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Peer-led Team Learning
Peer-led Team Learning, ''(PLTL)'', is a model of teaching undergraduate science, math, and engineering courses that introduces peer-led workshops as an integral part of a course.〔Gosser,D.K. and Roth, V. (1998) The Workshop Chemistry Project: Peer-led Team Learning, Journal of Chemical Education, 75, 185.〕〔Gosser,D.K., Cracolice,M., Kampmeier, J.A., Roth,V., Strozak, V.S., Varma-Nelson,P. (2001) Peer-led Team Learning: A Guidebook. Upper Saddle River, NJ. Prentice Hall.〕 Students who have done well in a course (for instance, General Chemistry) are recruited to become ''peer-leaders''. The peer-leaders meet with small groups of six to ten students each week, for one to two hours, to discuss, debate, and engage in problem solving related to the course material.
== History ==
PLTL originated at the City College of New York in the early 1990s as part of an effort to address the low success rate of students in General Chemistry.〔Woodward,A., Gosser,D.K., and Weiner, M. Problem Solving Workshops in General Chemistry. Journal of Chemical Education, 70, 651.〕 Peer-led Workshops were incorporated into the teaching of General Chemistry by reducing the amount of lecture to three hours from four hours. Preliminary results at City College of New York and other collaborating institutions indicated improved student attitudes and performance in General Chemistry and other courses.
These early results led to further study and development of PLTL by a national team, which produced a Guidebook for PLTL.〔 An extensive national dissemination effort resulted in more widespread adoption of essential components of PLTL in a variety of science, mathematics, and engineering coursework.〔Gafney, L. and Varma-Nelson,P. Peer-Led Team Learning: Evaluation, Dissemination, and Institutionalization of a College Level Initiative Springer Science: Dordrecht, 2008.〕 A recent review of research on PLTL and closely related peer-led learning formats found that published studies representing courses at over twenty institutions have demonstrated an average increase of 15% ABC as a fraction of the initially enrolled students, compared to traditional lecture. See for instance key studies in Chemistry,〔Lewis,S. and Lewis,J.E., Departing from Lectures: A Peer-led Guided Inquiry Alternative. J. Chem. Educ. 2005, 82: 135-139.〕〔Hockings,S.C., DeAngelis,K.J. and Frey,R.F. Peer-led Team Learning in General Chemistry: Implementation and Evaluation. J. Chem. Educ. 2008, 85: 990-996.〕〔Wamser,C.C. Peer-led Team Learning in Organic Chemistry: Effects on Student Performance, Success, and Persistence in the Course. J. Chem. Educ. 2006, 83: 1562-1566.〕〔Lyon,D.C. and Lagowski,J.J. Effectiveness of Small-Group Learning in a Large Lecture Class. J. Chem. Educ. 2008, 85: 1571-1576.〕 Biology,〔Preszler, R.W., Replacing Lecture with Peer-led Workshops Improves Student Learning. CBE-Life Sciences Education. 2009, 8: 182-192.〕 Computer Science,〔Horwitz,S. and Rodger,S.H. Using Peer-Led Team Learning to Increase Participation and Success of Under-represented Groups in Introductory Computer Science. SIGCSE, 2009.〕 and Engineering.〔Loui,M.C. and Robbins,B.A. Work in Progress - Assessment of Peer-led Team Learning in an Engineering Course for Freshman. 38th ASEE/IEEE Frontiers in Education Conference. 2008: F1F-7-8.〕 The PLTL leadership was recognized by the James Flack Norris Award for Outstanding Achievement in Teaching Chemistry in 2008.
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