Optimizing Laboratory Courses by Considering the Impact of Peer Power on Student Success
POSTER
Abstract
Optimizing Laboratory Courses by Considering the Impact of Peer Power on Student Success
D. Korucu
Dept. of Physics and Astronomy
Michigan State University
In this study, the laboratory courses are considered as showcases of experimental physics in undergraduate education. To encourage student successes, each student was supported to act as a potential instructor, to share experimental experience with their peers. This peer power approach was aimed to strengthen collaborative learning and foster communication skills. It is shown that peer mentoring increases students’ motivation, confidence and sense of belonging (1).
Empowering students as peer mentors supports success and creates a student-centered lab environment. Research shows that strong interpersonal connections improve student performance in STEM courses (2). Peer learning’s role increase engagement and critical thinking skills in lab classes (3).
References
D. Korucu
Dept. of Physics and Astronomy
Michigan State University
In this study, the laboratory courses are considered as showcases of experimental physics in undergraduate education. To encourage student successes, each student was supported to act as a potential instructor, to share experimental experience with their peers. This peer power approach was aimed to strengthen collaborative learning and foster communication skills. It is shown that peer mentoring increases students’ motivation, confidence and sense of belonging (1).
Empowering students as peer mentors supports success and creates a student-centered lab environment. Research shows that strong interpersonal connections improve student performance in STEM courses (2). Peer learning’s role increase engagement and critical thinking skills in lab classes (3).
References
- Seery, C., Andres, A., Moore Cherry, N. O’Sullivian, S. (2021). Students as partners in peer mentoring: Expectations, experiences and emotions. Innovative Higher Education 46:663–681.
Micari, M., Pazos, P. (2012), Connecting to the professor: Impact of the student faculty relationship in a highly challenging course, College Teaching, 60(2),41-47.
Noroozi, O., De Wever, B. (Eds.) (2023). The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes. Springer. https://doi.org/10.1007/978-3-031-29411-2.
Presenters
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Demet Korucu
- Michigan State University