Thinking as a Student: Stimulating Peer Education in the Humanities with an Undergraduate Teaching Assistant

Main Article Content

Lara Karpenko Steven Schauz

Abstract

In this article, I argue that peer educational experiences should be incorporated into the undergraduate humanities classroom by providing a case study of a successful Undergraduate Teaching Assistant (UTA) pilot. In keeping with Topping & Ehly’s (2001) criteria for successful peer education, I assigned the UTA a significant role in direct instruction. Partly owing to the UTA’s active classroom role, the experience enhanced learning for students and helped me create a dynamic, critically-engaged class environment. The experience also provided an opportunity for the UTA to engage in deep learning and develop a professional identity; near the end of this article, the UTA shares his reflection about the experience. 

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How to Cite
Karpenko, L., & Schauz, S. (2017). Thinking as a Student: Stimulating Peer Education in the Humanities with an Undergraduate Teaching Assistant. Journal of the Scholarship of Teaching and Learning, 17(3), 124-135. https://doi.org/https://doi.org/10.14434/josotl.v17i3.22158
Section
Case Studies
Author Biographies

Lara Karpenko, Carroll University

Associate Professor of English

Steven Schauz, Western Illinois University

Graduate Student, College Student Personnel