Peer facilitated learning in Mathematics for Engineering: a case study from an Australian university

Abstract

The purpose of this case study is to discuss the effectiveness of peer assisted learning as an engagement strategy for first year engineering students. Studies have shown that engagement is critical to student success in higher education and that it requires a multifaceted approach that recognises the diverse needs of contemporary heterogeneous cohorts. By using the case study of a peer facilitator in a Mathematics for Engineers unit at an Australian University we hope to provide some insights into the Peer Assisted Study Session (PASS) model of student engagement and learning support. PASS is the nomenclature commonly used in Australia for Supplemental Instruction; a peer facilitated learning model that has been shown to improve students' academic performance as well as assisting in their transition to the university environment. The authors are the coordinator of the PASS programme and a student facilitator from an Australian university. Kiyomi Dunphy, the student facilitator, provides insight into her experience of running weekly study sessions for students and this is supplemented with comments from the programme attendees. Rather than focusing on quantitative data, we have taken a qualitative approach, with the intention of explicating the model as it operates in our particular context.

‘Students-as-partners’ scheme enhances postgraduate students’ employability skills while addressing gaps in bioinformatics education

“…Peer-learning has long been used in several STEM disciplines, where it has been shown to enrich students’ learning experiences while developing collaborative work skills (Burgess, McGregor, & Mellis, 2014 ). Peer-facilitation approaches have also been shown to increase student engagement, improve retention rates and attendance rates, and have led to better performance in exams (Congos & Schoeps, 2003 ; Drane, Micari, & Light, 2014 ; Stone & Jacobs, 2008 ; Power & Dunphy, 2010 ; Zhao & Kuh, 2004 ). Drane et al ( 2014 ) reported on the effectiveness of peer-led learning over 10 years in a US research-led university across five STEM disciplines, showing improved retention rates and enhanced performance of undergraduate students.…”

A Facilitated Community of Practice: Enabling Student Success in the Blended Learning Environment

“…Studies have shown that PASS can enhance Engineering students' learning experiences by helping them to engage with the content and in the process build learning communities (Power and Dunphy 2010;Lin and Woolston 2008;Murray 2006). Given the challenges that students face in Mathematics and Engineering subjects, and it being a prerequisite to other units and hence completion of the degree, Mathematics for Engineers was among the suite of subjects that piloted PASS when the program began at UWS.…”

Disciplinary perspectives on feedback processes: towards signature feedback practices

“…Features of engineering signature pedagogies include lectures and laboratory work; design processes of making things and evaluating them; and assessment through projects and examinations (Lucas and Hanson 2016). Peer learning is a notable feature of research in engineering education: peer-assisted supplemental instruction showed potential in enhancing student performance (Power and Dunphy 2010) and offered opportunities for peer tutors to enhance capacities in supporting fellow students (Malm, Bryngfors, and Mörner 2012).…”