Curriculum Effectiveness

Peer-led team learning (PLTL) is a model of teaching with peer leaders, students who successfully finish a course and return to aid students within the target course. The Lewis group has conducted several investigations to characterize the impact PLTL has on the student learning.

We explored the impact of PLTL using randomization tests to compare the impact of PLTL against each instructor's own historical record.

Chemistry education research literature is full of evaluations of curriculum effectiveness, such as PLTL, POGIL or flipped teaching.  We analyzed the literature reports of these studies to characterize the effectiveness of each.

PLTL is well designed for integration with the flipped instruction model that uses outside of class activities for content introduction and in class activities for active learning.  We explored the impact of combining PLTL with the flipped approach.

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