Peer-Led Engineering Success

 Summary of Huang et al. (2025)

Background & Existing Knowledge
Engineering Statics is a challenging, foundational course that often determines student retention in engineering programs. Traditional lecture formats limit student engagement and problem-solving depth.

New Insights from This Study
✔ Integrating Peer-Led Team Learning (PLTL) with Design Thinking (DT) improves understanding in Engineering Statics.
✔ PLTL participants showed a 19.3% higher pass rate than non-participants.
✔ Design Thinking fostered creativity, “aha” moments, and deeper learning among students and peer leaders.

Practical Applications: How Educators Can Use This Research

PLTL Integration
📌 Supplement core engineering courses with PLTL sessions.
📌 Recruit and train former high-performing students as peer leaders.
📌 Use structured, collaborative problem-solving over rote methods.

Design Thinking in STEM
📌 Adopt a six-step DT model for engineering problem-solving.
📌 Encourage students to empathize, define, ideate, and iterate collaboratively.
📌 Apply DT frameworks to facilitate active, student-centered learning.

Faculty Involvement
📌 Faculty liaisons should support PLTL through resource design.
📌 Include peer feedback to better align materials with student needs.
📌 Encourage faculty-student-peer triads to sustain engagement.

Conclusion
Combining PLTL with Design Thinking created a supportive, effective, and enjoyable learning environment. The strategy improved performance, creativity, and problem-solving, making a strong case for scaling this blended peer-learning model in STEM education.

Key Words
peer-led learning, engineering education, design thinking, active learning, student success

Reference
Huang, H., Unite, C., & Franco, M. (2025). Integrating Peer-Led-Team Learning (PLTL) and Design Thinking to Improve Student Success in Engineering Statics. ASEE Gulf-Southwest Annual Conference Proceedings.

Suggested Citation
Ross, E. M., & Malar, D. B. J. (2025). Peer-Led Engineering Success. Excellent Educator, 2(13), 1.