title: Peer-Led Team Learning Helps Minority Students Succeed.
abstract: Active learning methods have been shown to be superior to traditional lecture in terms of student achievement, and our findings on the use of Peer-Led Team Learning (PLTL) concur. Students in our introductory biology course performed significantly better if they engaged in PLTL. There was also a drastic reduction in the failure rate for underrepresented minority (URM) students with PLTL, which further resulted in closing the achievement gap between URM and non-URM students. With such compelling findings, we strongly encourage the adoption of Peer-Led Team Learning in undergraduate Science, Technology, Engineering, and Mathematics (STEM) courses.
authors.affiliation: Department of Biology, Syracuse University, Syracuse, New York, United States of America.|Department of Science Teaching, Syracuse University, Syracuse, New York, United States of America.
authors.forename: Julia J
authors.initials: JJ
authors.lastname: Snyder
authors.affiliation: Department of Biology, Syracuse University, Syracuse, New York, United States of America.|Department of Science Teaching, Syracuse University, Syracuse, New York, United States of America.
authors.forename: Jeremy D
authors.initials: JD
authors.lastname: Sloane
authors.affiliation: Department of Biology, Syracuse University, Syracuse, New York, United States of America.
authors.forename: Ryan D P
authors.initials: RD
authors.lastname: Dunk
authors.affiliation: Department of Biology, Syracuse University, Syracuse, New York, United States of America.|Department of Science Teaching, Syracuse University, Syracuse, New York, United States of America.
authors.forename: Jason R
authors.initials: JR
authors.lastname: Wiles
mesh_terms: D007858:Learning; D008913:Minority Groups; D010379:Peer Group; D013663:Teaching / Q000379:methods*