UCL ChangeMakers project successfully concluded

The aim of this project was to assess the use of peer-tutoring techniques for improving students’ learning experience. Firstly, a selected cohort of students nominated topics of interest which they would like to develop further; and next, they attended a series of workshops developed by student colleagues, with support from staff.

The project was led by Dr Katerina Tsatse and Dr Elton Rodrias in partnership with 4 Y2 Lead students and 6 Y2 Participating students. The first stage of the project consisted in identifying key learning areas/topics on which UG students typically struggle the most, followed by 3 workshops (Computational modelling and gPROMS, Simulation using AspenPlus and Technical writing skills) organised, developed, and delivered by the Lead students, with support from staff. The Participating students attended those workshops and were on the receiving end of this form of peer-tutoring.

An expected outcome of the project was to understand the benefits and challenges of employing peer-tutoring as an alternative learning opportunity. For that, Lead and Participating students filled feedback forms after each workshop aimed at reflecting on their learning experience. This demonstrated that the learning strategy employed, which was mainly peer work and support, had a positive impact on students’ learning. For staff, this was a unique opportunity to receive direct insight into which topics students required additional support.

Besides the obvious learning of technical knowledge, it was also observed that students gained a stronger sense of belonging, both within their peer community and in relation to the staff. Ultimately, the insights from this project unveil the possibility of upscaling peer-tutoring to the whole cohort or even to programme level.

Links

• Dr Katerina Tsatse's academic profile
• Dr Elton Rodrias's academic profile