Implementation and Evaluation of PLTL at Washington University
R. Frey (The Teaching Center and Chemistry), S. Hockings (Chemistry), and K. DeAngelis (Cornerstone)
This study demonstrates the effectiveness of Washington University's PLTL program in improving student performance and satisfaction in General Chemistry. This study suggests that the PLTL model may be adapted to suit universities in which class-size and course structure differ significantly from the setting in which the model was originally developed and evaluated.
An Analysis of Discourse in Peer-Led Team Learning
R. Frey (The Teaching Center and Chemistry), K. Sawyer (Education), P. Brown (DuBray Middle School), S. Luesse (Chemistry), M. Hogrebe (Education), and D. Gealy (The Teaching Center)
Supported by a grant from the National Science Foundation, this project examines student-to-student discourse, or conversation, in Peer-Led, Team-Learning (PLTL) groups in General Chemistry. The aim is to shed light on what makes PLTL an effective learning environment in undergraduate science education.
For more information about these projects, please contact Gina Frey by email, or by phone at (314) 935-7474.