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Building a Robust Peer-Led Team Learning (PLTL) Program

Building a Robust Peer-Led Team Learning (PLTL) Program. Lisa Kuehne lmkuehne@wustl.edu Math Programs Coordinator. Building a Robust Peer-Led Team Learning (PLTL) Program. Wednesday, June 4, 2008 3:45 p.m. Hussey Room, Michigan League University of Michigan-Ann Arbor

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Building a Robust Peer-Led Team Learning (PLTL) Program

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  1. Building a Robust Peer-Led Team Learning (PLTL) Program • Lisa Kuehne • lmkuehne@wustl.edu • Math Programs Coordinator

  2. Building a Robust Peer-Led Team Learning (PLTL) Program Wednesday, June 4, 2008 3:45 p.m. Hussey Room, Michigan League University of Michigan-Ann Arbor Enriching the Academic Experience of College Science Students 2008 Conference

  3. Cornerstone Website

  4. PLTL = Peer-Led Team Learning • 6-8 students meet weekly with a peer leader • Problem set designed to challenge students • Participation during the group meeting required • No answer sheets provided

  5. PLTL at Washington University • Chemistry started in 2001 • Calculus and Physics in Fall 2004 • Funding provided by CAL and individual departments • Coordinator dedicated to running each program PLTL Webpage

  6. Modifications to National (CCNY) Model • Participation is not required as part of the course grade. • Worksheets for the meetings are written by program coordinators, not course instructors. (Note that coordinators also have advanced degrees in respective fields.)‏ • Strict attendance policy is necessary. • Leaders are not required to have taken the course at Washington University. (Calculus only)‏

  7. Core Components of any PLTL Program • Institutional Support • Atmosphere • Space • $ • Structured Problem Sets • Well-trained Leaders

  8. Demographics of Calculus Courses • 5800 Undergraduates at Washington University • Primarily A&S or Engineering in calculus courses • Most take the course because it is required for major Class size each semester: • Calculus I: 50-150 students • Calculus II: 150-400 students • Calculus III: 300 students

  9. Participation in Calculus PLTL • Fall 2004 • 6 groups • 1 course • Fall 2008 • 20+ groups • 3 courses

  10. Why Offer PLTL? • It may have been over one year since a student last took a math class. • Engineering students are expected to have completed the calculus sequence by the beginning of their second year. • PLTL offers an environment that provides interaction with other students in an academic setting.

  11. Why Offer PLTL? • PLTL requires students to think carefully about each step of a problem, arrive at an answer, check that the answer makes sense and explain the process to another student. • Surveys indicate that students who participate believe that the program is helpful. • PLTL provides an atmosphere where it encourages students to do more math.

  12. What Do Leaders DO? • Prepare • Observe • Consider • Question • Encourage • Praise

  13. Qualities of a Successful Leader • Patience • Flexibility • Experience balancing academic and social interests • The ability to work independently and in a group • A strong sense of responsibility • Empathy towards other students

  14. Leader Development • Recruit • Train • Review • Retain • Rewards

  15. Recruit • When? • Who? • How?

  16. Personal Information Experience and Ambitions Group Observations Letter of Recommendation Application

  17. Interviews • Preparation • Environment • Questions • Review • Decisions

  18. Train • Weekly Seminar • Work through problem sets as a PLTL group • Discuss current group situations • Provide feedback about worksheets and groups • Assignments • Observations • Feedback

  19. Assignments • Observe another leader. • Write five questions for the midterm evaluation. • Critique a problem from one of the sheets. • Write a problem for a sheet. • Plan out an interview. • Share your advice with new leaders.

  20. Review • Peer Observation • Coordinator Observation • Midterm Evaluation • Leader Evaluation • Assignments • Participation during Seminar

  21. Retain • Encourage feedback. • Provide support. • Maintain a pleasant environment in the seminar. • Recognize their contributions. • Meet with each student individually at least once each semester.

  22. Network with other leaders Give back to the community Greater interaction with faculty Exposure to course design, problem-writing, etc. Rewards—Leaders • Great leadership position for resume • $ • Develop management techniques • Brainstorming experience • Review/Strengthen math skills

  23. Rewards—University • Enhanced communication between department and students • Support for first-year students • Interaction between departments • Feedback on course instruction • Learning Templates • Problem sets • Campus-wide atmosphere of collaboration

  24. Future Analysis • “Control Group” and/or Matched Pairs • Improved Surveys • Administration of Surveys/Collection of Data • Persistence in STEM Fields • Learning Preferences • URM Retention and Performance • Problem-Solving Skills • Targeted Groups (students with disabilities, single-sex, discipline, learning styles)‏

  25. Thank You! • Lisa Kuehne • lmkuehne@wustl.edu • Math Programs Coordinator

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