Peer tutors' perceptions of the in-class peer tutoring program in mechanics of materials

Abstract

The quality of the classroom experience of engineering undergraduates has the potential to impact both retention of engineering students and student preparation for the workforce. An in-class peer tutoring (ICPT) program was initiated two years ago at Washington State University for statics and mechanics of materials courses. The ICPT program builds upon research on classroom practices and is characterized by utilizing undergraduate engineering students with relevant experience as teaching assistants for small groups of students working on active learning exercises during scheduled lecture time. While substantial research has been done evaluating the impact of peer tutoring programs on student and tutor outcomes, very little in-depth qualitative research has been done investigating the peer tutor experience in a higher education setting from the tutors' perspective. The goal of this research is to investigate what motivates tutors to agree to take part in the ICPT program and how they participate in the experience. Variation in peer tutor preparation styles for in-class assignments related to how effective they felt their presence was in the classroom. Finally, beliefs in peer tutor qualifications were an indication of how the peer tutors chose to interact with students in the classroom.