This article presents the results of a study investigating the experiences of undergraduatesacting 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 ofgrowth and the ways in which they understood and responded to this growth.
This is a preview of subscription content, access via your institution.
Buy single article
Instant access to the full article PDF.
Tax calculation will be finalised during checkout.
Subscribe to journal
Immediate online access to all issues from 2019. Subscription will auto renew annually.
Tax calculation will be finalised during checkout.
Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. Journal of Higher Education, 73, 94–122.
Bargh, J. A., & Schul, Y. (1980). On the cognitive benefit of teaching. Journal of Educational Psychology, 72, 593–604.
Blumer, H. (1954). What is wrong with social theory? American Sociological Review, 19, 3–10.
Bonsangue M. V., & Drew D. E. (1995). Increasing minority students' success in calculus. In Gainen, J., & Willemsen, E. (Eds.), Fostering student success in quantitative gateway courses. New directions for teaching and learning (61) (pp. 23–33). San Francisco, CA: Jossey-Bass.
Bos, S. (1998). Perceived benefits of peer leadership as described by junior baccalaureate nursing students . Journal of Nursing Education, 37, 189–191.
Boud, D. (2001). Introduction: Making the move to peer learning. In D. Boud, R. Cohen, & J. Sampson (Eds.), Peer learning in higher education (pp. 1–17). Sterling, VA: Kogan Page.
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35.
Cohen, W. (1997). Bioexcel at the University of Kentucky. Unpublished Project Description.
Csikszentmihalyi, M., Rathunde, K. R., & Whalen, S. (1997). Talented teenagers: The roots of success and failure. Cambridge, England: Cambridge University Press.
Dewey, J. (1964). The need for a philosophy of education. In R. D. Archambault (Ed.), John Dewey on education: Selected writings (pp. 3–14). Chicago, IL: University of Chicago Press.
Dreyfus, A. E. (2002). How are we doing? Steady growth in implementing peer-led team learning. Progressions: Peer-Led Team Learning, 3(3–4), 1–5.
Drott, P. M. (2001). Utilizing undergraduate nursing students to provide health education in elementary schools. Journal of School Health, 71, 201–203.
Etkina, E. (2000). Helping graduate assistants teach physics: Problems and solutions. The Journal of Graduate Teaching Assistant Development, 7, 123–137.
Freeman, M. (1995). Mathexcel: A special opportunity in calculus. Unpublished Report, Department of Mathematics, University of Kentucky.
Freeman, M. (1997). Collaborative math and science workshops in Kentucky and Appalachia. Mathematics and Education Research Forum, 9(1), 5–8.
French, D., & Russell, C. (2002). Do graduate teaching assistants benefit from teaching inquiry-based laboratories? Bioscience, 52, 1036–1042.
Fullilove M., Fullilove R. E., Terris, M., & Lacayo, N. (1988). Is “Black achievement” an oxymoron? Thought and Action, 4(2), 5–20.
Gafney, L. (2001). Workshop chemistry evaluation. In D. K. Gosser, M. S. Cracolice, J. A. Kampmeier, V. Roth, V. S. Strozak, & P. Varma-Nelson (Eds.), Peer-led team learning: A guidebook (pp. 75–93). Upper Saddle River, NJ: Prentice-Hall.
Good, J., Halpin G., & Halpin G. (2000). A promising prospect for minority retention: Students becoming peer mentors. Journal of Negro Education, 69, 375–383.
Gosser, D. K., Cracolice, M. S., Kampmeier, J. A., Roth, V., Strozak, V. S., & Varma-Nelson, P. (2001). Peer-led team learning: A guidebook. Upper Saddle River, NJ: Prentice-Hall.
Haith-Cooper, M. (2003). An exploration of tutors' experiences of facilitating problem-based learning. Part II: Implications for the facilitation of problem-based learning. Nurse Education Today, 23(1), 65–75.
Krueger, R. A. (1994). Focus groups. Thousand Oaks, CA: Sage.
McCaffrey, J., & Meyers, M. (1994). The emerging scholars program. Unpublished Program Description, The University of Texas.
Moore, M. J., & Holmes, W. R. (2003). Biology experience impacts career development. American Biology Teacher, 65, 355.
Newcomb, A. F., & Bagwell, C. L. (1997). Collaborative learning in an introduction to psychological science laboratory: Undergraduate teaching fellows teach to learn. Teaching of Psychology, 24(2), 88–95.
Nyquist, J. D., & Sprague, J. (1998). Thinking developmentally about TAs. In M. Marincovich, J. Prostko, & F. Stout (Eds.), The professional development of graduate teaching assistants (pp. 61–87). Bolton, MA: Anker.
Patton, M. Q. (2001). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oaks, CA: Sage.
Pressley, M. (1986). The relevance of the good strategy user model to the teaching of mathematics. Educational Psychologist, 21, 139–161.
Robinson, J. B. (2000). New teaching assistants facilitate active learning in chemistry laboratories: Promoting teaching assistant learning through formative assessment and peer review. The Journal of Graduate Teaching Assistant Development, 7, 123–137.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
Solomon, P., & Crowe, J. (1999). Evaluation of a model of student peer tutoring. In J. Conway& A. Williams (Eds.), Themes and variations in PBL (pp. 196–205). Callaghan, Australia: University of New Castle.
Solomon, P., & Crowe, P. (2001). Perceptions of student peer tutors in a problem-based learning programme. Medical Teacher, 23, 181–186.
Swartz, O. (1996). The value of the undergraduate teaching/tutoring experience For graduate school success: A personal narrative. Paper presented at the Annual Meeting of the Speech Communication Association, San Diego, CA.
Treisman, U. (1992). Studying students studying calculus: A look at the lives of minority mathematics students in college. The College Mathematics Journal, 23, 362–372.
van den Hoonaard, W. C. (1997). Working with sensitizing concepts: Analytic field research. Thousand Oaks, CA: Sage.
Vygotsky, L. S. (1934–1987). The collected works of L. S. Vygotsky: Vol. 1. Problems of general psychology. New York, NY: Plenum.
Webb, N. M., Farivar, S. H., & Mastergeorge, A. M. (2002). Productive helping in cooperative groups. Theory Into Practice, 41(1), 13–20.
Marina Micari, Ph.D., University of Minnesota, is Associate Researcher, Gateway Science Workshop Program, Northwestern University. Her interests include adult continuing education and cross-cultural communication. Bernhard Streitwieser, Ph.D. Columbia University, is Associate Director, Searle Center for Teaching Excellence, Northwestern University, and Lecturer, German Department, Northwestern University. His interests include comparative education and contemporary German society; European Education and systemic reform. Gregory Light, Ph.D., University of London, is Director, Searle Center for Teaching Excellence, Northwestern University. His interests include the theory and practice of learning and teaching in higher and professional education.
About this article
Cite this article
Micari, M., Streitwieser, B. & Light, G. Undergraduates Leading Undergraduates: Peer Facilitation in a Science Workshop Program. Innov High Educ 30, 269 (2005). https://doi.org/10.1007/s10755-005-8348-y
- higher education
- small group learning
- peer-led team learning
- science education
- minority achievement in higher education