An experience with a peer assisted teaching scheme

Daryl D'Souza, Astrid Bauers, Angela Carbone, Bella Ross

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

Abstract

We present a narrative around the use of a peer assisted teaching program to establish its utility in improving teaching and learning outcomes. The program is a structured and collegial approach where academics work together to reinvigorate their teaching practice through reflection and peer-assisted situated learning. The scheme involves colleagues collaborating to analyse existing course and teaching quality data, develop focussed development goals for curriculum and pedagogy, plan and execute strategies to achieve these goals, and monitor their effects and success during a teaching semester. The experience presented in this paper involved a paired peer relationship between two Information and Communication Technology (ICT) lecturers (colleagues) who taught disparate courses and who had separate goals. Despite the apparent dichotomy in the courses taught and the course outcomes, their experience with a small set of goals provided useful information about employing such a scheme, especially its effectiveness despite choosing simple goals. The partners were also inspired to use the scheme again and with a stronger sense of how they might prepare their goals and pursue better implementation thereof. The authors hope the experience will encourage others to adopt such a program or other similar peer assisted teaching schemes to improve teaching and learning outcomes, encourage collegial collaboration within departments, and foster engagement with learning and teaching scholarship.
Original languageEnglish
Title of host publication2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014
EditorsArnold Pears
Place of PublicationMalaysia
PublisherIEEE Computer Society
Pages306 - 310
Number of pages5
ISBN (Print)9781479935918
DOIs
Publication statusPublished - 2014
EventInternational Conference on Learning and Teaching in Computing and Engineering (LaTiCE) 2014 - Kuching Sarawak, Malaysia
Duration: 11 Apr 201413 Apr 2014

Conference

ConferenceInternational Conference on Learning and Teaching in Computing and Engineering (LaTiCE) 2014
Abbreviated titleLaTiCE 2014
CountryMalaysia
CityKuching Sarawak
Period11/04/1413/04/14

Cite this

D'Souza, D., Bauers, A., Carbone, A., & Ross, B. (2014). An experience with a peer assisted teaching scheme. In A. Pears (Ed.), 2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014 (pp. 306 - 310). Malaysia: IEEE Computer Society. https://doi.org/10.1109/LaTiCE.2014.65
D'Souza, Daryl ; Bauers, Astrid ; Carbone, Angela ; Ross, Bella. / An experience with a peer assisted teaching scheme. 2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014. editor / Arnold Pears. Malaysia : IEEE Computer Society, 2014. pp. 306 - 310
@inproceedings{35358597268f400785c860219bebf9dc,
title = "An experience with a peer assisted teaching scheme",
abstract = "We present a narrative around the use of a peer assisted teaching program to establish its utility in improving teaching and learning outcomes. The program is a structured and collegial approach where academics work together to reinvigorate their teaching practice through reflection and peer-assisted situated learning. The scheme involves colleagues collaborating to analyse existing course and teaching quality data, develop focussed development goals for curriculum and pedagogy, plan and execute strategies to achieve these goals, and monitor their effects and success during a teaching semester. The experience presented in this paper involved a paired peer relationship between two Information and Communication Technology (ICT) lecturers (colleagues) who taught disparate courses and who had separate goals. Despite the apparent dichotomy in the courses taught and the course outcomes, their experience with a small set of goals provided useful information about employing such a scheme, especially its effectiveness despite choosing simple goals. The partners were also inspired to use the scheme again and with a stronger sense of how they might prepare their goals and pursue better implementation thereof. The authors hope the experience will encourage others to adopt such a program or other similar peer assisted teaching schemes to improve teaching and learning outcomes, encourage collegial collaboration within departments, and foster engagement with learning and teaching scholarship.",
author = "Daryl D'Souza and Astrid Bauers and Angela Carbone and Bella Ross",
year = "2014",
doi = "10.1109/LaTiCE.2014.65",
language = "English",
isbn = "9781479935918",
pages = "306 -- 310",
editor = "Arnold Pears",
booktitle = "2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014",
publisher = "IEEE Computer Society",
address = "United States of America",

}

D'Souza, D, Bauers, A, Carbone, A & Ross, B 2014, An experience with a peer assisted teaching scheme. in A Pears (ed.), 2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014. IEEE Computer Society, Malaysia, pp. 306 - 310, International Conference on Learning and Teaching in Computing and Engineering (LaTiCE) 2014, Kuching Sarawak, Malaysia, 11/04/14. https://doi.org/10.1109/LaTiCE.2014.65

An experience with a peer assisted teaching scheme. / D'Souza, Daryl; Bauers, Astrid; Carbone, Angela; Ross, Bella.

2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014. ed. / Arnold Pears. Malaysia : IEEE Computer Society, 2014. p. 306 - 310.

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

TY - GEN

T1 - An experience with a peer assisted teaching scheme

AU - D'Souza, Daryl

AU - Bauers, Astrid

AU - Carbone, Angela

AU - Ross, Bella

PY - 2014

Y1 - 2014

N2 - We present a narrative around the use of a peer assisted teaching program to establish its utility in improving teaching and learning outcomes. The program is a structured and collegial approach where academics work together to reinvigorate their teaching practice through reflection and peer-assisted situated learning. The scheme involves colleagues collaborating to analyse existing course and teaching quality data, develop focussed development goals for curriculum and pedagogy, plan and execute strategies to achieve these goals, and monitor their effects and success during a teaching semester. The experience presented in this paper involved a paired peer relationship between two Information and Communication Technology (ICT) lecturers (colleagues) who taught disparate courses and who had separate goals. Despite the apparent dichotomy in the courses taught and the course outcomes, their experience with a small set of goals provided useful information about employing such a scheme, especially its effectiveness despite choosing simple goals. The partners were also inspired to use the scheme again and with a stronger sense of how they might prepare their goals and pursue better implementation thereof. The authors hope the experience will encourage others to adopt such a program or other similar peer assisted teaching schemes to improve teaching and learning outcomes, encourage collegial collaboration within departments, and foster engagement with learning and teaching scholarship.

AB - We present a narrative around the use of a peer assisted teaching program to establish its utility in improving teaching and learning outcomes. The program is a structured and collegial approach where academics work together to reinvigorate their teaching practice through reflection and peer-assisted situated learning. The scheme involves colleagues collaborating to analyse existing course and teaching quality data, develop focussed development goals for curriculum and pedagogy, plan and execute strategies to achieve these goals, and monitor their effects and success during a teaching semester. The experience presented in this paper involved a paired peer relationship between two Information and Communication Technology (ICT) lecturers (colleagues) who taught disparate courses and who had separate goals. Despite the apparent dichotomy in the courses taught and the course outcomes, their experience with a small set of goals provided useful information about employing such a scheme, especially its effectiveness despite choosing simple goals. The partners were also inspired to use the scheme again and with a stronger sense of how they might prepare their goals and pursue better implementation thereof. The authors hope the experience will encourage others to adopt such a program or other similar peer assisted teaching schemes to improve teaching and learning outcomes, encourage collegial collaboration within departments, and foster engagement with learning and teaching scholarship.

UR - http://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=6821875

U2 - 10.1109/LaTiCE.2014.65

DO - 10.1109/LaTiCE.2014.65

M3 - Conference Paper

SN - 9781479935918

SP - 306

EP - 310

BT - 2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014

A2 - Pears, Arnold

PB - IEEE Computer Society

CY - Malaysia

ER -

D'Souza D, Bauers A, Carbone A, Ross B. An experience with a peer assisted teaching scheme. In Pears A, editor, 2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014. Malaysia: IEEE Computer Society. 2014. p. 306 - 310 https://doi.org/10.1109/LaTiCE.2014.65