1. Peer-Led Team Learning Workshop Chemistry at UWG “Pilot” project with workshops during 1998-99. Grant and full-fledged program in 1999-2001. PLTL Program has been a part of general chemistry at UWG for over a decade. We have evolved an organization of peer leaders and superleaders that keeps the program operating smoothly. Student evaluations of workshops are overwhelmingly positive and can exceed their evaluations of faculty instruction.

2. Peer-Led Team Learning (PLTL) Peer A more experienced undergraduate student who has recently completed the course with a good grade, good communication and people skills. Led Refers to leadership. A leader is a guide to others. Goes through extensive training to assume this role. Team A group of 12-16 people who work together to achieve a common goal. Learning The goal of the team is to learn chemistry.

3. Introduction Workshops at UWG consisted of twelve to sixteen chemistry students which met once a week for an 90 minutes in a designated room with a peer leader. The Peer Leader is: Well-trained leader Trained before the semester begins Prepared each week for their workshop Leader has completed the assigned workshop module and attends a weekly leaders meeting A superleader is an exceptional experienced leader who takes on additional tasks such as training and guiding new leaders, conducting weekly leaders meetings, assisting with record keeping, assessing effectiveness of workshops, and observations of leaders.

4. Lectures and Workshops Students enthusiastically support workshops. In contrast to lectures, anxiety is reduced, leaders are accessible, and peers supportive. The problem solving approach used in the workshops increases the confidence of the students. Each student is asked to explain problems, and since no two students explain the same problem in the same manner, learning is enhanced.

5. Results: What Went Right “I really enjoyed getting to review chemistry concepts in a proactive, helpful, group environment. In addition, it was rewarding being able to work in groups on a problem and collectively brainstorm.” “I really enjoyed helping others understand or knowing something the group doesn’t and explaining” “Wednesdays have been very helpful in solving difficult problems. Struggling on a problem with other people is always more comforting than sitting by yourself with no idea how to get started.” “I really enjoyed the boost in self-confidence in workshop. Our peer leader truly cared about our success in the class.”

6. What’s in it for Peer Leaders? Experience can be transforming Increased content knowledge and better success in higher level science courses. An appreciation for different learning styles. Partnership with faculty in transforming the educational environment. Interest in pursuing careers that involve teaching and research Mentoring opportunity to workshop students Amanda Yi Newly hired high school teacher at East Hall in Gainsville, GA – Uses PLTL in the classroom

7. Leaders and Non-leaders Averaged Separately Overall avg changes Leaders: -0.16 Non-leaders: -0.57

8. Matt Davis and Toma Omanuwa led workshops in both 1211 and 1212 and took p. chem while being leaders. Their quote: “The rest of the class often asked us how we remembered so much about topics introduced in 1211-1212. We’d say, ‘Oh, it’s because of workshops!’”

9. Summary Over 500 (and counting) students have been peer leaders. Over 13,000 (and counting) students have been participants in workshop. Over 7,000 in 1211 Almost 4,000 in 1212 Almost 1500 in 1151 Almost 800 in 1152

10. Conclusions Those attending workshop regularly definitely do significantly better in the course, on average, than students with similar ability who either have no opportunity to attend workshops or who do not do so regularly. The benefits of being a peer leader are positively tremendous.

11. Acknowledgements National Science Foundation Grant 9950575, which got us started with PLTL workshops in general chemistry, Faculty in the Chemistry Department who have cooperated in the development of the PLTL model at UWG, especially Dr. Farooq Khan, who pushed for inclusion of PLTL in physical chemistry, PLTL colleagues at other institutions, especially AE Dreyfus, who kept urging Dr. Garmon to do something with all these data, Over 500 (and counting) students who have been peer leaders.