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West Ashley Library
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Phone: (843) 766-6635
Folly Beach Library
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Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
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Mt. Pleasant Library
9 a.m. - 8 p.m.
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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Phone: (843) 722-7550
Baxter-Patrick James Island
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Phone: (843) 805-6930
Bees Ferry West Ashley Library
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The Undergraduate Teacher-Scholar Program: Comparing Near-Peer and Non Near-Peer Instructors in Laboratory Courses
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- Author(s): Bourne, Sara M.; Limfat, Sean; Dilip, Sneha; Han, Seoyoung; Robak, MaryAnn T.; Marsden, Peter; Baranger, Anne M.
- Language:
English- Source:
Journal of College Science Teaching. May-Jun 2021 50(5):10-17.- Publication Date:
2021- Document Type:
Journal Articles
Reports - Research- Online Access:
- Language:
- Additional Information
- Availability: National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: [email protected]; Web site: https://www.nsta.org/
- Peer Reviewed: Y
- Source: 8
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- ISSN: 0047-231X
- Abstract: Peer learning programs have been developed to support many introductory science courses by providing additional instruction and engagement. These programs are beneficial to both learners and instructors, providing content learning and confidence and attitudinal gains. There is evidence that the benefits of peer learning are higher when students are taught by a near-peer instructor who is close to the learner in age and experience. Building on this existing evidence, a peer learning program, the Undergraduate Teacher-Scholar (UGTS) Program, was created, involving both graduate student and near-peer instructors teaching in the same discussion or laboratory section. This format creates a vertical learning community within the course structure. The Teacher-Scholar program provides the opportunity to compare the roles of graduate student and near-peer instructors teaching the same students the same instructional material. We report differences and similarities in the perceived roles of the graduate student and near-peer instructors by all of the stakeholders involved in the program. Both graduate student and near-peer instructors are valued by students; however, the near-peer instructors provide mentorship and role model qualities that are not replaced by a graduate student instructor.
- Abstract: As Provided
- Publication Date: 2021
- Accession Number: EJ1298459
- Availability:
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