I will talk about the use of peers to enhance learning in three different contexts.  The first context is a flipped integral calculus course. Students are expected to prepare for class ahead of time by watching video(s) and taking online quizzes.  The instructor accesses the quiz data before class and uses student responses to tailor the classroom instruction. In-class time focuses on extending student understanding with a variety of active learning techniques, including peer-to-peer instruction. I will report the data we have collected about the impact of this experience on  both student attitudes and learning.

The second context is a summer online bridge program for incoming students. We utilize undergraduate coach/mentors to meet online virtually with a team of 4-5 incoming students throughout the summer to help close some of their mathematical gaps.  I will describe the design of this program, how it enhances Yale's desire to recruit and retain a diverse student body, and the impact it has on student attitudes and learning. I will also highlight data that describes the impact of peer coaches on both learning and the motivation to learn.

The third context is a systematic supervised reading/research program for ~1200 math majors at UC Irvine.  I will provide some suggestions for how this program might be structured to leverage advanced undergraduates and graduate students to help motivated math majors.