Fostering Success in Introductory Calculus through Peer-Led Team Learning (PLTL)

Karen D Alfrey; Jeffrey Watt; Christine Krull

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Conference: 14th Annual First-Year Engineering Experience (FYEE) Conference
Location: University of Tennessee in Knoxville, Tennessee
Publication Date: July 30, 2023
Start Date: July 30, 2023
End Date: August 1, 2023
Conference Session: S6C: Full Papers - Cannot Have Too Much Math!
Tagged Topics: Diversity and Full Papers
Page Count: 7
DOI: 10.18260/1-2--44821
Permanent URL: https://peer.asee.org/44821
Download Count: 87

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Paper Authors

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Karen D Alfrey Indiana University - Purdue University Indianapolis

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Karen Alfrey is a Clinical Associate Professor in Biomedical Engineering and Associate Dean for Undergraduate Academic Affairs and Programs in the School of Engineering and Technology at IUPUI. Her interests include strategies for helping engineering students develop strong mathematical and analytical skills as well as fostering equity and belonging in the classroom. She has been a member of ASEE since 2003.

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Jeffrey Watt

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Christine Krull Indiana University - Purdue University Indianapolis

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Abstract

The NSF-funded Urban STEM Collaboratory project provides scholarship support and interventions promoting academic success and retention to undergraduate students at three partner urban universities (Indiana University-Purdue University Indianapolis (IUPUI), University of Memphis, and University of Colorado Denver) majoring in engineering, math, and computer science and with demonstrated financial need. Some interventions are common across all three campuses, while others are unique to each school and draw on particular existing strengths. All campuses employ a cohort model providing community-building summer bridge activities prior to the start of the first semester and additional community-building opportunities throughout the semester. At IUPUI, Urban STEM students were recruited based on readiness for Calculus 1, among other factors, resulting in a mix of entering first-time freshmen directly admitted to Engineering or Science, and returning sophomores who needed additional mathematics before they were ready for Calculus 1 and other freshman courses that depend on it (and thus admissible to their programs of interest). Drawing on the Peer Led Team Learning (PLTL) model that has long been successfully implemented in IUPUI’s introductory Chemistry classes, each entering Urban STEM cohort at IUPUI was placed in a special Calculus 1 recitation section that implemented PLTL. The PLTL model differs from traditional recitation sections in that it is led by undergraduate Peer Leaders who have recently been successful in the class and who are trained to guide students through solving problems on their own rather than simply working demonstration problems in front of the class. In Chemistry it has been shown to decrease DFW rates and decrease equity gaps for underrepresented students. Both cohorts of Urban STEM students at IUPUI showed lower rates of D, F, and Withdraw grades in Calculus 1 compared to the class as a whole. Differences in the first year were stark: Cohort 1 (n=25, Fall 2019) had no grades of D, F, or W in Calculus 1, compared with an overall course DFW rate of 27.6%. Cohort 2 (n=20, Fall 2020) showed a smaller DFW reduction compared to the class as a whole, with a cohort DFW rate of 15.0% in Calculus 1 compared to an overall course DFW rate of 23.2%. Of note, however, no students in Cohort 2 failed the course, compared to 12.6% of students overall failing the course. While there are many factors at play in the success of these cohorts, including scholarship support, other opportunities for community-building outside of PLTL activities, and changes in course delivery and grading in response to the Covid pandemic beginning in Spring 2020, these results suggest PLTL is a powerful tool supporting student success in introductory calculus. This paper will describe the implementation of PLTL in these special recitation sections, the training provided to mentors, challenges presented by the Covid pandemic, and deeper analysis of results by demographic.

Citation
Format

Alfrey, K. D., & Watt, J., & Krull, C. (2023, July), Fostering Success in Introductory Calculus through Peer-Led Team Learning (PLTL) Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee. 10.18260/1-2--44821

TY  - CPAPER
AB  - The NSF-funded Urban STEM Collaboratory project provides scholarship support and interventions promoting academic success and retention to undergraduate students at three partner urban universities (Indiana University-Purdue University Indianapolis (IUPUI), University of Memphis, and University of Colorado Denver) majoring in engineering, math, and computer science and with demonstrated financial need.  Some interventions are common across all three campuses, while others are unique to each school and draw on particular existing strengths.  All campuses employ a cohort model providing community-building summer bridge activities prior to the start of the first semester and additional community-building opportunities throughout the semester.  At IUPUI, Urban STEM students were recruited based on readiness for Calculus 1, among other factors, resulting in a mix of entering first-time freshmen directly admitted to Engineering or Science, and returning sophomores who needed additional mathematics before they were ready for Calculus 1 and other freshman courses that depend on it (and thus admissible to their programs of interest). Drawing on the Peer Led Team Learning (PLTL) model that has long been successfully implemented in IUPUI’s introductory Chemistry classes, each entering Urban STEM cohort at IUPUI was placed in a special Calculus 1 recitation section that implemented PLTL.  The PLTL model differs from traditional recitation sections in that it is led by undergraduate Peer Leaders who have recently been successful in the class and who are trained to guide students through solving problems on their own rather than simply working demonstration problems in front of the class.  In Chemistry it has been shown to decrease DFW rates and decrease equity gaps for underrepresented students.  Both cohorts of Urban STEM students at IUPUI showed lower rates of D, F, and Withdraw grades in Calculus 1 compared to the class as a whole.  Differences in the first year were stark: Cohort 1 (n=25, Fall 2019) had no grades of D, F, or W in Calculus 1, compared with an overall course DFW rate of 27.6%.  Cohort 2 (n=20, Fall 2020) showed a smaller DFW reduction compared to the class as a whole, with a cohort DFW rate of 15.0% in Calculus 1 compared to an overall course DFW rate of 23.2%.  Of note, however, no students in Cohort 2 failed the course, compared to 12.6% of students overall failing the course.  While there are many factors at play in the success of these cohorts, including scholarship support, other opportunities for community-building outside of PLTL activities, and changes in course delivery and grading in response to the Covid pandemic beginning in Spring 2020, these results suggest PLTL is a powerful tool supporting student success in introductory calculus.  This paper will describe the implementation of PLTL in these special recitation sections, the training provided to mentors, challenges presented by the Covid pandemic, and deeper analysis of results by demographic.
AU  - Karen D Alfrey
AU  - Jeffrey Watt
AU  - Christine Krull
CY  - University of Tennessee in Knoxville, Tennessee
DA  - 2023/07/30
PB  - ASEE Conferences
TI  - Fostering Success in Introductory Calculus through Peer-Led Team Learning (PLTL)
UR  - https://peer.asee.org/44821
DO  - 10.18260/1-2--44821
ER  -