Implementation of a peer‐led team learning instructional approach in an undergraduate organic chemistry course

Tien, Lydia T.; Roth, Vicki; Kampmeier, J. A.

doi:10.1002/tea.10038

Cited by 257 publications

(280 citation statements)

References 53 publications

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“…Various types of active, cooperative, small-group learning classroom environments for undergraduate organic chemistry have been previously reported in the literature (Dinan and Frydrychowski, 1995;Bradley et al, 2002;Tien et al, 2002;Hein, 2012;Chase et al, 2013;Conway, 2014;Fautch, 2015), so this work drew from the successes and lessons learned by examining the prior work. The instructor of record for the sections in this study had been teaching general chemistry classes in a cooperative learning classroom format with small, interactive student teams for several years, so basic challenges related to logistics and handling student teams during class time had been thoroughly addressed.…”

Section: Papermentioning

confidence: 99%

Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

Canelas

Hill

Novicki

2017

Chem. Educ. Res. Pract.

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Science and engineering educators and employers agree that students should graduate from college with expertise in their major subject area as well as the skills and competencies necessary for productive participation in diverse work environments. These competencies include problem-solving, communication, leadership, and collaboration, among others. Using a pseudo-experimental design, and employing a variety of data from exam scores, course evaluations, and student assessment of learning gains (SALG) surveys of key competencies, we compared the development of both chemistry content knowledge and transferable or generic skills among students enrolled in two types of large classes: a lecture-based format versus an interactive, constructive, cooperative learning (flipped classroom) format. Controlling for instructor, as well as laboratory and recitation content, students enrolled in the cooperative learning format reported higher learning gains than the control group in essential transferable skills and competency areas at the end of the term, and more growth in these areas over the course of the term. As a result of their work in the class,

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Section: Papermentioning

confidence: 99%

Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

Canelas

Hill

Novicki

2017

Chem. Educ. Res. Pract.

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“…The team's mandate was to design a course that would help first-year students make the transition to university while also providing them with a support system. The team designed and currently delivers WOK and ML based on principles and practices of active learning and peer-led learning, the power of which has been proven in a variety of different cases (Havnes, 2008;Kreie, Headrick, & Steiner, 2007;Lewis & Lewis, 2005;Tien, Roth, & Kampmeier, 2002;Smith, 2008). The primary purpose of these two courses is to help students develop the skills and abilities needed for academic success and to help them regard learning as a lifelong endeavor.…”

Section: Course Design and Goalsmentioning

confidence: 99%

Advancing the Promotion of Information Literacy Through Peer-led Learning

Bolton¹,

Pugliese²,

Singleton-Jackson³

2009

Comminfolit

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Two new courses at the University of Windsor are opening a door to thinking about information literacy and curricular integration in very different ways. The courses, Ways of Knowing and Mentorship & Learning, were originally designed to help with retention and transition issues. They were also founded on the concept of peer-led learning at the university level. In this model students are able to organically connect with their peers in a way that is not always possible with faculty and librarians. It did not take long to see the potential in using peer mentors as conduits in the transfer of information literacy skills. This article tells the story behind the development of two information literacy courses and the mistakes that had to be made before the connection between mentors and information literacy could be seen. It also shows that by involving faculty and students in the design and delivery of an information literacyintegrated curriculum the library can accomplish far more than any one-shot, tool-based session.

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“…It influenced PAL through intensive use of problem-solving sessions for courses in STEM majors and mandatory attendance at weekly sessions (Treisman, 1986). The Peer-led Team Learning Program (PLTL, City University of New York) is used at hundreds of institutions with introductory science courses (Tien, Roth, & Kampmeier, 2002). It influenced PAL with its practice of embedding study review sessions as part of a companion class.…”

Section: Introductionmentioning

confidence: 99%

Understanding the Peer Assisted Learning Model: Student Study Groups in Challenging College Courses

Arendale

2014

IJHE

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The Peer Assisted Learning (PAL) program at the University of Minnesota is a primary academic support program for historically difficult, introductory college courses that serve as gatekeepers to academic degree programs. Based upon operating principles of other academic support programs and educational theories, PAL is integrated into the courses it serves. The PAL groups review essential course content, model cognitive learning strategies to deepen understanding, and promote metacognitive awareness so students are autonomous learners in courses without academic support services. The PAL approach operates at the confluence of collaborative learning, cooperative learning groups, and learning communities. This article provides a detailed overview of the PAL model, educational theories upon which it is based, and how variations of it are implemented at the institution. Quantitative and qualitative studies reveal academic and personal benefits for participating students and those serving as PAL facilitators. The studies validate the role of PAL with closing the achievement gap between students of different ethnicities and levels of academic preparedness for rigorous college courses in mathematics and science.

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Implementation of a peer‐led team learning instructional approach in an undergraduate organic chemistry course

Cited by 257 publications

References 53 publications

Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

Advancing the Promotion of Information Literacy Through Peer-led Learning

Understanding the Peer Assisted Learning Model: Student Study Groups in Challenging College Courses

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