View in EDS PDF Full Text

Assessing the Impact of a Multi-Disciplinary Peer-Led-Team Learning Program on Undergraduate STEM Education

Saved in:
Bibliographic Details
Title: Assessing the Impact of a Multi-Disciplinary Peer-Led-Team Learning Program on Undergraduate STEM Education
Language: English
Authors: Carlson, Kerri, Celotta, Dayius Turvold, Curran, Erin, Marcus, Mithra, Loe, Melissa
Source: Journal of University Teaching and Learning Practice. 2016 13(1).
Availability: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Peer Reviewed: Y
Page Count: 23
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, STEM Education, Cooperative Learning, Active Learning, Problem Solving, Mixed Methods Research, Peer Teaching, Supplementary Education, Skill Development, Introductory Courses, Biology, Chemistry, Calculus, Statistics, Matched Groups, Learner Engagement, Outcomes of Education, Program Effectiveness, Science Achievement, Scores, Student Surveys, Time Management, Educational Benefits, Barriers
ISSN: 1449-9789
Abstract: There has been a national call to transition away from the traditional, passive, lecture-based model of STEM education towards one that facilitates learning through active engagement and problem solving. This mixed-methods research study examines the impact of a supplemental Peer-Led Team Learning (PLTL) program on knowledge and skill acquisition for students in introductory biology, chemistry, calculus and applied statistics courses. Results indicate program participants reliably outperform their matched pairs in courses that emphasize quantitative reasoning. Moreover, program participants report acquiring important insights about learning, collaboration, and engagement in undergraduate STEM education. These results are consistent with previous findings on PLTL and also provide insight into the roles of course context and student population on program outcomes.
Abstractor: As Provided
Number of References: 44
Entry Date: 2016
Accession Number: EJ1097251
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHlmm_vPFEGMUiySmac8eWPAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDNJOhqTZweg7WxqUXAIBEICBmhJBQaDCuziDSxHvgiXtTfBz5-e3y6piklp7Z8pbUohV3Wrl8C0XktXvdRjyYQoj6HDwJYIXSMtP-sskriNLFSVVhcFL4C7h-0wAVUv-32b7ZKdOEHAtL8c03A_d5q5UB52uNjdvvXuEc693LNp9QQn3qtixg2J0MsnRmzIwVnGvdF61IJCm3LW0JYsZ8Qkgb_1_c6oQ-4y0Ss0=
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1097251
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1097251
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Assessing the Impact of a Multi-Disciplinary Peer-Led-Team Learning Program on Undergraduate STEM Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Carlson%2C+Kerri%22">Carlson, Kerri</searchLink><br /><searchLink fieldCode="AR" term="%22Celotta%2C+Dayius+Turvold%22">Celotta, Dayius Turvold</searchLink><br /><searchLink fieldCode="AR" term="%22Curran%2C+Erin%22">Curran, Erin</searchLink><br /><searchLink fieldCode="AR" term="%22Marcus%2C+Mithra%22">Marcus, Mithra</searchLink><br /><searchLink fieldCode="AR" term="%22Loe%2C+Melissa%22">Loe, Melissa</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+University+Teaching+and+Learning+Practice%22"><i>Journal of University Teaching and Learning Practice</i></searchLink>. 2016 13(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2016
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+Methods+Research%22">Mixed Methods Research</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Supplementary+Education%22">Supplementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Calculus%22">Calculus</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Matched+Groups%22">Matched Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1449-9789
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There has been a national call to transition away from the traditional, passive, lecture-based model of STEM education towards one that facilitates learning through active engagement and problem solving. This mixed-methods research study examines the impact of a supplemental Peer-Led Team Learning (PLTL) program on knowledge and skill acquisition for students in introductory biology, chemistry, calculus and applied statistics courses. Results indicate program participants reliably outperform their matched pairs in courses that emphasize quantitative reasoning. Moreover, program participants report acquiring important insights about learning, collaboration, and engagement in undergraduate STEM education. These results are consistent with previous findings on PLTL and also provide insight into the roles of course context and student population on program outcomes.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 44
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1097251
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1097251
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Supplementary Education
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Calculus
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Matched Groups
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Science Achievement
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Barriers
        Type: general
    Titles:
      – TitleFull: Assessing the Impact of a Multi-Disciplinary Peer-Led-Team Learning Program on Undergraduate STEM Education
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Carlson, Kerri
      – PersonEntity:
          Name:
            NameFull: Celotta, Dayius Turvold
      – PersonEntity:
          Name:
            NameFull: Curran, Erin
      – PersonEntity:
          Name:
            NameFull: Marcus, Mithra
      – PersonEntity:
          Name:
            NameFull: Loe, Melissa
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2016
          Identifiers:
            – Type: issn-electronic
              Value: 1449-9789
          Numbering:
            – Type: volume
              Value: 13
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of University Teaching and Learning Practice
              Type: main
ResultId 1