Peer Instruction in Mathematics: A Survey of the California State University

Abstract

This report describes the current landscape of peer instruction models for mathematics, and its diversity, commonalities, and efficacy across California State University (CSU) campuses. While models differ in their placement, organization, and level of support, they share similar goals and values: increasing a sense of belonging in students, improving their academic self-sufficiency and confidence, creating an academic and social community of learners, and improving course-level outcomes and retention. Here we identify and synthesize shared themes, factors that influence implementation, and common challenges. Based on our investigation, we share recommendations for universities, departments, and other relevant stakeholders for sustainably implementing and coordinating peer instruction within their institutions.