规划学生的跨学科近同伴研究辅导体验

IF 2.8 3区经济学 Q2 REGIONAL & URBAN PLANNING

Journal of Planning Education and Research Pub Date : 2023-06-19 DOI:10.1177/0739456x231181036

C. Wagner, J. du Toit

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引用次数: 0

摘要

本文描述了在体验式学习的背景下，规划学生在跨学科近同行研究指导计划中的体验。一群计划本科最后一年的学生被要求进行研究并撰写报告，他们接受了研究心理学硕士生的指导。从与两组学生的独立焦点小组讨论中获得的数据产生了三个主题。介绍了近同行研究指导的优缺点，并考虑了规划讲师通过提供类似（尤其是跨学科）课程来提高学生研究技能的方法。

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Planning Students’ Experiences of Interdisciplinary Near-Peer Research Mentoring

This article describes planning students’ experiences of an interdisciplinary near-peer research-mentoring program in the context of experiential learning. A group of final-year undergraduate planning students, who were required to conduct research and write a report, were mentored by master’s degree students in research psychology. Data obtained from independent focus group discussions with two cohorts of students yielded three themes. The merits and demerits of near-peer research mentoring are presented, and planning lecturers’ approach to improving students’ research skills by providing similar (especially interdisciplinary) programs is considered.

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来源期刊

Journal of Planning Education and Research Multiple-

CiteScore

7.40

自引率

4.50%

发文量

期刊介绍： The Journal of Planning Education and Research (JPER) is a forum for planning educators and scholars (from both academia and practice) to present results from teaching and research that advance the profession and improve planning practice. JPER is the official journal of the Association of Collegiate Schools of Planning (ACSP) and the journal of record for North American planning scholarship. Aimed at scholars and educators in urban and regional planning, political science, policy analysis, urban geography, economics, and sociology, JPER presents the most vital contemporary trends and issues in planning theory, practice, and pedagogy.