An undergraduate peer mentoring program at a Canadian university: Impact on student learning as perceived by instructors, peer mentors, and students
DOI :
https://doi.org/10.15173/ijsap.v5i2.4553Mots-clés :
peer mentoring, students as partners (SaP), undergradute teaching, STEM education, qualitative surveysRésumé
Large undergraduate courses make it difficult for students to achieve learning outcomes, in part due to the lack of resources available to course instructors to support student learning in these intimidating and often impersonal settings. One way to support instructor teaching and student learning is the implementation of undergraduate peer mentoring programs, which capitalize on the Students-as-Partners framework. Undergraduate mentors’ relatability to their peers and their mastery of the course content make them excellent resources. This paper describes the development and implementation of a university-wide undergraduate peer mentoring program at McGill University in Canada and its impact on student learning as perceived by three populations: instructors, peer mentors, and students. Data on perceived learning was gathered through qualitative surveys. This case study presents one implementation model that may guide and inform the implementation of similar programs at other higher education institutions.
Téléchargements
Références
Bryson, C. (2016). Engagement through partnership: students as partners in learning and teaching in higher education. International Journal for Academic Development. https://doi.org/10.1080/1360144x.2016.1124966
Colvin, J. W., & Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring and Tutoring: Partnership in Learning. https://doi.org/10.1080/13611261003678879
Crouch, C. H. (2009). PEER INSTRUCTION: An Interactive Approach for Large Lecture Classes. Optics and Photonics News. https://doi.org/10.1364/opn.9.9.000037
Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics. https://doi.org/10.1119/1.1374249
Crouch, C. H., Watkins, J., Fagen, A. P., & Mazur, E. (2007). Peer Instruction: Engaging Students One-on-One, All At Once. Research-Based Reform of University Physics.
Danker, B. (2017). Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms. IAFOR Journal of Education. https://doi.org/10.22492/ije.3.1.10
Fagen, A. P., Crouch, C. H., & Mazur, E. (2003). Peer Instruction: Results from a Range of Classrooms. The Physics Teacher. https://doi.org/10.1119/1.1474140
Fingerson, L., & Culley, A. B. (2006). Collaborators in Teaching and Learning: Undergraduate Teaching Assistants in the Classroom. Teaching Sociology. https://doi.org/10.2307/1319189
Healey, M., Flint, A., & Harrington, K. (2018). Students as Partners: Reflections on a Conceptual Model. Teaching & Learning Inquiry: The ISSOTL Journal. https://doi.org/10.20343/teachlearninqu.4.2.3
Hill, R., & Reddy, P. (2010). Undergraduate Peer Mentoring: An Investigation into Processes, Activities and Outcomes. Psychology Learning & Teaching. https://doi.org/10.2304/plat.2007.6.2.98
Mazur, E. (2008). Peer instruction: Getting students to think in class. https://doi.org/10.1063/1.53199
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., … Swaim, K. (2017). A Systematic Literature Review of Students as Partners in Higher Education. International Journal for Students as Partners. https://doi.org/10.15173/ijsap.v1i1.3119
Philipp, S., Tretter, T., & Rich, C. (2016). Research and Teaching: Development of Undergraduate Teaching Assistants as Effective Instructors in STEM Courses. Journal of College Science Teaching. https://doi.org/10.2505/4/jcst16_045_03_74
Schell, J., & Mazur, E. (2015). Flipping the Chemistry Classroom with Peer Instruction. In Chemistry Education: Best Practices, Opportunities and Trends. https://doi.org/10.1002/9783527679300.ch13
Smith, T. (2008). Integrating undergraduate peer mentors into liberal arts courses: A pilot study. Innovative Higher Education. https://doi.org/10.1007/s10755–0 07–9 064–6
Wheeler, L. B., Maeng, J. L., Chiu, J. L., & Bell, R. L. (2017). Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21373
Zher, N. H., Hussein, R. M. R., & Saat, R. M. (2016). Enhancing Feedback via Peer Learning in Large Classrooms. Malaysian Online Journal of Educational Technology.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Dan S. Petrescu, Armin Yazdani, Cassidy R. VanderSchee, Christopher A. Bailey, Faygie Covens, David N. Harpp 2021
Cette œuvre est sous licence Creative Commons Attribution 4.0 International.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).
