Peer-Led Team Learning (PLTL) in a research based laboratory course

CHED 1708

Pratibha Varma-Nelson, P-Varmanelson@neiu.edu1, Anne K. Bentley, abentley@purdue.edu2, and Gabriela C. Weaver, gweaver@purdue.edu2. (1) Department of Chemistry, Earth Science and Physics, Northeastern Illinois University, 5500 N St Louis Avenue, Chicago, IL 60625-4699, (2) Department of Chemistry, Purdue University, 560 Oval Drive, West Lafayette, IN 47907
Cooperative teamwork and mentorship are two aspects of undergraduate research that make it a meaningful experience for students. In order to provide this important aspect of research in a laboratory course framework, the Peer-Led Team Learning (PLTL) model was adapted for implementation in courses using the CASPiE approach. It is clear that PLTL workshops as implemented in a lecture-based course are not appropriate for a laboratory course. The modifications necessary in implementation as well as the general characteristics of the materials used will be presented. The role of the peer leader, responsibilities of faculty and graduate teaching assistants as well as preliminary assessment results will be discussed. This paper will present advantages and challenges of introducing the PLTL model in a laboratory setting.
 

Bringing Authentic Research into the Undergraduate Laboratory
8:30 AM-12:20 PM, Wednesday, March 28, 2007 McCormick Place North -- Room N231, Level 2, Oral

Division of Chemical Education

The 233rd ACS National Meeting, Chicago, IL, March 25-29, 2007