Interteaching in a second year chemical engineering undergraduate project-based course

This paper reports on improvement in students' learning and satisfaction in a 2nd year chemical engineering project-based course following the introduction of 'interteaching' model. In traditional lecture and tutorial based learning, students have no mechanism to give immediate feedback about their learning of fundamental concepts and their application in problem-solving. They also have no resources other than text books and lecture notes to help them in addressing these issues after lectures or tutorials. The interteaching approach requires the students to come prepared to the tutorials and solve problems as a group attempt. Students complete an interteaching survey at the end of each tutorial using which the lecturer prepares a number of podules and make them available in distributed learning system. The podules reinforce some of the difficult concepts and demonstrate problem-solving. Students have access to the podules until the end of the semester.