Enhancing Undergraduate Performance Through Peer Led Team Learning (Pltl)

Numerous studies have proven that students who are provided hands-on training perform better academically than those without active learning 1, 4 . Students may pass a written test on the scientific method but find it difficult to solve a real scientific problem outside of the classroom unless they have had related experience 1 . It has been shown, also, that students who are involved in small groups learn and retain more than students whom are working alone 3 . A method that encourages students to get involved effectively is the peer-led, team-learning (PL-TL) model. The PL-TL model is designed to supplement the lecture by introducing formalized groups which require students to engage in active learning. This model creates an atmosphere which simulates real life situations and introduces factors such as as operating as a team, understanding responsibility, communicating, and making use of the techniques learned in class. The Experimental Vehicles Program (EVP) at Middle Tennessee State University (MTSU) is a prime example of a modified and extremely successful PL-TL program. MTSU engineering and engineering technology students voluntarily participate in the EVP as an exciting and challenging academic supplement, and some seniors within the program also use elements of the projects for their capstone research course 6 . This program is currently comprised of five different student projects: Moonbuggy, Solar Vehicle, SAE Formula One, SAE Mini Baja, and Solar Boat. Instead of the original, established PL-TL model which has been implemented to improve classroom progression, the EVP includes real-world simulation and implements its own unique style which is designed to encourage upper level college students, such as seniors and juniors, to supervise and mentor younger college students. A faculty advisor P ge 14575.2