Learning by Teaching: Experiential Learning Experiences Through a Peer Learning Assistant Model in STEM

• In Event: Thinking Like a Scientist: Enhancing STEM Learning Experiences

Abstract

This study seeks to understand learning and teaching experiences for peer learning assistants (PLAs) in an undergraduate STEM class who are also required to take a pedagogical class as mentors. Using a phenomenological approach, PLAs were interviewed to identify their shared experiences and the knowledge and skills they gained while mentoring peer STEM students and taking a peer-learning pedagogy class. The findings reveal that PLAs experienced experiential learning by playing a student-teacher role and engaging with peer students. This study provides insight for scholars and higher education practitioners on how to provide an experiential learning opportunity in an undergraduate STEM class.

Authors

• Hee Jung Gong, University of Alabama

• Jihye Kwon, University of Southern California

• Megan Brock, University of Georgia