Assessing usage, satisfaction, effectiveness, and learning outcomes for an engineering peer tutoring program
- Conference
- Location
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Daytona Beach, Florida
- Publication Date
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August 6, 2017
- Start Date
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August 6, 2017
- End Date
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August 8, 2017
- Conference Session
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WIP: Enrollment, Instruction and Pedagogy - Focus on Classroom Practices
- Tagged Topic
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FYEE Conference - Works in Progress Submission
- Page Count
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5
- DOI
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10.18260/1-2--29401
- Permanent URL
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https://peer.asee.org/29401
- Download Count
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471
Paper Authors
Brian Paljug University of Virginia
Brian Paljug (Ph.D.) currently works for the University of Virginia School of Engineering and Applied Science while pursuing his M.Ed. in Higher Education. He specializes in research and assessment, as well as program management. Before coming to UVA, Brian received his Ph.D. in Mathematics from Temple University and his B.S. in Mathematics from the College of William & Mary.
Lisa Lampe University of Virginia
Lisa Lampe is the Director of Undergraduate Success in the University of Virginia's School of Engineering and Applied Science, joining UVa in January 2014. Prior to that, she has served in many roles that bridge student affairs and academic affairs including Student Services Specialist and Residence Dean at Stanford University, as well as Hall Director and Interim Area Coordinator for residential academic programs at the University of Colorado-Boulder. She earned her BS in Applied Math from the Missouri University of Science and Technology and her Masters in Education from Grand Valley State University.
Abstract
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. 10.18260/1-2--29401
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