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Enhancing Undergraduate Performance Through Peer Led Team Learning (Pltl)

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Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Project-Based Student Learning: Part I

Tagged Division

Engineering Technology

Page Count

12

Page Numbers

14.575.1 - 14.575.12

Permanent URL

https://peer.asee.org/5564

Download Count

33

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Paper Authors

biography

Saeed Foroudastan Middle Tennessee State University

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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.

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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. https://peer.asee.org/5564

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