Peer tutoring in conceptual design

Abstract

A peer tutoring scheme has been introduced into the Department of Engineering at the University of Liverpool to help 2nd year undergraduate students tackle conceptual design problems. Conceptual design is an iterative process consisting of a series of generative and evaluative stages, which gradually converge on a preferred conceptual solution. Students are generally less comfortable with the task of generating, evaluating and presenting ideas and this leaves them less able to tackle a conceptual design project without the help and intervention of available teachers or experts. Formally, the students were taught through lectures, coursework and critique sessions. Peer tutors were trained to facilitate group sessions whereby the students were able to discuss ideas, evaluate new concepts, generate solutions and learn to communicate more effectively within a non-threatening environment. The students developed problem-solving skills, became more confident and took more responsibility for their own learning. The peer tutoring process also had a positive effect on the tutors, who felt they had become more responsible and employable, improved their communication and leadership skills and deepened their own understanding of design, as a result of the peer tutoring experience.

Keywords:

• Peer tutoring
• Conceptual design
• Group learning
• Communication
• Problem solving

Acknowledgements

The authors are grateful for the advice and financial support provided by the UK Centre for Materials Education, and to Dr. Caroline Baillie in particular for her help in training the peer tutors.