Abstract:

Peer-led team learning (PLTL) workshops supplement lecture courses by facilitating a supportive environment for students to actively participate in the process of learning undergraduate level general chemistry and general physics at many colleges and universities. Under the PLTL model, successful students are recruited and trained as workshop leaders. These students guide a group of six to 10 students on selected problems to build conceptual understanding and problem-solving skills. In this presentation, we report on the PLTL workshop experience for both general chemistry and physics workshops at Portland State University. Student evaluation data from both workshops are compared. In addition, qualitative data from workshop leaders and students are presented. Finally, strategies for engaging students, facilitating a positive environment, and addressing special situations are discussed.