Faculty-Coached Student Panel Collaborations: Partnerships for Teaching and Learning

Hurley, Walter L.

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https://hdl.handle.net/2142/9628 Copy

Description

Title

Faculty-Coached Student Panel Collaborations: Partnerships for Teaching and Learning

Author(s)

Hurley, Walter L.

Contributor(s)

• Kesler, Darrel
• Sunderman, Judith

Issue Date

2008

Keyword(s)

teaching and learning

Abstract

The goal is to develop models of faculty-student partnerships that result in effective peer-teaching opportunities for the student partners. This model explored the development of faculty-coached, student-led panels aimed at enhancing the interest of peer undergraduate students in pursuing international learning experiences. A class was developed to debrief undergraduates who had participated in student-centered learning abroad programs during the previous year. Course activities capitalized on knowledge gained by the undergraduates during their international programs. The course involved successive developmental activities that fostered the faculty-student partnerships. Instructors began by guiding students through reflective exercises that promoted self-examination of international perspectives and the personal impact of study abroad. These exercises allowed instructors to gain insights and understanding about how students perceived their study abroad experiences. Students were coached to gradually assume the role of teacher and accept leadership for educating their fellow students about international learning opportunities. This role reversal allowed students to take on the challenges of teaching. The course culminated in the student-led panels presenting information and personal experiences on study abroad to other undergraduate classes. Survey data from audiences of these classes indicated three primary outcomes: 1) student audiences enjoyed listening to their peers discuss study abroad experiences; 2) student audiences indicated that they learned new and interesting information from listening to the student panel presentations; and 3) student audiences reported positive impacts on their interest in study abroad. Faculty-student partnerships, in the form of student-led panels, can result in effective peer-teaching by the student partners.

Publisher

NACTA Journal

Type of Resource

text

Language

en

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http://hdl.handle.net/2142/9628

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