Lights, camera, action!: Peer-to-peer learning through graduate student videos

Abstract

The senior level "Construction Estimating" course at Texas State University - San Marcos is colisted for master's students to receive graduate credit. To make this course a graduate level offering the master's students have traditionally completed an additional assignment in addition to the assignments required of the undergraduate students. The author, upon taking over the class this year, decided that in lieu of a written project, the graduate project would be to develop instruction videos on construction estimating topics. The intent of the project was to use peer-to-peer learning to enhance content understanding of the undergraduate students and to develop a video library of brief construction estimating topics that can be assigned as class preparation homework to future classes. Further, through the creation of the video, these students demonstrated that they had a graduate level understanding of the topic. In addition to the videos, the master's students were required to develop a pre- and post- video quiz to assess the improvement of the undergraduate students' understanding of the topic. The improvement was a small portion of the project grade. The paper presents the results of these quizzes and the presentation will include clips of the videos. Each master's student was responsible for two videos and, through a first come, first served policy, the students self-selected the topics. This paper is intended to share an idea of how to generate useful homework content for future classes of millennials whilst also providing a meaningful project to graduate students. © American Society for Engineering Education, 2013.