This study focuses on the implementation of an adapted Type 3 model of Peer-Led Team Learning (PLTL) for undergraduate Organic Chemistry courses at Rochester Institute of Technology. This model employs an optional, weekly review session or workshop to practice material that has been covered in class and it is proctored by a student who has previously taken the course. We will present data on exam scores and workshop attendance, over two years, and our conclusions on the value of our PLTL model.<br/>

Paying tribute to peer-led team learning: A sustainable model

254th National Meeting (2017)

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