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This research explores how peer-to-peer teaching, a form of collaborative learning, can enhance student learning in non-studio landscape architecture courses by integrating the learning-by-doing model employed and valued in our curricula and profession. We describe a peer-teaching case study, and use qualitative research analysis to explore students’ perceptions of the method’s impact on their learning. Students reported that the peer teaching experience increased their understanding of the subject matter, enabled them to apply course concepts in new settings, and encouraged them to take initiative and be responsible for their own learning. We suggest that peer teaching is a valuable, even critical, experience for students in a professional education program. As this is a single case study utilizing a relatively new pedagogical approach, particularly as it relates to landscape architecture education, we encourage additional research on applications that explore the broader implications for student learning.
Wagner et al. (Sat,) studied this question.