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Conference Paper: Helping First-Year Engineering Students in Transition: Promoting Transformative Learning in Student and Faculty Development

TitleHelping First-Year Engineering Students in Transition: Promoting Transformative Learning in Student and Faculty Development
Authors
Leung, FKo, EZou, XT
KeywordsAcademic advising
Peer mentoring
Learning community
Transformative learning
Issue Date2012
PublisherI E E E. The Journal's web site is located at http://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=6337030
Citation
The 1st I E E E International Conference on Teaching, Assessment and Learning for Engineering (TALE 2012), Hong Kong, China, 20-23 August 2012. In the Proceedings of I E E E International Conference on Teaching, Assessment and Learning for Engineering, 2012, p. H1B-6 - H1B-10 How to Cite?
DOI: http://dx.doi.org/10.1109/TALE.2012.6360321
AbstractAn academic advising system, designed as an inter-generational learning community consisting of faculty advisors, peer mentors, and students, has been introduced to support first-year engineering students in making a smooth transition from secondary school to university. The centerpiece of the system is a peer-mentoring program, in which senior students are empowered to design learning experiences for junior students, thereby creating an opportunity for transformative learning. Training is provided to the participating peer mentors and faculty advisors to better prepare them to meet the developmental needs of students in this learning community.
DescriptionSession H1B
Persistent Identifierhttp://hdl.handle.net/10722/216301
ISBN
9781467324182

 

DC FieldValueLanguage
dc.contributor.authorLeung, F-
dc.contributor.authorKo, E-
dc.contributor.authorZou, XT-
dc.date.accessioned2015-09-09T06:09:01Z-
dc.date.available2015-09-09T06:09:01Z-
dc.date.issued2012-
dc.identifier.citationThe 1st I E E E International Conference on Teaching, Assessment and Learning for Engineering (TALE 2012), Hong Kong, China, 20-23 August 2012. In the Proceedings of I E E E International Conference on Teaching, Assessment and Learning for Engineering, 2012, p. H1B-6 - H1B-10-
dc.identifier.isbn9781467324182-
dc.identifier.urihttp://hdl.handle.net/10722/216301-
dc.descriptionSession H1B-
dc.description.abstractAn academic advising system, designed as an inter-generational learning community consisting of faculty advisors, peer mentors, and students, has been introduced to support first-year engineering students in making a smooth transition from secondary school to university. The centerpiece of the system is a peer-mentoring program, in which senior students are empowered to design learning experiences for junior students, thereby creating an opportunity for transformative learning. Training is provided to the participating peer mentors and faculty advisors to better prepare them to meet the developmental needs of students in this learning community.-
dc.languageeng-
dc.publisherI E E E. The Journal's web site is located at http://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=6337030-
dc.relation.ispartofI E E E International Conference on Teaching, Assessment and Learning for Engineering-
dc.subjectAcademic advising-
dc.subjectPeer mentoring-
dc.subjectLearning community-
dc.subjectTransformative learning-
dc.titleHelping First-Year Engineering Students in Transition: Promoting Transformative Learning in Student and Faculty Development-
dc.typeConference_Paper-
dc.identifier.emailZou, XT: tracyzou@hku.hk-
dc.identifier.authorityZou, XT=rp01998-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1109/TALE.2012.6360321-
dc.identifier.scopuseid_2-s2.0-84871527079-
dc.identifier.spageH1B-6-
dc.identifier.epageH1B-10-
dc.publisher.placeUnited States-

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