2026 ASEE Annual Conference & Exposition

Peer-Led Team Learning in Online Engineering Courses: Examining the Peer Leader Experience NSF IUSE #2216325

Presented at NSF Grantees Poster Session II

This study, conducted as part of a National Science Foundation Improving Undergraduate
STEM Education (IUSE) project, investigates the impact of peer leader training on the
confidence, role expectations, and leadership identity of undergraduate peer leaders in an
online Peer-Led Team Learning (PLTL) program. Using a mixed-methods design, data
were collected from introductory and end-of-course surveys (N = 35 pre, N = 28 post) and
70 reflective journals submitted across four timepoints. Quantitative findings revealed significant
gains in peer leaders’ communication, confidence, and ability to support students.
Qualitative analysis identified emergent themes of onboarding, communication, peer support,
applied problem-solving, time management, wellness, and leadership identity. Together,
these findings demonstrate that structured training enhances peer leaders’ effectiveness
in supporting student learning and contributes to their professional growth. The
study concludes with implications for designing sustainable online PLTL programs that
integrate wellness, leadership, and applied communication training to strengthen STEM
pathways for diverse learners.

Authors

John K Wilson Embry-Riddle Aeronautical University - Worldwide
Dr. Kimberly A Luthi http://orcid.org/https://0000-0002-3998-4567 Embry-Riddle Aeronautical University - Worldwide [biography]

Kimberly Luthi serves as the Applied Aerospace Science Department Chair for the College of Aviation at Embry Riddle Aeronautical University. She has made extensive contributions on workforce development research and education training preparation to support an inclusive talent pipeline for the aerospace industry. With over 15 years of experience in talent management and workforce education, she has worked with a diverse range of stakeholders to identify the critical skills gaps in industry. Her background encompasses both her professional experience and research in autonomous systems and successful collaboration with industry to align the curriculum with industry needs. Her work focuses on creating accessible pathways into the space field through innovative training programs that will sustain a future workforce both in the civil and commercial sectors. She holds a Ph.D. from Old Dominion University, a Master of Science in Aeronautics from Embry-Riddle Aeronautical University and my Master of Science and Bachelor of Arts from the University of Florida. Her professional background includes serving in various administrative roles on sponsored projects across STEM disciplines. She is a FAA-certified remote pilot, an AUVSI Trusted Operator Program Instructor and holds the AUVSI Trusted Operator Program™ Level I, 2, 3 and Fundamentals of Instruction Certifications.
David Paul Harvie http://orcid.org/0000-0003-2576-3349 Embry-Riddle Aeronautical University - Worldwide [biography]

David Paul Harvie is an Assistant Professor in the College of Aviation Graduate Studies Department at Embry-Riddle Aeronautical University – Worldwide Campus. David has a Ph.D. in Computer Science from the University of Kansas, a M.S. in Computer Science from North Carolina State University, and a B.S. in Computer Science from the United States Military Academy. He is a Senior Member of the Institute of Electrical and Electronics Engineers (IEEE) and a Member of the Association for Computing Machinery (ACM).
Monica Surrency Embry-Riddle Aeronautical University - Worldwide [biography]

Dr. Monica Surrency is the Director of Instructional Design Operations at Embry-Riddle Aeronautical University-Worldwide campus. She holds a Master's in Instructional Systems from Florida State University and a Ph.D. in Learning Technologies from the University of North Texas (UNT). She is the 2022 recipient of the Robert M. Gagné Award for Graduate Student Research in Instructional Design for her Ph.D. dissertation at UNT. Currently, she is working on a multi-year NSF grant researching Peer-Led Team Learning in asynchronous online engineering courses for non-traditional military and Veteran college students. Her contributions to this grant include logistical setup for the control and experimental courses, recruiting research participants, conducting interviews, along with collecting, coding, and analyzing the qualitative data from both the student and Peer Leader participants in this unique learning environment.

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