Helping first-year engineering students in transition: Promoting transformative learning in student and faculty development

Abstract

An academic advising system, designed as an inter-generational learning community consisting of faculty advisors, peer mentors, and students, has been introduced to support first-year engineering students in making a smooth transition from secondary school to university. The centerpiece of the system is a peer-mentoring program, in which senior students are empowered to design learning experiences for junior students, thereby creating an opportunity for transformative learning. Training is provided to the participating peer mentors and faculty advisors to better prepare them to meet the developmental needs of students in this learning community.