Peer assisted learning, skills development and Generation Y : a case study of a first year undergraduate law unit
Carver, Tracey Leigh (2011) Peer assisted learning, skills development and Generation Y : a case study of a first year undergraduate law unit. Monash University Law Review, 37(3), pp. 203-230.
The majority of current first year university students belong to Generation Y. Consequently, research suggests that, in order to more effectively engage them, their particular learning preferences should be acknowledged in the organisation of their learning environments and in the support provided. These preferences are reflected in the Torts Student Peer Mentor Program, which, as part of the undergraduate law degree at the Queensland University of Technology, utilises active learning, structured sessions and teamwork to supplement student understanding of the substantive law of Torts with the development of life-long skills. This article outlines the Program, and its relevance to the learning styles and experiences of Generation Y first year law students transitioning to university, in order to investigate student perceptions of its effectiveness – both generally and, more specifically, in terms of the Program’s capacity to assist students to develop academic and work-related skills.
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|Item Type:||Journal Article|
|Keywords:||Peer assisted learning, Skills development and law, Generation Y, Torts Student Peer Mentor Program, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > LAW AND LEGAL STUDIES (180000)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Law
Current > Schools > School of Law
|Copyright Owner:||Copyright 2011 Monash University|
|Deposited On:||15 Mar 2013 02:44|
|Last Modified:||15 Mar 2013 23:32|
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