‘Lightbulb’ moments in higher education: peer-to-peer support in engineering education

ABSTRACT

Peer-to-peer programs are growing in popularity in higher education (HE) due to institutions’ increased interest in engaging students as partners in learning and teaching. This study explores one institution’s approach to engaging level 5 and level 6 undergraduate students as teaching assistants (TAs) in engineering to support the first-year transition and academic success. The study focuses on the effect of the pilot program on the peer mentors i.e. the TAs, rather than on the peer mentees. An online questionnaire was designed to investigate TAs’ experiences of participating in a student-staff role, and the impact the role had on their academic and non-academic skills development. The findings show that the TA role contributed to enhanced subject understanding and transferable skill development, particularly communication and learning skills. The main attribute valued by TAs was helping others and making a positive impact, contributing to their sense of belonging.

KEYWORDS:

• Peer-to-peer
• engineering
• skills
• attributes

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Rebecca Maccabe

Rebecca Maccabe is an experienced teacher with a background in educational research. Her research interests include widening participation in higher education, peer mentoring and employability. She has been awarded a Fellowship of the HEA for her work on forming effective learning communities and advocating students-as-partners.

Tânia Dias Fonseca

Tania Dias Fonseca is a Senior Lecturer in Learning and Teaching. Her research interests lie in the intersection between education and civic engagement for social justice. In the last 15 years, she has been researching educational decision-making processes and how educational institutions foster young people's empowerment to participate in social, scientific, and political issues.