricula to identify opportunities for introducing peer assisted learning, 4) Value peer assisted learning as a powerful mechanism for engaging students as learners, teachers, and curriculum development partners. Conclusions/Relevance to the conference theme: The multiple benefits of utilizing peer-assisted learning as a component of health professions education are well established. The adult learners that currently enter DPT programs have the capacity, and in many cases expect, to assume the roles of learner, teacher, and curricular development partner. This provides programs both a mandate and a valuable resource for engaging students in a developmental continuum of learning over their DPT education. Optimally engaging DPT students in their education requires an appreciation that adult learners have a desire to take part in designing their education experiences, that they seek relevance in what they learn, and they learn best through active learning experiences. The current attraction of students to high volume communication with peers through social media provides an opportunity to utilize a common social behavior of peer interaction as a strategy to promote learning.