Peer Assisted Learning, Skills Development and Generation Y: A Case Study of a First Year Undergraduate Law Unit
journal contributionposted on 29.10.2019 by Tracey Carver
Any type of content formally published in an academic journal, usually following a peer-review process.
The majority of current first year university students belong to Generation Y. Consequently, research suggests that, in order to more effectively engage them, their particular learning preferences should be acknowledged in the organisation of their learning environments and in the support provided. These preferences are refl ected in the Torts Student Peer Mentor Program (‘Program’), which, as part of the undergraduate law degree at the Queensland University of Technology (‘QUT’), utilises active learning, structured sessions and teamwork so as to supplement student understanding of the substantive law of Torts with the development of life-long skills. This article outlines the Program and its relevance to the learning styles and experiences of Generation Y fi rst year law students transitioning to university, in order to investigate student perceptions of its effectiveness — both generally and, more specifi cally, in terms of the Program’s capacity to assist students to develop academic and workrelated skills.