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Those who can, teach. Immersing Students as Peer Educators to Enhance Class Experience

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Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

Tricks of the Trade I

Tagged Division

New Engineering Educators

Page Count

30

Page Numbers

23.1248.1 - 23.1248.30

Permanent URL

https://peer.asee.org/22633

Download Count

54

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Paper Authors

biography

Beverly Kristenson Jaeger Northeastern University

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Beverly Kris Jaeger, PhD has been a member of Northeastern University’s Gateway Team, a selected group of full-time faculty expressly devoted to the first-year Engineering Program at Northeastern University. Recently, she has joined the expanding Department of Mechanical and Industrial Engineering at NU to continue teaching Simulation, Facilities Planning, and Human-Machine Systems. Dr. Jaeger has been the recipient of several awards in engineering education for both teaching and mentoring and has been involved in several engineering educational research initiatives through ASEE and beyond.

Béa van den Heuvel, Ellen Wilson and Kerri Liss are senior Industrial Engineering majors at Northeastern University. All are active members of the university including their participation in engineering student groups. Béa has served as the Connections (female engineering) Resident Assistant and is a Gordon CenSSIS Scholar. Ellen has been a member of the Institute of Industrial Engineers (IIE) since 2009 and has held most IIE leadership positions. Kerri has served on the board for the Society of Women Engineers (SWE) and has participated in the Gordon Engineering Leadership Boot Camp. All have served as Quality Managers during their time at Northeastern and have shown interest in and passion for improving engineering education in a variety of ways including volunteering as Freshman Engineering Peer Mentors.

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Kerri Liss Northeastern University

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Bea van den Heuvel

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Ellen Wilson Northeastern University

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Abstract

  Thosewwhocan,te each. Im mmersingStudentsa ducatorstoEnhance asPeerEd eClassExp perience Educatio onhasthepo owertotransf sformnotonly ythelearner r,buttheteac cher. QualityManagersarestu udentsenroll ledinacour seofinterestandservea asinstruction nalandsuppportiveexte ensionsofthe eirprofessorrinlabandc lasssettings.Throughth heassistanceofQualityManagers(Q QMs),engineeringeducat torsareable toretainhig gher‐levelclaassroomand dlabexperiencesthatwo ouldotherwis seneedtobe escaledbackk–oreveneli iminated–du uetothelimitatio onsposedby ylargeclassees.QMsareselectedinte amsbythein nstructingfaacultytoassistinguidingrelatedla aborclassacctivitiesandpprovidefeed backtothep professor.InpreviousresearchconductedatUnnamed dUniversityandpublished dinthepapeer,“ATLAS‐A AcademicTeachinngandLearningAssistant tsStudy:TheUseofPeer rsas‘QualityyManagers’i inEngineerin ngClassIn nstruction,”th heroleoftheeseundergra aduatepeert teachingassi istantswasinntroducedan ndexplored.[1]Thisfouundationalw workoutlined dtheimpactt thattheseQM Massistantshaveonclassrooomlearningexperiences. .Theresear rchconcluded dthatstuden ntsinclasses sutilizingQMMsexperiencedavariet tyofmeasur rablebenefits s,asdidthec courseinstru uctor.Ourcuurrentresear rchhypothe esizesthat,bbeyondthis,ttheQMprogr ramalsoben nefitstheQua alityManage ersthemselve esThisfollow‐onstudy yfurtherexpplorestheinddividualeffec ctsoftheirparticipation.Additionally y,bybuild dingonthein nitialworkth hatfocusedoonthenon‐Q QMstudentbeneficiaries,thisworkw willdefinet theQM’srole emoreclearlytofurthero outlineamo delthatisreeadilyadopta ableandapplicabbleforalltyp pesofengine eeringeducat torsandclasssenvironme ents. Byguidingp peersintheirrowncourse eactivities,Q QMsofferaun niqueviewpo ointintheclassrooom;weexplo orebothQMperspectives sasassistantteducatorsaandasstuden nts.QMsarepivotalelementsint thesuccessoofthispeer‐eeducatorinit tiativeastheyyprovideabbridgebetwe eentheproffessorandth hegeneralstu udents.How wever,motiva ationisimportant.Adeeperunderst tandingoftheQMexperie encefromth heQM’spersp pectivecanbbeasteptoeensuringsuch hmotivattion.Prelimi inaryresultssuchasthos seinFigure11below,sugg gestseveralppositivebenefitsstoQMsthem mselves,andddirectionsf fordeeperqu uestions.     Weproposetoanalyzethefollowing:(1)whatQualityManagersexperienceintheiruniqueroles,(2)howtheprogramchangestheirviewsofteachingandlearning,(3)whatbeinganeffectiveQualityManagerentails,and(4)howbeinginvolvedintheevolutionandqualityoftheirownacademicdevelopmentaffectstheQM’seducationaloutlook.WewillexploretheQualityManager’slearningexperiencethroughamorecomprehensiveassessmentofQMsacrossavarietyofstudents,coursetypes,andtopicstoaddresstheabovequestions.ThisresearchwillbeusefulandapplicableforengineeringeducatorsandtheirstudentsbyexploringthefullpotentialandeffectofQualityManagersintheclassroom.[1] Seymour, E.H.. & Hewett, N.M. (1997). Talking About Leaving: Why Undergraduates Leave the Sciences. Boulder, Co: Westview Press.[2] Jaeger, B.K. et al. (2009). ATLAS - Academic Teaching and Learning Assistants Study: The Use of Peers as ‘Quality Managers’ in Engineering Class Instruction”. Proceedings of the American Society for Engineering Education, Louisville, KY.

Jaeger, B. K., & Liss, K., & van den Heuvel, B., & Wilson, E. (2013, June), Those who can, teach. Immersing Students as Peer Educators to Enhance Class Experience Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22633

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