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PRATIBHA VARMA-NELSON, Northeastern Illinois
University (Director)
CHRISTOPHER F. BAUER, University of New Hampshire
Peer-Led Team Learning (PLTL) is a model of teaching that has been
tested and successfully implemented in chemistry, biology, physics and
mathematics courses at a wide variety of institutions. The course
addresses the needs of all science and mathematics disciplines
beginning a PLTL program. The PLTL model actively engages students in
the learning process by having them solve carefully structured
problems in small groups under the direction of a trained peer leader.
Peer-led workshops are an effective way to engage large numbers of
students with course material and each other. Improved performance and
retention, development of communication and team skills, higher
motivation and course satisfaction, and increased interest in pursuing
further study in science are among the benefits of the PLTL
approach.
The purpose of this
course is to introduce the theoretical and practical elements of the
PLTL model and prepare participants to implement PLTL programs in
biology, chemistry, mathematics, and physics. In addition, the course
will provide a Workshop experience and will give participants an
opportunity to develop Workshop materials. Students who have served
as peer leaders will be actively involved in the course and will
discuss their experiences with the PLTL model. Recruiting and training
of peer leaders will also be discussed as will faculty roles and
responsibilities and issues surrounding the implementation and
institutionalization of PLTL. Participants will be provided a guide
for the implementation of workshops, a handbook for workshop leaders,
and workshop materials for chemistry, biology, and physics. We
encourage faculty members to assemble a team, which includes a
learning specialist and a potential student leader, to participate in
this course.
For college teachers of: physical and biological sciences and
mathematics at two and four year colleges and universities, graduate
students in the sciences interested in an eventual teaching career.
Prerequisites: none. |
