Experience report

Peer Instruction (PI) has a significant following in physics, biology, and chemistry education. Although many CS educators are aware of PI as a pedagogy, the adoption rate in CS is low. This paper reports on four instructors with varying motivations and course contexts and the value they found in adopting PI. Although there are many documented benefits of PI for students (e.g. increased learning), here we describe the experience of the instructor by looking in detail at one particular question they posed in class. Through discussion of the instructors' experiences in their classrooms, we support educators in consideration of whether they would like to have similar classroom experiences. Our primary findings show instructors appreciate that PI assists students in addressing course concepts at a deep level, assists instructors in dynamically adapting their class to address student misunderstandings and, overall, that PI encourages students to be engaged in conversations which help build technical communication skills. We propose that using PI to engage students in these activities can effectively support training in analysis and teamwork skills.