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

\bibitem{asee_peer_19883}
  Talley, K. G. (2013, June), \emph{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

Kimberly Grau Talley P.E..  "Lights, Camera, Action!: Peer-to-Peer Learning through Graduate Student Videos".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19883 Internet.  10 May, 2024

\bibitem{asee_peer_19883}
  Kimberly Grau Talley P.E..
  "Lights, Camera, Action!: Peer-to-Peer Learning through Graduate Student Videos".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19883 Internet.  10 May, 2024

@INPROCEEDINGS{asee_peer_19883
author = "Kimberly Grau Talley P.E."
title = "Lights, Camera, Action!: Peer-to-Peer Learning through Graduate Student Videos"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19883}
number = {10.18260/1-2--19883}
}

TY  - CPAPER
AB  -              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.  
AU  - Kimberly Grau Talley P.E.
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Lights, Camera, Action!: Peer-to-Peer Learning through Graduate Student Videos
UR  - https://peer.asee.org/19883
DO  - 10.18260/1-2--19883
ER  -