Skill development and social inclusion via peer assisted learning in first-year higher education : an evaluation of student experiences across two law units
Carver, Tracey L. & Cuffe, Natalie (2012) Skill development and social inclusion via peer assisted learning in first-year higher education : an evaluation of student experiences across two law units. In 15th International First Year in Higher Education Conference 2012: New Horizons, 26 - 29 June 2012, Brisbane. (Unpublished)
Because professions seek graduates who can 'collaborate, share skills and knowledge, and communicate' (Kruck and Reif, 2001, p 37), it is important that university graduates are not equipped solely with the content knowledge of their discipline, but also with prospective employment skills. Furthermore, when students 'interact more in positive ways with their teachers and peers, they gain more in terms of essential skills and competencies, such as critical thinking, problem~solving [and] effective communication' (NSSE, 2000, p 2)./n this way, peer assisted fellowing has the potential to enhance students' professional development, and provide the social inclusion and engagement necessary for effective learning. This session describes two peer assisted learning models embedded within first year QUT Faculty of Law units. Through a partnership between teaching staff, student mentors and mentees, the models aim to facilitate student socialisation whilst supplementing understanding of substantive law with the development of academic and work·related skills. Mentor and mentee perceptions, and program implications, are considered.
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|Item Type:||Conference Item (Presentation)|
|Keywords:||peer assisted learning, first-year higher education, 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
|Deposited On:||18 Mar 2013 04:01|
|Last Modified:||18 Nov 2014 00:18|
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