The COVID‐19 pandemic brought disruption to teaching and other aspects of workload in higher education. The current study sampled 126 counselor educators about workload, compassion satisfaction, burnout, and job satisfaction. Results indicated that faculty workload and administrative responsibilities increased for counselor educators during the pandemic without adequate compensation or support.

Though research on service-learning is growing, little is known about how service-learning interventions can support and prepare peer mentors. This article discusses a bounded case study that examined the learning experiences of peer mentors working with students with intellectual and developmental disabilities (I/DD) through a formal service-learning course for undergraduate students. Current and former peer mentors, instructors, and the I/DD postsecondary education program director participated in semi-structured interviews that focused on mentors' experience of peer mentoring. The case study showed that mentors gained valuable real-world experience and professional development as well as increased empathy and self-awareness. In addition, staff noted the transformative nature of the experience for peer mentors, including enhanced cognitive and emotional connections, decreased anxiety, and increased self-confidence. Staff intentionality regarding the design of the course and classroom experiences represented both prior planning and responsiveness to mentor needs throughout the service-learning experience. This case study illustrates the impact of service-learning for those working with a postsecondary education program for students with I/DD.