DOIONLINE 
DOIONLINE Publish In |
International Journal of Management and Applied Science (IJMAS)-IJMAS |
 Journal Home Volume Issue |
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Issue |
Volume-4,Issue-8 ( Aug, 2018 ) | |||||||||
Paper Title |
Peer Driven Learning: Utilization of Capstone Courses in Higher Education to Foster Student Leadership and Ethical Development | |||||||||
Author Name |
Kimberly J. Stoudt | |||||||||
Affilition |
Alvernia University | |||||||||
Pages |
56-57 | |||||||||
Abstract |
The value of adopting innovative instructional techniques that guide students to be independent, autonomous and collaborative learners in order to best prepare them for success in life-long learning within their professional careers is a universal expectation in higher education. Research suggests that how teachers understand or conceive of teaching informs their teaching approach, indicating that a learner centered conception of teaching is necessary for quality teaching and learning to occur. It is the contention of these presenters that the word “educate”, derived from the Latin: “e-dūcere” which means “to lead out” clearly compels the educator to not only “pour in” content and knowledge but to literally lead and draw the learner out: to excite and engage the learner actively in discovery and critical thinking, allowing for concrete active application of knowledge. This paper will describe a process of employing two different collaborative student centered learning strategies used in a capstone courses: team teaching and peer driven learning. Index Terms - Capstone Courses, Cooperative Learning, Peer Driven Learning, Team Teaching | |||||||||
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