Evaluation and Research – Peer-Led Team Learning International Society

Peer-Led Team Learning International Society

Evaluation and Research

Studies

[NOTE: SEE PUBLICATIONS LIST FOR LARGER LIST OF STUDIES]

EVALUATION STRATEGIES	LEO GAFNEY
PEER-LED TEAM LEARNING: EVALUATION, DISSEMINATION AND INSTITUTIONALIZATION	LEO GAFNEY
EVALUATION OF STUDENT LEARNING IN A PLTL CLASSROOM	MARK S. CRACOLICE
THE IMPORTANCE OF EDUCATIONAL RESEARCH	MARK S. CRACOLICE
MEASURING THE EFFECTS OF PEER-LED TEAM LEARNING	JOHN C. DEMING AND MARK S. CRACOLICE

Facilities

THE ROLE OF THE TEACHING AND LEARNING ENVIRONMENT IN CONCEPT LEARNING IN THE SCIENCES

MARK S. CRACOLICE

Case Studies – Evaluation of Campus Programs

NY	USE OF PLTL IN IMPROVING RETENTION AND GRADUATION RATES AT KINGSBOROUGH COMMUNITY COLLEGE	PATRICK LLOYD
PA	BENEFICIAL EFFECTS OF PLTL PERSIST TO LATER COURSES AT PENN STATE SCHUYLKILL	TOM EBERLEIN
IL	ASSESSMENT OF PEER-LED TEAM LEARNING IN AN ENGINEERING COURSE FOR FRESHMEN	MICHAEL C. LOUI AND BRETT A. ROBBINS
FL	THE PLTL LEADER BOOST (From 2012 Conference Proceeding)	JOSE LUIS ALBERTE, ALBERTO CRUZ, NATALY RODRIGUEZ, AND THOMAS PITZER
FL	TEN-YEAR CUMULATIVE ANALYSIS ON THE IMPLEMENTATION OF PLTL IN BIOLOGY UNDERGRADUATE EDUCATION (From 2013 Conference Proceeding)	JOSE LUIS ALBERTE, GISELLE BARRETO, ALBERTO CRUZ, NATALY RODRIGUEZ, AND THOMAS PITZER
GA	WHY ATTENDANCE IS MANDATORY IN WORKSHOPS: COMPARISON OF COURSE GRADES OF WORKSHOP ATTENDEES VS. NON-ATTENDEES WITH SIMILAR GPA AND SAT SCORES (From 2012 Conference Proceeding)	LUCILLE GARMON
GA	WHY ATTENDANCE IS MANDATORY IN WORKSHOPS: COMPARISON OF COURSE GRADES OF WORKSHOP ATTENDEES VS. NON-ATTENDEES WITH SIMILAR GPA AND SAT SCORES – PART II: RESULTS FOR SECOND-SEMESTER STUDENTS (From 2013 Conference Proceeding)	LUCILLE B. GARMON
IL	ASSESSMENT OF PEER-LED TEAM LEARNING IN AN ENGINEERING COURSE FOR FRESHMEN	MICHAEL C. LOUI AND BRETT A. ROBBINS
NY	CHEMISTRY STUDENTS’ ATTITUDES ABOUT PEER-LED TEAM LEARNING WORKSHOPS: COMPARISON TO THE SIX CRITICAL COMPONENTS (From 2013 Conference Proceeding)	A.E. DREYFUSS, JANET LIOU-MARK, AND LEO GAFNEY
NY	PEER LEADERS’ VIEWS ON A GENERAL CHEMISTRY WORKSHOP PROGRAM (From 2013 Conference Proceeding)	A.E. DREYFUSS AND JANET LIOU-MARK
NY	STUDENTS’ ATTITUDES ABOUT PEER-LED TEAM LEARNING WORKSHOPS IN GENERAL CHEMISTRY: A CRITICAL INCIDENT STUDY (From 2013 Conference Proceeding)	A.E. DREYFUSS AND JANET LIOU-MARK
TX	ACHIEVING STUDENT SUCCESS USING PEER-LED TEAM LEARNING (From 2012 Conference Proceeding)	ANN DARNELL, JAMES BECVAR, BENJAMIN FLORES, HELMUT KNAUST, JORGE LOPEZ, AND JOSEFINA TINAJERO
TX	MANDATING PLTL WORKSHOP SESSIONS: THE KEY TO SUCCESS (From 2013 Conference Proceeding)	YUANYUAN KANG, ELSY RIVERA, KAFAYAT BUSARI, SHEBNA CHEEMA, AND REYNA VALDEZ

Impact of Peer Leader Experience

THE IMPACT OF THE PLTL EXPERIENCE ON WORKSHOP LEADERS: AN INVESTIGATION	VICKI ROTH AND LYDIA TIEN
WHAT ARE THE BENEFITS OF PLTL FOR STUDENT LEADERS? A DISCRETE INQUIRY	BOB BLAKE

Research Directions

RESEARCH IDEAS FROM PORTLAND STATE UNIVERSITY	CARL WAMSER
LEARNING STYLES INSTRUMENTS IN A COLLEGE INTRODUCTORY CHEMISTRY COURSE: AN EXAMINATION OF THE USE OF THE KOLB LEARNING STYLES INVENTORY AND THE GREGORC LEARNING STYLE DELINEATOR	A.E. DREYFUSS AND JANET LIOU-MARK