Details
Undergraduate Curricular Peer Mentoring Programs
Perspectives on Innovation by Faculty, Staff, and Students|
119,99 € |
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| Verlag: | Lexington Books |
| Format: | EPUB |
| Veröffentl.: | 15.12.2012 |
| ISBN/EAN: | 9780739179338 |
| Sprache: | englisch |
| Anzahl Seiten: | 294 |
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Beschreibungen
<span><span><span>Curricular peer mentoring is a programmatic approach to enrich student learning and engagement in postsecondary courses in which instructors welcome a more experienced undergraduate student into a credit course they are teaching. The student then serves as peer mentor to the students enrolled. Peer mentors can provide a variety of peer-appropriate, course-specific mentoring, tutoring, facilitation and leadership roles and activities that complement the roles of the course’s instructor and teaching assistants both in classroom settings and beyond. A program provides training and ongoing support for a larger number of peer mentors and instructional teams and manages recruitment and program research and quality. This volume provides research findings, definitions, theories, and practical program descriptions as a foundation for program development and research of undergraduate </span><span>curricular peer mentoring</span><span> programs in higher education. This work builds on a long history of higher education program development and collects a significant amount of literature that has previously been scattered.</span></span></span>
<span><span><span>Whether or not a college currently offers a Supplemental Instruction program, uses peer leaders in First-year Learning Community, or assigns Peer Tutors to courses, </span><span>Undergraduate Peer Mentoring</span><span>Programs</span><span> will provide educators with concepts, examples, and findings useful for program development, innovation and enhancement. Contributors describe an international and interdisciplinary set of programs from the perspectives of program administrators, instructors, students and teaching assistants, while the editor reviews four decades of research, incorporating examples into theory and practice sections.</span></span></span>
<span><span><span>Introduction: The History and Scope of Curricular Peer Mentoring Programs</span></span><br><span><span>Tania S. Smith</span></span><br><span><span>Chapter 1: Defining Features of Curricular Peer Mentoring Programs</span></span><br><span><span>Tania S. Smith</span></span><br><span><span>Chapter 2: Discipline-Focused Peer Mentoring: Peer Teaching in Biology at the University of British Columbia</span></span><br><span><span>Carol Pollock</span></span><br><span><span>Theory and Practice: Lave and Wenger on Communities of Practice</span></span><br><span><span>Tania S. Smith</span></span><br><span><span>Chapter 3: Peer Mentoring in a Team-Taught Interdisciplinary Course: Engaging the 21st Century Student Through Peer-Led Learning</span></span><br><span><span>Tina Pugliese, Tamsin Bolton, Veronika Mogyorody, Jill Singleton-Jackson, Robert Nelson & Ralph H. Johnson</span></span><br><span><span>Theory and Practice: Student Engagement<br></span><span>Tania S. Smith</span></span><br><span><span>Chapter 4: Peer Mentoring in Large-scale First-year Programs: Academic Peer Mentors in First-year Courses at the University of Texas at Austin</span></span><br><span><span>Jennifer L. Smith</span></span><br><span><span>Theory and Practice: Tinto and Wenger on Learning Communities</span></span><br><span><span>Tania S. Smith</span></span><br><span><span>Chapter 5: Peer Mentoring in a Technical Institution: Undergraduate Mentoring in Software Engineering</span></span><br><span><span>Sanjay Goel</span></span><br><span><span>Theory and Practice: Vygotsky’s and Bloom’s Theories</span></span><br><span><span>Tania S. Smith</span></span><br><span><span>Chapter 6: Hosting Peer Mentors in a Senior Interdisciplinary Course: Notes from a Pre-History of Peer Mentoring at the University of Calgary</span></span><br><span><span>Marcia Jenneth Epstein</span></span><br><span><span>Theory and Practice: Bruffee on Collaborative Learning</span></span><br><span><span>Tania S. Smith</span></span><br><span><span>Chapter 7: Supporting Peer Mentors: Recruiting, Educating and Rewarding Peer Mentors<br></span><span>Kate Zier-Vogel and Andrew Barry</span></span><br><span><span>Theory and Practice: Peer Mentor Education Through Service-Learning</span></span><br><span><span>Tania S. Smith</span></span><br><span><span>Chapter 8: Case Studies of Conflict and Collaboration: Supporting Teaching Assistants Who Work with Peer Mentors</span></span><br><span><span>Bryanne Young</span></span><br><span><span>Theory and Practice: Teaching Teams with Graduate and Undergraduate Assistants</span></span><br><span><span>Tania S. Smith</span></span><br><span><span>Conclusion: Program Development and Sustainability</span></span><br><span><span>Tania S. Smith</span></span></span>
<span><span><span>Tania Smith</span><span> is assistant professor of communications studies in the Department of Communication and Culture and has been involved in developing peer mentoring programs, hosting peer mentors, and teaching peer mentors across the University of Calgary since 2005. With a background in English literature, rhetoric and writing studies, she has studied innovative program and course development involving service-learning, mentoring and other forms of collaborative learning. She has co-authored with two senior peer mentors a textbook titled </span><span>Curricular Peer Mentoring: A Handbook for Undergraduate Peer Mentors Serving and Learning in Courses</span><span> (Trafford, 2009) and is author of a 2008 </span><span>Innovative Higher Education</span><span> article on the pilot year of the arts peer mentoring program.</span></span></span>
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