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ERIC Number: EJ913368
Record Type: Journal
Publication Date: 2010-Apr
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0021-9584
Peer-Led Team Learning: 2008 James Flack Norris Award Address
Gosser, David K., Jr.; Kampmeier, Jack A.; Varma-Nelson, Pratibha
Journal of Chemical Education, v87 n4 p374-380 Apr 2010
This paper offers an overview of the development of the peer-led team learning (PLTL) model for teaching and learning chemistry, from the personal journeys of the authors in their classrooms to the national dissemination of the model to the full range of colleges and universities and to other STEM disciplines. In the PLTL model, students who have done well in the course serve as peer-leaders to facilitate Workshops that supplement the lecture part of the course for new students. In the weekly Workshops, 6-8 students engage in active debate, discussion, and problem solving under the guidance of the peer leaders. A diverse faculty team led the development of instructional materials for the Workshops, methods to train peer leaders, and tactics to institutionalize PLTL. Students and leaders value the peer-led Workshops, and results from within the PLTL project (as well as numerous independent studies) demonstrate significant gains in student learning for both groups. PLTL remains an active area of research and development. We discuss our insights into the larger issues of curricular and institutional change at the college level. A central finding of the PLTL project is that students are a significant untapped resource for teaching. They partner with us to form a community of learners that bridges the gap between faculty and students. (Contains 4 figures.)
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York