'Lightbulb' Moments in Higher Education: Peer-to-Peer Support in Engineering Education

Autor/inn/en	Maccabe, Rebecca; Fonseca, Tânia Dias
Titel	'Lightbulb' Moments in Higher Education: Peer-to-Peer Support in Engineering Education
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 29 (2021) 4, S.453-470 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2021.1952393
Schlagwörter	Peer Relationship; Engineering Education; Transfer of Training; Skill Development; Higher Education; Undergraduate Students; Teaching Assistants; Pilot Projects; Teacher Role; Student Role; Knowledge Level; Course Content; Communication Skills; Sense of Community; Student Attitudes; Mentors; Content Analysis; Educational Practices; Positive Attitudes; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Ingenieurausbildung; Training; Transfer; Ausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Pilot project; Modellversuch; Pilotprojekt; Lehrerrolle; Wissensbasis; Kursprogramm; Kommunikationsstil; Schülerverhalten; Inhaltsanalyse; Bildungspraxis; Ausland
Abstract	Peer-to-peer programs are growing in popularity in higher education (HE) due to institutions' increased interest in engaging students as partners in learning and teaching. This study explores one institution's approach to engaging level 5 and level 6 undergraduate students as teaching assistants (TAs) in engineering to support the first-year transition and academic success. The study focuses on the effect of the pilot program on the peer mentors i.e. the TAs, rather than on the peer mentees. An online questionnaire was designed to investigate TAs' experiences of participating in a student-staff role, and the impact the role had on their academic and non-academic skills development. The findings show that the TA role contributed to enhanced subject understanding and transferable skill development, particularly communication and learning skills. The main attribute valued by TAs was helping others and making a positive impact, contributing to their sense of belonging. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01