June 15, 2014
June 15, 2014
June 18, 2014
Division Experimentation & Lab-Oriented Studies
24.1117.1 - 24.1117.11
Student Peer Teaching in Engineering Laboratory SituationsThe impact of student peer led instructors on student learning in the skills and theory basedlaboratory (hands on) component of an Electric Circuits course is assessed. Each week adifferent team of two student peer assistants (PAs) presents background material concerning theweek’s laboratory exercise and then assists the other students in completing the exercise. By theend of the course each student will have been a PA at least once.The PAs meet with the course instructor prior to their assigned instructional period. At thismeeting, the PAs learn the necessary background theory and receive guidance on experimentaland simulation techniques particular to the laboratory exercise of their assigned instructionalperiod. The PAs then independently conduct the laboratory experiment.After the PAs’ meeting with the course instructor and their independently completed laboratoryexercise, they prepare an introductory lecture on the laboratory exercise’s background theory,simulation expectations, instrumentation, and expected experimental results. At the scheduledlaboratory period, the PAs present to their peers. In addition, the PAs take on the primaryresponsibility for assisting the other students during the laboratory period.The efficacy of using peer teaching in this setting is assessed through the use of three studentsurveys as well as course instructor evaluation.
Kim, E. M., & Schubert, T. F., & Jacobitz, F. G. (2014, June), Student Peer Teaching in Engineering Laboratory Situations Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/23050
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