Session S2C 0-7803-7444-4/02/$17.00 © 2002 IEEE November 6-9, 2002, Boston, MA 32 nd ASEE/IEEE Frontiers in Education Conference S2C-11 PEER TEACHER FROM AN INSTRUCTOR’S PERSPECTIVE Jim Morgan 1 , Ann Kenimer 2 , Terry Kohutek 3 , Jan Rinehart 4 , and Marsha Lee 5 1 Jim Morgan, Texas A&M University, Department of Civil Engineering, College Station, TX 77843-3136, jim-morgan@tamu.edu 2 Ann Kenimer, Texas A&M University, Department of Biological and Agricultural Engineering, College Station, TX 77843-2117, a-kenimer@tamu.edu 3 Terry Kohutek, Texas A&M University, Department of Engineering Technology and Industrial Distribution, College Station, TX 77843-3367 4 Jan Rinehart, Texas A&M University, Engineering Academic Programs Office, College Station, TX 77843-3127 5 Marsha Lee, Texas A&M University, Engineering Academic Programs Office, College Station, TX 77843-3127 Abstract  Following a pilot program during the 2000- 2001 academic year, the Dwight Look College of Engineering at Texas A&M University placed a peer teacher in every section of every first-year engineering course starting in fall 2001. Seven upper division “peer teachers” were assigned to eight of the first year engineering learning communities. The peer teachers were part of a teaching team: 1 problem-solving faculty; 1 graphics faculty; 1 graduate teaching assistant; and 1 undergraduate peer teacher. The peer teachers attended the engineering class; offered academic support two evenings a week on calculus, physics, chemistry and engineering; and served as mentors and guides for the first year students in their particular community/ course cluster. The pilot program was successful in improving the overall section GPA (2.85 with peer teacher and 2.61 without peer teachers). There was also a positive, significant difference in how the students interacted with the faculty, graduate teaching assistants, and their team members. Although the peer teachers are only part of a larger effort (including more active learning, use of teams and technology, course clustering, etc.), it is clear that they have contributed greatly to the success of our students. This paper will present the implementation of the program and evidence of its' success. Index terms—engineering, freshman programs, peer teachers, student mentoring INTRODUCTION Following a pilot program during the 2000-2001 academic year, the Dwight Look College of Engineering at Texas A&M University placed a peer teacher in every section of every first-year engineering course starting in fall 2001. The pilot program was a collaborative effort among the Women in Engineering, Science, and Technology (WEST) Program and the Multi-ethnic Engineering Program (MEP) and the faculty teaching first-year engineering courses. Seven upper division “peer teachers” were assigned to eight of the first year engineering learning communities. A learning community is a group of approximately 100 students taking the same engineering, math, and science courses (in the same room, at the same time). The peer teachers were part of a teaching team consisting of one problem-solving faculty; one graphics faculty; one graduate teaching assistant; and one undergraduate peer teacher. The peer teachers attended the engineering class; offered academic support two evenings a week on calculus, physics, chemistry and engineering; and served as mentors and guides for the first year students in their particular community/course cluster. During the pilot period, peer teachers were assigned to selected sections of the freshman engineering course. Assignment of peer teachers to course sections was not done until after student registration was complete, so students were not able to self select into sections with or without peer teachers. The goalsof the peer teacher program were increased retention of all first year students and all second year students regardless of ethnicity or gender. The pilot program was successful in improving the retention (for all student groups) as compared to students in sections without peer teachers. In addition, pilot program sections showed a improvement in the overall section GPA (2.85 with peer teacher and 2.61 without peer teachers). One of the issues brought out in research is the isolation experienced by many students (especially those from under represented groups) in engineering. The learning communities help the students belong and feel a commitment to other students and faculty. Peer teachers have been instrumental in creating this sense of belonging. One difference between the two groups (with and without peer teachers) surfaced from a survey given at the end of the fall semester. There was a positive, significant difference in how the students interacted with the faculty and graduate teaching assistants, interacted with their team members, their study habits and in their confidence and determination in becoming an engineer. This demonstrates the sense of community for all students. Although the peer teachers are only part of a larger effort (including more active learning, use of teams and technology, course clustering, etc), it is clear that they have contributed greatly to the success of our students. This paper will present the implementation of the program and the evidence of its' success.