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ERIC Number: EJ938570
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-1812-9129
When Undergraduates Teach Undergraduates: Conceptions of and Approaches to Teaching in a Peer Led Team Learning Intervention in the STEM Disciplines--Results of a Two Year Study
Streitwieser, Bernhard; Light, Gregory
International Journal of Teaching and Learning in Higher Education, v22 n3 p346-356 2010
This study addresses the question of how undergraduates with an opportunity to serve as teachers, or "peer facilitators", at the college level think about and approach teaching. Peer facilitators in the "Gateway Science Workshop" Program at Northwestern University serve in a teaching role for one to two years, leading weekly, small group workshop sessions for students in their first year "gateway" science, technology, engineering, and mathematics (STEM) courses. The research took place within a large, funded intervention aimed at reducing the gap in performance and retention between undergraduate minority and majority science students. The study found that the sample of 19 peer mentors conceived of and approached their teaching task in distinctly different ways, adopting a teaching-centered or a learning-centered framework that changed over time with gains in experience. The developments documented over the course of their teaching experience have important implications for understanding how undergraduates think about learning and how they understand teaching. (Contains 2 figures.)
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois