Study of a group project model in computer science

We have explored the use of peer learning in a large, introductory data structures course within our computer science curriculum. The principal peer learning activities are group programming projects where each student group is assisted by a trained upper-class undergraduate peer learning assistant (PLA). The PLAs are consultants to the group to help facilitate group interaction and support group and individual questions. This paper describes the use of group programming projects in the course and studies their use in three instances of the course over a four year period. Each of these courses was taught by the same professor during the same time in each academic year. Each course was taught with the same group programming project model, but with variations in the number of students, how the groups were organized and the number of PLAs that were used. Overall, we feel the introduction of group programming projects in this large introductory course has been beneficial to students, PLAs, TAs and faculty. The students are able to legitimately work with peers to solve problems and learn the material. Peers are more able to provide a student perspective in answering questions. The results shown, in the paper indicate the long-term viability of such an approach. The approach has continued to rate well with students through variations in how it is used