Integrating Undergraduate Peer Mentors into Liberal Arts Courses: A Pilot Study |
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| Authors: | Tania Smith |
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| Institution: | (1) University of Calgary, 2500 University Dr NW, Calgary, Canada, AB T2N 1N4 |
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| Abstract: | This article presents research and narratives on the integration of course-based peer learning assistants into seven courses.
A new curricular peer mentoring program was piloted in the 2005–2006 academic year in an interdisciplinary liberal arts college
at a large Canadian research university. Undergraduate students enrolled in a practicum course which supported their learning
while they collaborated with the “host instructor” of the course in which they served as peer mentor. Assistants’ roles varied
and included individual tutoring, help via email, online discussion facilitation, small group facilitation, in-class presentation
and discussion facilitation, and extracurricular study groups. Their integration into scheduled class activities resulted
in participating students’ perception of enhanced learning. Data included peer mentors’ assignments, host instructor feedback,
and student surveys.
Tania Smith
is an Assistant Professor of Communications Studies in the Faculty of Communication at the University of Calgary, Canada.
She received her Ph.D. in English in the Rhetoric and Composition program from Ohio State University and teaches rhetoric
and professional communication. She researches the development of communities and individuals in advanced informal or experiential
education, inquiry based learning, community service learning, collaborative learning and mentoring, and the rhetorical formation
of eighteenth-century British women writers. She can be contacted at smit@ucalgary.ca Faculty of Communication and Culture,
University of Calgary, 2500 University Dr NW, Calgary, AB T2N 1N4, Canada. |
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| Keywords: | peer tutoring mentoring student engagement collaborative learning program development |
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