Peer tutors make computing more human: Building confidence, connection, and success in introductory programming

Large introductory programming courses can be intimidating, especially for students with little or no coding experience. A pilot Peer Tutor Program led by Diana Cukierman demonstrated that peer tutors provide more than academic help. They create supportive learning environments where students feel comfortable asking questions, building confidence, and developing a sense of belonging. The success of the pilot ultimately informed the creation of an ongoing peer tutoring program in Computing Science.

The Project

Diana Cukierman, university lecturer in the School of Computing Science, Faculty of Applied Sciences, piloted a Peer Tutor (PT) Program in CMPT 120: Introduction to Computing Science and Programming during Fall 2018. The course enrolled 408 students across two sections and served a highly diverse student population, ranging from students with no programming experience to those with substantial prior knowledge.

The project wanted to determine whether peer tutors could improve students' academic experience by providing approachable, personalized support outside the classroom. Five undergraduate peer tutors who had previously completed the course facilitated tutoring sessions throughout the semester. The project evaluated the impact of the program on student experiences, learning outcomes, and tutor development through surveys, interviews, attendance records, and course performance data. One of the most significant findings was that the greatest value of peer tutoring extended well beyond grades. Students consistently emphasized the importance of encouragement, empathy, and learning from peers who recently faced similar challenges themselves.

Project Highlights

Students described peer tutors as approachable alternatives to instructors and teaching assistants. One participant noted that receiving help from someone closer in age felt like “getting help from a friend,” while another described peer tutoring as their favourite aspect of the course. Students appreciated gaining new perspectives on programming problems, receiving clarification on difficult concepts, and learning practical strategies from tutors’ own experiences.

The benefits extended to the tutors themselves. Peer tutors reported strengthening their own programming knowledge, communication skills, confidence, and teaching abilities. One tutor described the experience as their first opportunity to explore teaching in a semi-professional setting and noted that it inspired interest in future teaching roles. Tutors also highlighted the value of building connections with faculty members and fellow tutors through regular meetings and collaboration.

Looking Ahead

The pilot achieved its primary goal: demonstrating that peer tutoring is a viable and valuable support model for Computing Science students. Findings from the study directly informed the establishment of a departmental Peer Tutor Program that continues to support multiple courses today. The project also reinforced the importance of creating opportunities for peer-to-peer learning, particularly as students navigate increasingly complex educational environments. Looking forward, Cukierman plans to continue sharing the findings through computing science education publications and conferences, while encouraging broader exploration of peer tutoring as a strategy for fostering academic success, confidence, and connection.