Students Engaged in Teaching

Ford, Channing R.; Wilkins, Emily B.; Groccia, James E.

doi:10.1002/tl.20289

Cited by 7 publications

(6 citation statements)

References 23 publications

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“…As most student pharmacists were at a stage of life in which they could closely relate to campers, positive peer-teaching and mentoring relationships occurred more naturally than they might among campers and faculty members. [15][16][17][18] These relationships led to meaningful dialogues regarding the profession and challenges faced navigating the pharmacy curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…[9][10][11][12][13][14] Yet, to effectively reach high school students, it is important to engage current healthcare students as peer instructors to enhance the overall learning experience for campers. [15][16][17] Research has shown that the inclusion of peer instructors within learning is successful because of social congruence, as peers share similar social roles. Peer instructors are best able to understand the challenges of the learning experience as they have completed these same experiences in recent months or years.…”

Section: Introductionmentioning

confidence: 99%

“…Peer instructors are best able to understand the challenges of the learning experience as they have completed these same experiences in recent months or years. [15][16][17] With these things in mind, the objective of this research was to explore how participation as pharmacy camp counselors impacted student pharmacists' professional identity and views of professionalism.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Impact of Participating as Pharmacy Camp Counselors on Student Pharmacists’ Professional Identity

Ford

Kleppinger

Helms

2020

American Journal of Pharmaceutical Education

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Objective. To explore how participation as a pharmacy camp counselor impacted pharmacy students' professional identity and views on professionalism. Methods. A pharmacy camp was developed to introduce rising high school juniors and seniors to the pharmacy profession. First-and second-year student pharmacists were invited to serve as counselors and, afterward, to participate in a focus group to share their experiences. Researchers used the focus group data to explore the impact of the camp experience on the student pharmacists. A direct interpretation approach was used to examine data as it allowed the research team to assess this single instance and draw meaning from focus group findings. Categories/themes were constructed through the interpretations of patterns and relationships discovered within the deconstructed results. Results. Ten student pharmacists participated in the focus group. The students provided their perspectives on the camp experience, including their role as camp counselors, the campers attending the camp, and the differences observed between student pharmacists and non-pharmacy camp counselors. Student pharmacists' comments gravitated toward the topic of professionalism. Student pharmacist counselors recognized positive and negative models of professionalism and made personal judgments concerning these concepts. Conclusion. Inclusion of student pharmacists in leadership roles such as this proved to be an effective means for further developing professional attributes. The focus group feedback provided novel insights into the professional mindset of student pharmacists. After serving as camp counselors, student pharmacists described their new perspectives on the importance of professionalism in their individual journeys, among their peers, and as future student pharmacists.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the Impact of Participating as Pharmacy Camp Counselors on Student Pharmacists’ Professional Identity

Ford

Kleppinger

Helms

2020

American Journal of Pharmaceutical Education

Self Cite

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“…Similar to near-peer mentoring, peer-teaching empowers students to teach each other and has long been a tradition in academia (Wagner, 1982;Topping, 1996) and more recently, has been used in environmental education contexts (DeVreede et al, 2014). Benefits to peer-teachers include improved communication skills, increased knowledge and understanding, enhanced problemsolving skills, and improved attitudes and confidence toward the learning environment (Benware and Deci, 1984;Galbraith and Winterbottom, 2011;Bester et al, 2017;Ford et al, 2018). These benefits are likely to extend to mentors in near-peer mentoring contexts.…”

Section: Research Mentoring and Benefits To Mentorsmentioning

confidence: 99%

Impacts of a Near-Peer Urban Ecology Research Mentoring Program on Undergraduate Mentors

et al. 2022

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Environmental educators have used guided-inquiry in natural and supportive learning environments for decades, but comparatively little programming and research has focused on experiences in urban environments, including in constructed ecosystems like green roofs, or impacts on older youth and adults. To address this gap, we designed a tiered, near-peer research mentoring program called Project TRUE (Teens Researching Urban Ecology) and used a mixed-methods approach to evaluate impacts on undergraduates serving as research mentors. During the 11-week program, undergraduates conducted independent urban ecology research projects in a variety of New York City green spaces, including green roofs. They mentored a team of high school students working on their research projects, providing support throughout design, data collection, and dissemination. Our results indicate that these types of hands-on experiences can effectively support youth in learning research and mentoring skills and applying them to effectively manage and support high school students. Furthermore, 18 months after participation, mentors reported a sustained influence on their professional development, career paths, and science interest, especially in the context of their appreciation for nature. These results suggest that tiered, near-peer urban ecology research mentoring programs that utilizes urban green spaces, such as green roofs, can be an effective environmental education tool, especially in densely populated urban areas lacking traditional green space.

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“…The value of peer learning has been explored and incorporated into a variety of venues throughout higher education with integration into teaching (Ford, 2018), writing centers (Bruffee, 1984), peer tutoring and counseling (Elbulok-Charcape et al, 2019), and in academic libraries as mentors, research assistants and teaching assistants (Bodemer, 2014;Deese-Roberts and Keating, 2000;Peter, 2013;Rinto et al, 2017). At the authors' institution, multiple units outside the library have utilized peer teachers in a variety of roles including as part of orientation activities, and as mentors and tutors in courses and campus writing and math centers.…”

Section: Introductionmentioning

confidence: 99%

Peer teachers taking the lead in classroom instruction: program creation and challenges faced

Lowe

Stone

Macy

2023

RSR

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PurposeThis paper discusses a program to train undergraduate students as near peer teachers delivering course-embedded information literacy instruction to undergraduate students.Design/methodology/approachThe approach involved the development and delivery of a curriculum combining information literacy concepts and teaching pedagogy. Significant student feedback was gathered which determined the final program structure.FindingsWhile the curriculum was successful in developing students' information literacy competencies and pedagogical skills, stakeholder buy-in and the COVID-19 pandemic hindered the program. Additionally, the goal of the program – solo student teaching, was not realized.Originality/valuePeer teaching is widely implemented in many disciplines; however, its application in academic libraries has focused more on peer reference, rather than peer teaching. This case study adds to the body of literature on this topic related to student peer teaching in academic libraries.

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Students Engaged in Teaching

Cited by 7 publications

References 23 publications

Exploring the Impact of Participating as Pharmacy Camp Counselors on Student Pharmacists’ Professional Identity

Exploring the Impact of Participating as Pharmacy Camp Counselors on Student Pharmacists’ Professional Identity

Impacts of a Near-Peer Urban Ecology Research Mentoring Program on Undergraduate Mentors

Peer teachers taking the lead in classroom instruction: program creation and challenges faced

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