The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success: Volume Four: Using Peers in the Classroom

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Autor/inn/en	Latino, Jennifer A.; Ashcraft, Michelle
Institution	National Resource Center for The First-Year Experience and Students in Transition
Titel	The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success: Volume Four: Using Peers in the Classroom
Quelle	(2012), (116 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-8892-7179-8
Schlagwörter	Leitfaden; Unterricht; Lehrer; First Year Seminars; National Surveys; Peer Influence; Peer Relationship; Role Perception; Peer Teaching; Student Development; Student Recruitment; Selection Criteria; Training; Capacity Building; Program Evaluation; Bibliographies; Teacher Student Relationship; Training Methods; Models; Student Leadership; Program Design; Program Implementation; Course Evaluation; Success; Classroom Environment; Classroom Techniques; College Programs; Kentucky + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Peer-Beziehungen; Role conception; Rollenverständnis; Peer group teaching; Peer Group Teaching; Selection criterion; Auslesekriterium; Ausbildung; Programme evaluation; Programmevaluation; Teacher student relationships; Lehrer-Schüler-Beziehung; Didaktik; Trainingsmaßnahme; Analogiemodell; Studentenwerk; Programme design; Programmaufbau; Programmplanung; Erfolg; Klassenklima; Unterrichtsklima; Klassenführung; Studienprogramm
Abstract	"The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success," a five-volume series, is designed to assist educators who are interested in launching a first-year seminar or revamping an existing program. Each volume examines a different aspect of first-year seminar design or administration and offers suggestions for practice grounded in research on the seminar, the literature on teaching and learning, and campus-based examples. Because national survey research suggests that the seminar exists in a variety of forms on college campuses--and that some campuses combine one or more of these forms to create a hybrid seminar--the series offers a framework for decision making rather than a blueprint for course design. In an effort to capitalize on some of the more positive aspects of peer influences, colleges and universities have created a wide range of peer-to-peer education, leadership, and mentoring roles--especially in the first college year. Yet, the use of peers in first-year seminar instruction is still far from commonplace. In volume four, Latino and Ashcraft offer guidance on defining the role of peers as co-instructors; recruiting, selecting, and training peer educators; facilitating relationship building within the instructional team; and assessing the impact of peer leaders on the course, the students served, and the peers themselves. Sample training agendas and activities, course syllabi, and evaluations are included. Following a list of tables and figures, notes on the series, and an overview the following chapters are included: (1) Peer Roles and Responsibilities in the First-Year Seminar; (2) Foundations for Growth and Development in Peer Educators; (3) Recruitment and Selection of Peer Educators; (4) Peer Educator Training and Development; and (5) Evaluating the Use of Peer Educators. The following are appended: (1) Peer Education Bibliography; (2) Building Peer-Instructor Relationships; (3) Training Models; and (4) Assessing Peer Leadership. References, an index, and an about the author section is included. [For "The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success. Volume One: Designing and Administering the Course," see ED529290. For "The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success: Volume Two: Instructor Training and Development," see ED558829. For "The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success: Volume Three: Teaching in the First-Year Seminar," see ED558826.; For "The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success: Volume Five: Assessing the First-Year Seminar," see ED558962.] (ERIC).
Anmerkungen	National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@mailbox.sc.edu; Web site: http://sc.edu/fye
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01