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

Beverly Kristenson Jaeger; Bea van den Heuvel; Ellen Wilson; Kerri Liss

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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
DOI: 10.18260/1-2--22633
Permanent URL: https://peer.asee.org/22633
Download Count: 690

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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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.

Citation
Format

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. 10.18260/1-2--22633

TY  - CPAPER
AB  -                                                                                                                                           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.. &amp; 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.
AU  - Beverly Kristenson Jaeger
AU  - Kerri Liss
AU  - Bea van den Heuvel
AU  - Ellen Wilson
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Those who can, teach.  Immersing Students as Peer Educators to Enhance Class Experience
UR  - https://peer.asee.org/22633
DO  - 10.18260/1-2--22633
ER  -