PlusTwoPeerLedTeamLearningforLargeIntroductorySTEMClasses.docVIP

Plus Two Peer-Led Team Learning for Large Introductory STEM Classes: Improved Study Skills, Increased Retention, and Higher Graduation Rates James E. Becvar, Geoffrey B. Saupe, Juan Noveron, and Mahesh Narayan, Department of Chemistry, The University of Texas at El Paso Executive Summary: A new approach for transforming undergraduate learning in science, technology, engineering, and mathematics (STEM) has been empirically validated in a ten-year pilot program that involved 7,231 students conducted at the University of Texas at El Paso (UTEP). The approach improves student study skills l