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In large introductory STEM courses, students often face two challenges: mastering demanding material and finding their footing in a new academic environment. COLSA’s Peer-Led Team Learning (PLTL) program tackles both by bringing students together in small, collaborative groups guided by trained peer leaders. The result is a more active, engaging, and community-oriented learning experience.

PLTL groups typically consist of 8 to 12 students working through discipline-specific activities with an upper-level student leader who previously excelled in the course. PLTL is not tutoring. As Megan Enos-Fournier, senior lecturer in biological sciences, explains, “It’s students collectively working through activities, thinking about the course material from a different perspective. It’s way more active.”

The leaders facilitate discussion, pose questions, and help students “make their thinking transparent”—a core goal across 91��Ƭ��’s STEM education initiatives. “The leader’s not stepping in to tell them where they’ve gone wrong,” says Melissa Aikens, associate professor of biological sciences. “The students have to work together to solve it.”

This innovative structure fosters academic confidence and lowers the social barriers common in large first-year courses. Many students arrive at 91��Ƭ�� from small high school classrooms and suddenly find themselves in lecture halls with 200 peers. PLTL offers an immediate, small-scale community within those courses. “There’s an element of peer mentoring in this process,” says Aikens. “Students are more likely to listen to a peer who has done it and been successful in that course.”

Funded in part through a National Science Foundation grant supporting innovations in STEM gateway courses, PLTL is one of several collaborative learning models being expanded across campus. Faculty see early evidence that it boosts engagement and supports stronger learning outcomes. Students routinely report that PLTL helps them better understand the “hows” and “whys” of complex problems, not just the final answers.

The program also benefits peer leaders themselves. They gain public speaking experience, deepen their mastery of foundational concepts, and develop metacognitive skills that strengthen their performance in advanced coursework. “If you can explain it to somebody else, you can be confident that you really understand it,” says Enos-Fournier.

Demand continues to grow—some semesters bring 30 to 40 applications from students eager to become leaders. And semester after semester, student feedback echoes the same message: PLTL works. As one student told Enos-Fournier, “PLTL is amazing. Everyone should do it.”