In Class Peer Tutoring: A Cost Effective Model For Engineering Instruction

The in-class experience in engineering education has not changed significantly in the last 100 years, although some instructors are attempting to replace didactic teaching with active learning techniques. Despite its promise, the impact of active learning can be limited due to the lack of social learning resources, such as individuals who can answer questions during active learning exercises. Peer tutors can provide this missing resource. A wealth of theoretical and empirical evidence demonstrates that peer tutoring positively impacts learning, self-confidence, and interest in the discipline. In-class peer tutoring (ICPT) addresses the limitations of active learning and utilizes an effective and accessible resource—the students. In ICPT, undergraduate engineering students with relevant experience act as teaching assistants for small groups of students during in-class active learning exercises. In the fall of 2007, Washington State University (WSU) researchers implemented an ICPT program in statics and mechanics of materials. Extensive data from surveys, focus groups, and interviews indicates that the program is valued highly by students and improves learning and self-efficacy. For example, more than 80% of students in these ICPT classes agreed with the statement “I wish my other courses used peer tutors.” Tutors appear to be motivated by the benefits of helping other students without financial reimbursement. WSU’s ongoing ICPT program can act as a model for other universities, demonstrating the potential of peer tutoring to transform engineering education.