PEER TUTORING IN A PROJECT-BASED COURSE PART 2: THE SECOND YEAR OF IMPLEMENTATION - IMPROVEMENTS AND BENEFITS
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Notice bibliographique
Résumé
In Fall 2017, a peer-tutoring program (PTP) was implemented in a first-year multidisciplinary design course of the mechanical, electrical and electromechanical engineering programs at Université du Québec à Rimouski. Fourth-year students with relevant design experience acted as tutors for teams of first-year students. The intent was to reduce the pressure on our professional staff, while maintaining the quality of supervision. 
 PTP assessment revealed that all stakeholders appreciated the experience. At low cost, it allowed more weekly hours of supervision and freed up time for professional staff to perform tasks requiring their expertise. Although the impact of the PTP on the quality of learning was not directly measured, the student level of satisfaction was very high. However, the teaching team concluded from PTP assessment results that tutors could have more impact on teamwork and team spirit if they were better prepared. Four main areas for improvement of the PTP have been identified. Modifications for improvement of the PTP were developed as follows. Tutor training was modified to include content on teamwork, group dynamics and conflict resolution. To enhance communication between tutors and teaching team, tutors were provided with a new week-by-week guide outlining project planning and giving tutors instructions for structuring team discussions. Tutors participated in a professional co-development session in the fifth week of the project, an activity that allowed tutors to learn from each other and improve their practice. Lastly, the assessment questionnaire was improved to collect more significant data on student learning and teamwork.
 The new assessment results reveal that the changes made to the PTP have had a very positive influence on teamwork and group dynamics. Results also indicate that the improved PTP has a positive impact on achievement of course objectives. In conclusion, peer tutoring is evidently a very good strategy for supporting first-year students in the development of their design skills.
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
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Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle