Undergraduates Leading Undergraduates: Peer Facilitation in a Science Workshop Program

Abstract

This article presents the results of a study investigating the experiences of undergraduates acting as peer leaders in an extensive peer-led team learning program in introductory undergraduate sciences and engineering courses. In an effort to understand the facilitator experience in the program better and to report initial findings on the benefits derived through a peer-facilitation experience, the study identified multiple areas in which peer facilitators reported experiences of growth and the ways in which they understood and responded to this growth.

“Understanding where you're coming from”: Discovering an [inter]professional identity through becoming a peer facilitator

“…The previous study by Micari et al (2006) influenced the design by providing a theoretical framework and a simple coding frame. However, from its inception the study was framed as a participatory action research project (Reason 1994) in order that peer facilitators benefitted from increased insight into the research process and from findings as they emerged.…”

“…A sound body of research evidence suggests that peer facilitation has substantial academic benefits for junior colleagues (Boud 2001;Clouder, Krumins, & Davies, 2010;Gallew 2005;Goodlad & Hirst 1989;Hayler 1999;Micari, Streitwieser, & Light, 2006;Saunders 1992). In contrast, less is known of the extent to which peer facilitators benefit from helping junior colleagues with their studies.…”

“…Good, Halpin, and Halpin (2000) suggest that peer facilitation can spur significant personal as well as academic growth for facilitators, while Hayler (1999) identifies the development of interpersonal skills. Research by Micari et al (2006) provides probably the most informative insights to date. Conducted with undergraduate peer facilitators on a Gateway Science Programme at Northwestern University in the USA, the researchers identified significant cognitive, personal and instrumental gains for facilitators.…”

Effects of Peer-Led Online Asynchronous Discussion on Undergraduate Students' Cognitive Achievement

“…As a majority of current studies in online peer-led discussion investigated peer-led groups from a holistic view, the impact of role assignment on individual students' cognition inside the peer-led groups has not been adequately addressed (Micari, Streitwieser, and Light 2006). Similar studies were conducted in groups where each student was assigned a different role.…”

Searching for Active Learning Methods for New Product Development Purposes

“…This method showed good results [25] when comparing grades of tested classes with controlled groups. And, in other perspective, students with the leader's role received a great experience, gaining knowledge about the subject, personal skills, as communication and professional skills as leadership [26].…”