What Teaching Teaches: Mentoring and the Performance Gains of Mentors

Autor/inn/en	Amaral, Katie E.; Vala, Martin
Titel	What Teaching Teaches: Mentoring and the Performance Gains of Mentors
Quelle	In: Journal of Chemical Education, 86 (2009) 5, S.630-633 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Mentors; Group Activities; Chemistry; Problem Solving; Lecture Method; College Students; Introductory Courses; Science Instruction; College Science; Cooperative Learning; Peer Teaching; Teaching Methods; Program Effectiveness; Undergraduate Study; Gender Differences; Racial Differences; Grades (Scholastic); Florida; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Gruppenaktivität; Chemie; Problemlösen; Collegestudent; Einführungskurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Geschlechterkonflikt; Rassenunterschied; Notenspiegel
Abstract	A peer mentoring program was added to an introductory chemistry course at a large university. The introductory chemistry course prepares students with little or no previous chemistry background to enter the mainstream general chemistry sequence and is part lecture and part small-group problem-solving. Faculty instructors are responsible for the lecture while peer mentors handle the group problem-solving portion. Peer mentors, recruited from previous introductory chemistry course, are chosen for their knowledge of the material and their helpfulness in group activities. While a number of studies on peer mentoring have reported the benefits to the mentored students, the present study looks at the benefits to the mentors. Grade enhancement in the main-stream general chemistry sequence, withdrawal rates, and number of additional chemistry courses taken by the mentors have been compared to under-prepared students who took the introductory chemistry course but did not serve as mentors and well-prepared students who did not need the introductory chemistry course. Our results show that mentors earned higher grades, withdrew from chemistry courses at a lower rate, and took more courses in chemistry than their counterparts. The enhanced achievement and retention of the mentors in chemistry suggests that programs that encourage under-prepared students to mentor are worthwhile endeavors. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	Division of Chemical Education of the American Chemical Society. Subscription Department, P.O. Box 1267, Bellmawr, NJ 08099-1267. Tel: 800-691-9846; Tel: 856-931-5825; Fax: 856-931-4115; e-mail: jchemed@egpp.com; Web site: http://www.jce.divched.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10