Abstract
Abstract Two modes of using undergraduate students as peer teachers in introductory courses have been developed at the University of Colorado at Boulder. Peer teachers are small group leaders in a human geography course built around role playing simulations; in two physical geography courses they are tutors in a self‐paced system. A separate course provides peer teacher guidance—a course‐within‐a‐course model. Socio‐psychological, pedagogical, economic, and political implications of peer teaching are interpreted after ten years' experience with the programme.
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