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A Peer-tutor's Perspective on Peer-tutoring in Thermodynamics

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Collection

2012 ASEE Annual Conference & Exposition

Location

San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012

ISSN

2153-5965

Conference Session

Learning and Assessment II

Tagged Division

Mechanical Engineering

Page Count

14

Page Numbers

25.85.1 - 25.85.14

Permanent URL

https://peer.asee.org/20845

Download Count

35

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Paper Authors

biography

Craig J. Hoff Kettering University

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Craig J. Hoff is a professor of mechanical engineering at Kettering University, where he teaches courses in energy systems and automotive engineering.

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Gregory W. Davis Kettering University

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Kathryn L. Hoff

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Abstract

A Peer-Tutor's Perspective on Peer-Tutoring in ThermodynamicsMechanical Engineering students often find Thermodynamics to be the most challenging coursein their degree program. In an effort to gain perspective and improve outcomes, the second andthird authors of this paper, both professors of Mechanical Engineering, have recruited theservices of a peer tutor to work with the students in their Thermodynamics classes over thecourse of a couple of terms. The approximate number of students with access to the tutor was 96in the first term and about 120 in the second term.The lead author is an undergraduate peer-tutor who was recruited because of her previoussuccess in the course and the natural ability she has consistently demonstrated. As a peer tutorshe provided homework assistance, conducted pre-exam study sessions, and assisted in thegrading of the exams. As a result of this placement, she has developed a unique perspective onthe points of difficulty that the students face and on the value of peer tutoring, which she willdescribe in the paper.The preliminary results have been encouraging. Early results indicate that the exam scores ofstudents participating in the peer-tutored sessions averaged nearly ten percentage points higherthan those that did not. The paper will include additional assessment data on the student’sperformance in the course. The paper also will provide survey data from the students in the classproviding the student’s perspective on having access to a peer-tutor.

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2012 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015