Paired peer learning through engineering education outreach

Fogg Rogers, L., Edmonds, J. and Lewis, F. (2017) Paired peer learning through engineering education outreach. European Journal of Engineering Education, 42 (1). pp. 75-90. ISSN 0304-3797 Available from:

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Undergraduate education incorporating active learning and vicarious experience through education outreach presents a critical opportunity to influence future engineering teaching and practice capabilities. Engineering education outreach activities have been shown to have multiple benefits; increasing interest and engagement with science and engineering for school children, providing teachers with expert contributions to engineering subject knowledge, and developing professional generic skills for engineers such as communication and teamwork. This pilot intervention paired ten pre-service teachers and eleven student engineers to enact engineering outreach in primary schools, reaching 269 children. A pre and post longitudinal mixed methods design was employed to measure change in attitudes and Education Outreach Self-Efficacy in student engineers; alongside attitudes, Teaching Engineering Self-Efficacy and Engineering Subject Knowledge Confidence in pre-service teachers. Highly significant improvements were noted in the pre-service teachers’ confidence and self-efficacy; while both the teachers and engineers qualitatively described benefits arising from the paired peer mentor model.

Item Type:Article
Additional Information:This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education on 13 July 2016, available online:
Uncontrolled Keywords:active learning, teacher training, women in engineering, peer learning/teaching, science education, engineering education outreach
Faculty/Department:Faculty of Environment and Technology > Department of Engineering Design and Mathematics
ID Code:29111
Deposited By: L. Fogg Rogers
Deposited On:15 Jun 2016 08:26
Last Modified:19 Jul 2018 15:10

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