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Student Peer Teaching in Engineering Laboratory Situations

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

Outstanding Contributions to Student Learning through Laboratory Experiences

Tagged Division

Division Experimentation & Lab-Oriented Studies

Page Count


Page Numbers

24.1117.1 - 24.1117.11



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Paper Authors


Ernest M. Kim P.E. University of San Diego

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Ernest M. Kim received the B.S.E.E. from the University of Hawaii at Manoa, and M.S.E.E. and Ph.D. in Electrical Engineering from New Mexico State University. After spending ten years in industry at the then National Bureau of Standards (now NIST) in Boulder, Colorado, Burroughs Corporation (now Unisys) in San Diego, California, and TACAN Corporation in Carlsbad, California, he joined the faculty of the University of San Diego in 1990. He is currently Associate Professor of Electrical Engineering at USD, teaching primarily in the areas of analog circuits and electronics, communication systems, electromagnetic fields, and engineernig design. He and Dr. Thomas Schubert are co-authors of the electronics text, Active and Non-Linear Electronics. Dr. Kim is a Registered Professional Engineer (EE) in the State of California.

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Thomas F. Schubert Jr. P.E. University of San Diego

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Thomas F. Schubert, Jr. received his B.S., M.S., and Ph.D. degrees in Electrical Engineering from the University of California, Irvine, Irvine CA.
He is currently Professor of Electrical Engineering at the University of San Diego, San Diego, CA, and came there as a founding member of the engineering faculty in 1987. He previously served on the electrical engineering faculty at the University of Portland, Portland OR and Portland State University, Portland OR and on the engineering staff at Hughes Aircraft Company, Los Angeles, CA.
Prof. Schubert is a member of IEEE and ASEE and is a registered professional engineer in Oregon. In 2012 he received the ASEE Robert G Quinn Award for outstanding contributions in experimentation and laboratory instruction. He currently serves as the faculty advisor for the Kappa Eta chapter of Eta Kappa Nu at the University of San Diego.

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Frank G. Jacobitz University of San Diego

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Frank G. Jacobitz received his Diploma in physics from Georg-August Universität, Göttingen, Germany, in 1993, and the M.S. and Ph.D. degrees in mechanical engineering from the University of California, San Diego, La Jolla, in 1995 and 1998, respectively. He has been with the University of San Diego, San Diego, CA, since 2003, where he is currently a Professor of mechanical engineering. From 1998 to 2003, he was an Assistant Professor of mechanical engineering with the University of California, Riverside. Since 2006, he has also been a frequent visitor with the Laboratoire de Mécanique, Modélisation & Procédés Propres at Aix-Marseille Université, Marseille, France and he spent his sabbatical leave at this institution during the 2009/2010 academic year. His research interests include direct numerical simulations of turbulent flows with shear, rotation, and stratification, bio-fluid mechanical problems at the microscale, and engineering education topics. He currently serves as the faculty adviser to the student section of the American Society of Mechanical Engineers at the University of San Diego. He is the vice chair of the Education and Career Outreach Committee of the Division of Fluid Dynamics of the American Physical Society. He serves at the chair of the Engineering, Technology and Applied Sciences Section as well as on the Council and Executive Committee of the Pacific Division of the American Association for the Advancement of Science.

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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. 10.18260/1-2--23050

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