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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
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?
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

 

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.rightsI E E E International Conference on Teaching, Assessment and Learning for Engineering. Copyright © I E E E.-
dc.rights©2012 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
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.naturepublished_or_final_version-
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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