  Structured Peer Learning (SPL) is a form of peer-based supplemental
instruction that focuses on mentoring, guidance, and development of technical,
communication, and social skills in both the students receiving assistance and
the students in teaching roles. This paper explores the methodology, efficacy,
and reasoning behind the practical realization of a SPL program designed to
increase student knowledge and success in undergraduate Computer Science
courses. Students expressed an increased level of comfort when asking for help
from student teachers versus traditional educational resources, historically
showed an increased average grade in lower-level courses, and felt that the
program positively impacted their desire to continue in or switch to a Computer
major. Additionally, results indicated that advances in programming, analytical
thinking, and abstract analysis skills were evident in not only the students
but also the student teachers, suggesting a strong bidirectional flow of
knowledge.
