Peer Mentorship and a 3D Printed Design-Build-Test Project: Enhancing the First Year Civil Engineering Experience

Mentoring is a widespread practice in different sectors in society. It is particularly prevalent in higher education. Many have acknowledged the various transitional challenges encountered by first-year tertiary-level students. Greater support is therefore needed for this particular student group. This mixed-methods year-long case study examined the value of a semi-formal peer mentorship program for 10 first-year students who were low-achievers. It focused on the assistance provided by peer mentors for their studies, socialization, and adaptation to college/university life. The three mentors’ views of the program were also explored. Data were collected via questionnaires administered three times to the mentees and end-of-program group interviews for both the mentees and mentors. The overall findings show that the students perceived the assistance from the mentors to be useful for academic studies, socialization, and adaptation to college/university life. However, their perceptions varied across the entire year. The metaphors used by the mentees to describe their mentors—shepherds, torches and candlewax—depicted different facets of the mentee-mentor relationships and the value of the program. The study highlights the value of such semi-formal peer mentoring for low-achieving first-year students especially for institutions which lack resources.

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A Statistical Evaluation of the Value of Pre-Engineering Curricula on First-Year Civil Engineering Student Performance

AEI 2017 ◽

10.1061/9780784480502.001 ◽

2017 ◽

Author(s):

Christopher H. Raebel ◽

Blake Wentz ◽

Frank Mahuta

Keyword(s):

Student Performance ◽

Civil Engineering ◽

Statistical Evaluation ◽

First Year ◽

Engineering Student

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Students Mentoring Students in a Service-Learning Clinical Supervision Experience: An Educational Case Report

Physical Therapy ◽

10.2522/ptj.20100308 ◽

2011 ◽

Vol 91 (10) ◽

pp. 1513-1524 ◽

Cited By ~ 10

Author(s):

Jill Black Lattanzi ◽

Sandra L. Campbell ◽

Robin L. Dole ◽

Kerstin M. Palombaro

Keyword(s):

Case Report ◽

Physical Therapy ◽

Service Learning ◽

Social Responsibility ◽

Community Service ◽

Clinical Supervision ◽

First Year ◽

Academic Skill ◽

Community Partner ◽

Peer Mentorship

Background and Purpose Service-learning projects present the opportunity to combine academic skill practice and peer mentorship with meaningful community service. Implicit learning outcomes include an enhanced understanding of social responsibility and professional development—concepts difficult to teach in the classroom. The purpose of this educational case report is to describe the development, application, and outcomes of a service-learning project designed to facilitate peer mentorship and the development of social responsibility. Development of the Process Widener University mandated that all programs offer student community service opportunities on Martin Luther King Day. In response, the physical therapy program developed a plan to clean and screen assistive and mobility devices and provide blood pressure screening at designated community sites. Application of the Process All faculty and all members of the first-year and third-year Doctor of Physical Therapy (DPT) classes participated. The students and a faculty member traveled to designated community sites in teams. First-year students were able to practice newly acquired skills under the supervision and peer mentorship of third-year students. Outcomes Outcomes of the service-learning project were assessed through a tally of services rendered, measurement of curricular goal achievement, a survey of the community partners' satisfaction with the event, and consideration of both first-year and third-year DPT student reflection papers. Discussion The service-learning project was effective in meeting a community need, enhancing community partner relationships, fostering student understandings of social responsibility, and creating a valuable peer mentorship experience.

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GEODETIC SURVEYING STUDIES FOR CIVIL ENGINEERING STUDENTS AT TALLINN UNIVERSITY OF TECHNOLOGY

Geodesy and Cartography ◽

10.3846/20296991.2012.692213 ◽

2012 ◽

Vol 38 (2) ◽

pp. 86-91

Author(s):

Nelli Ustinova ◽

Vello Kala ◽

Tarvo Mill ◽

Artu Ellmann

Keyword(s):

Learning Outcomes ◽

Engineering Students ◽

Field Survey ◽

Civil Engineering ◽

Modular System ◽

First Year ◽

First Year Students ◽

University Of Technology ◽

Optical Theodolite ◽

Geodetic Surveying

Studies in the Tallinn University of Technology are based on a modular system, where geodetic surveying comprises a self-contained study module in the curricula of all civil engineering specialities. Due to geodetic surveying being taught to all first year students of civil engineering, it serves as a touchstone to test a student's suitability for an engineering specialism. Future civil engineers are taught basic geodetic measurements and how to use optical theodolite, levelling instrument and laser level. The paper gives an overview of geodetic surveying lectures, laboratory classes and field survey camp. Teaching and assessment are based on learning outcomes. Students who have passed the exam are allowed to participate in the summer field survey camp, the aim of which is consolidating the knowledge acquired throughout the year and practising teamwork.

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