Abstract
The integrated peer leadership program model is a low cost strategy that can decrease low course rates and reduce the gap between students in introductory physics courses.
Highlights
Introductory college courses in science, technology, engineering, and mathematics (STEM) often pose a significant hurdle to college students
This work describes the implementation of a hierarchical team model, the Integrated Peer Leadership Program (IPLP), in a calculus-based college introductory physics classroom
The model reduces the gap between underrepresented minority (URM) and non-URM students
Summary
Introductory college courses in science, technology, engineering, and mathematics (STEM) often pose a significant hurdle to college students. In a 2011 review of 11 studies, Freeman et al found that about one out of every three college students failed such STEM courses [1] Not passing these introductory STEM courses are roadblocks to student success [2]. Courses with a highly structured course design result in significantly lower rates of failure [1] and active learning strategies, such as peer instruction [6], studio-style classes [7], and cooperative group learning [8], have been shown to improve student learning and retention in STEM programs [9,10,11,12,13]. We describe a structured peer leadership model, the Integrated Peer Leadership Program (IPLP), as a successful way of implementing active learning instruction in large classrooms with no additional financial or personnel requirements
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