Enhancing Undergraduate Performance Through Peer Led Team Learning (Pltl)
- Conference
- Location
-
Austin, Texas
- Publication Date
-
June 14, 2009
- Start Date
-
June 14, 2009
- End Date
-
June 17, 2009
- ISSN
-
2153-5965
- Conference Session
- Tagged Division
-
Engineering Technology
- Page Count
-
12
- Page Numbers
-
14.575.1 - 14.575.12
- DOI
-
10.18260/1-2--5564
- Permanent URL
-
https://peer.asee.org/5564
- Download Count
-
484
Paper Authors
Saeed Foroudastan Middle Tennessee State University
Dr. Saeed D. Foroudastan is the Associate Dean of the College of Basic and Applied Sciences and Professor of Engineering Technology. He received his B.S. in Civil Engineering (1980), his M.S. in Civil Engineering (1982), and his Ph.D. in Mechanical Engineering (1987) from Tennessee Technological University. Professor Foroudastan's employment vitae includes: Assistant professor of Mechanical
Engineering for Tennessee Technological University, Senior Engineer, Advanced Development Department, Textron Aerostructures, and Middle Tennessee State University. Professor Foroudastan is involved with several professional organizations and honor societies, and has many publications to his name. He also holds U.S. and European patents.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Enhancing Undergraduate Performance through Peer-Led,
Team-Learning (PL-TL)
Abstract
Numerous studies have proven that students who are provided hands-on training perform
better academically than those without active learning1, 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 experience1. It has been shown, also, that students who are involved
in small groups learn and retain more than students whom are working alone3. 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 course6. 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
Foroudastan, S. (2009, June), Enhancing Undergraduate Performance Through Peer Led Team Learning (Pltl) Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--5564
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015