MbShea@PWP@English@UMCP

Beginning: hook audience with an anecdote filled with imagery about professor lecturing in a large lecture room with unengaged students, introduce peer learning, exhibit exigency and relevance by talking about the incorporation in BSCI170 at UMD

Middle: support the use of peer learning with peer-reviewed scientific articles (deeper understanding of material for students, higher course grades, better self efficacy, etc.)

End: suggest the incorporation of peer learning activities in their own classrooms; give directions or suggestions about specific techniques to use (think pair share, etc.), conclude with benefits of peer learning for TA’s (strengthens own grasp of material)

LOGOS: 1) current peer learning activities in classes at UMD 2) studies on deeper understanding/higher course grades due to peer learning 3) studies on student self-efficacy due to peer learning 4) suggestions of proven-successful peer collaboration activities

PATHOS: anecdote in beginning that my audience will understand, perspectives/reviews from students about active learning activities

ETHOS: I direct peer learning activities every week for BSCI170, all claims are backed by reputable sources including slide set by MB,

STRUCTURE: I will write an informative/review document type in the first half and a directions document in the second half.

GOAL: resource guide to introduce the idea of peer learning to BSCI teaching students at UMD, discuss its benefits, and give directions on how to incorporate peer learning in their own classrooms

J, very clear plan. Let me know if this document grows too large to complete before the semester ends.

You may also find some interesting sources at the new website of the TLTC in the Edward St. John (shiny new) building.