Daytona Beach, Florida
August 6, 2017
August 6, 2017
August 8, 2017
FYEE Conference - Works in Progress Submission
Peer tutoring programs are an important service colleges and universities can utilize in pursuit of increased student success. Peer tutoring offers numerous benefits to students: individualized, active learning opportunities; the increased comfort and understanding that comes from working with a peer; and greater financial efficiency compared to hiring professional tutors or additional TAs. Additionally, peer tutoring is known to have positive academic and personal impact on tutors as well. Recognizing these potential benefits, the University of Virginia’s School of Engineering and Applied Science (UVA Engineering) recently increased its commitment to its peer tutoring program. It is therefore important that the program be regularly evaluated on key measures of success: usage, satisfaction, effectiveness, and learning outcomes. We are interested in learning outcomes related to study skills and learning attitudes, specifically regarding deep versus surface learning. This paper details the pilot test of this assessment, initial results, and lessons learned from the experience. The goal is to provide resources for other institutions pursuing peer tutoring programs by providing sample methods and instruments for program evaluation, as well as critical thoughts on peer tutoring assessment.
Paljug, B., & Lampe, L. (2017, August), Assessing usage, satisfaction, effectiveness, and learning outcomes for an engineering peer tutoring program Paper presented at 2017 FYEE Conference, Daytona Beach, Florida. https://peer.asee.org/29401
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