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Lights, Camera, Action!: Peer-to-Peer Learning through Graduate Student Videos

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2013 ASEE Annual Conference & Exposition


Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013



Conference Session

Tricks of the Trade I

Tagged Division

New Engineering Educators

Page Count


Page Numbers

23.869.1 - 23.869.8



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Paper Authors


Kimberly Grau Talley P.E. Texas State University - San Marcos Orcid 16x16

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Dr. Kimberly G. Talley is an assistant professor in the Department of Engineering Technology at Texas State University - San Marcos and a licensed Professional Engineer. She received her Ph.D. and M.S.E. from the University of Texas at Austin in Structural Engineering. Her undergraduate degrees in History and Construction Engineering and Management are from North Carolina State University. Dr. Talley teaches courses in the Construction Science and Management Program, and her research focus is in active learning and project based learning in engineering and technology education. Contact:

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Lights, Camera, Action!: Peer-to-Peer Learning through Graduate Student Videos  The senior level “Construction Estimating” course at _______ University is co-listed formaster’s students to receive graduate credit. To make this course a graduate level offering themaster’s students have traditionally completed an additional assignment in addition to theassignments required of the undergraduate students. The author, upon taking over the class thisyear, decided that in lieu of a written project, the graduate project would be to developinstruction videos on construction estimating topics. The intent of the project was to use peer-to-peer learning to enhance content understanding of the undergraduate students and to develop avideo library of brief construction estimating topics that can be assigned as class preparationhomework to future classes. Further, through the creation of the video, these studentsdemonstrated that they had a graduate level understanding of the topic.In addition to the videos, the master’s students were required to develop a pre- and post- videoquiz to assess the improvement of the undergraduate students’ understanding of the topic. Theimprovement was a small portion of the project grade. The paper presents the results of theseevaluations and the presentation will include clips of the videos. Each master’s student wasresponsible for two videos and, through a first come, first served policy, the students self-selected the topics. This paper is intended to share an idea of how to generate useful homeworkcontent for future classes of millennials whilst also providing a meaningful project to graduatestudents.  

Talley, K. G. (2013, June), Lights, Camera, Action!: Peer-to-Peer Learning through Graduate Student Videos Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19883

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