(82b) Peer Led Team Learning in Chemical Engineering

Peer Led Team Learning (PLTL) is an evidence-based model of teaching undergraduate courses in STEM fields. It has been shown to provide benefit both to students and peer leaders (Wilson and Varma-Nelson). Students saw statistically higher course grades and self-reported better understanding of material and improved logic. Peer leaders self-reported better communication and facilitation skills and better understanding of content. Several PLTL studies have also suggested increased problem-solving and critical thinking skills of participating students (Wilson and Varma-Nelson). The bulk of the literature data is based upon studies in chemistry, physics, and mathematics courses. Best practices from several studies were combined to pilot a PLTL program in an introductory Chemical Engineering Computations (Matlab) course. Here, we will explore the best practices that ultimately led to a 0.2 GPA improvement (on a 4.0 scale) and improved course evaluations across all categories of assessment.

Wilson, S.B. and P. Varma-Nelson. "Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty." Journal of Chemical Education 93 (2016): 1686-1702.