In-Class Peer Tutoring
Development, Implementation, and Assessment of In-Class Peer Tutoring and Learning Modules in Sophomore Engineering Courses
The purpose of this project is to improve student learning in two core lower-division engineering courses, statics and mechanics of materials, through two programs.
The first program is the development, implementation, and assessment of learning modules for select topics in these two courses. The new modules will be based on the successful efforts completed to date in this area.
The second program is a peer-tutoring program and consists of eight students who have previously taken these two courses visiting the lecture of these courses approximately every other week to assist students in the completion of either problems or learning modules that are assigned and to be completed in class. These programs complement one another in that the already proven success of the learning modules will be enhanced by the implementation of a peer tutoring program to assist students in completing the learning modules.
Active Learning
The programs will also require the implementation of active learning in the classroom, where students become active participants in the learning process. Active learning has been shown to improve student participation and learning [9]. The diverse group of individuals involved in this project will enhance the success. Integrating expertise in engineering mechanics, assessment, and engineering education is necessary and appropriate for a successful project.
Importance of Peers in Learning
The importance of peers to student learning is highlighted in the literature on learning and retention. Alexander Astin suggested that the single most influential factor in the cognitive development is the peer group. Literature on retention in science and engineering is rich with examples of the importance of peers to student retention and academic success. In a visit to Washington State University, Jean Lave, a nationally recognized expert in communities of practice and situated learning theory, suggested that student retention and learning could be improved by implementing programs in which older students help younger students in an organized and purposeful fashion. In alignment with the proven importance of the peer group to student success, a program will be implemented in which older students help younger students learn in an organized and purposeful program.
Program Scope
Research funded by the Office of Undergraduate Education
Duration: 2007-2008
Funding Level: $25,000
Investigators:
- Shane Brown
- Devlin Montfort