Peer-Led Team Learning
Peer‑Led Team Learning (PLTL) is a support program designed to help you succeed in challenging courses by learning with your classmates. PLTL sessions are regularly scheduled, relaxed study workshops where you work in small groups to practice problems similar to those you see in class, go over difficult concepts, compare notes, talk through readings, and prepare for exams.
PLTL workshops are all about learning together. You’ll build stronger study skills while working with your peers to understand the material better and feel more confident in the course. Each session is guided by a PLTL leader—a student who has already taken the course, done well, and been trained to help facilitate group learning.
PLTL is typically offered in high‑enrollment courses that students often find challenging. Currently, PLTL is available for the following courses:
- Introduction to Financial Accounting (ACCT 2301)
- Anatomy & Physiology I (BIOL 2401)
- General Biology I (BIOL 1406)
- Chemistry for Engineers (CHEM 1309)
- General Chemistry I (CHEM 1311)
- General Chemistry II (CHEM 1312)
- Computer Science II (CSCI 2380)
- Statics (MECE 2301)
- Mechanics of Solids (MECE 3321)
- Electric Circuits (EECE 2305)
- College Algebra (MATH 1314)
- Math for Business and Social Sciences (MATH 1324)
- Elementary Statistical Methods (MATH 1342)
- Precalculus (MATH 2412)
- Calculus I (MATH 2413)
Attendance at PLTL sessions is required, and for good reason—students who participate regularly in PLTL consistently earn higher pass rates than students who do not. Simply put, PLTL helps you stay on track, understand the material better, and succeed in the course.
Times and locations are announced at the beginning of the semester to students enrolled in the participating courses.
Results
Peer‑Led Team Learning (PLTL) Program Expansion and Impact
With a demonstrated history of success and clearly defined outcomes, Peer‑Led Team Learning (PLTL) is designed to enhance student learning and improve overall academic success—as measured by course pass rates and student retention—in high‑enrollment, high‑failure‑rate courses.
The PLTL program underwent significant expansion in Fall 2022, serving a total of 6,313 students enrolled in courses offering PLTL support.
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Fall 2022 |
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New PLTL Courses |
Initial PLTL courses |
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Impact of PLTL in Newly Expanded Courses
The graph below compares Fall 2021 course pass rates (prior to PLTL implementation) with Fall 2022 pass rates (with PLTL implemented). When examining students who regularly participated in PLTL workshops—defined as having fewer than five absences—the data indicate greater potential for improved student success across these courses.
The gray bars in the graph highlight additional opportunity for improvement, demonstrating that increased participation and engagement among students with greater than five absences could further elevate overall course pass rates.
PLTL in Established Courses
Although the program expanded substantially in the last year, four long‑standing PLTL courses continued to demonstrate consistent positive impact and were offered with PLTL in Fall 2022.
(Note: Chemistry for Engineers – CHEM 1309—the fifth traditional PLTL course—was not offered with PLTL in Fall 2022 but resumed in Spring 2023.)
In the graph below:
- The green bars represent baseline pass rates from the final fall semester prior to PLTL implementation.
- For CHEM 1311, CHEM 1312, and MATH 1314 (pilot), the baseline year is Fall 2015, as PLTL began in Fall 2016.
- For MATH 1324, the baseline year is Fall 2018, with PLTL implementation beginning in Fall 2019.
As shown in the longitudinal data, trends mirror those observed in newly expanded courses:
Students participating in PLTL consistently achieve higher pass rates than those enrolled prior to PLTL implementation, and greater participation corresponds to larger gains in course success.
Semester‑to‑Semester Retention by PLTL Participation
PLTL participation also demonstrates a strong correlation with Fall‑to‑Spring student retention. The graph below presents:
- Overall retention rates (blue bars), and
- Retention rates for students with fewer than five PLTL absences (gray bars).
Institutional data indicate that retaining 93% of students from Fall to Spring significantly increases the likelihood of achieving an 80% Fall‑to‑Fall retention rate. Using this 93% benchmark, the data show that students who regularly attend PLTL workshops are more likely to meet or exceed this threshold across nearly all PLTL‑supported courses.
Continued PLTL Expansion: Spring 2023 and Fall 2023
PLTL continued to expand beyond Fall 2022:
- Spring 2023:
- General Biology I (BIOL 1406)
- Introduction to Financial Accounting (ACCT 2301)
- Fall 2023:
- Mechanics of Solids (MECE 3321)
Accelerating Latino student success
Although non‑Latino students continue to demonstrate slightly higher overall pass rates in these traditionally high‑failure‑rate courses, PLTL has played a significant role in narrowing the achievement gap.
- Among non‑participants, non‑Latino students outperformed Latino students by 13.56 percentage points (71.51% vs. 57.95%).
- Among PLTL participants, this gap decreased dramatically to 1.70 percentage points (79.60% for non‑Latinos vs. 77.90% for Latinos).
These results indicate that PLTL participation contributes to near parity in course success rates, with Latino students participating in PLTL performing only slightly below their non‑Latino peers.
Student Opinion
Each semester, students complete a brief survey during their PLTL sessions. This survey gives students the opportunity to share what they find most beneficial about the program and to offer suggestions for improvement.
Common benefits students report include:
- Working collaboratively with peers
- Having extra time to engage with the material
- Getting additional practice on course content
- Gaining clearer understanding of lecture topics
Below are some of the experiences and stories students have shared about how the PLTL program has supported their learning.
"During high school, I felt I did not learn anything due to going online during COVID-19. I did not know how to study, prepare for exams, or to interact with other people. PLTL was different from most online classes in that we would have our cameras on, and we would actually talk to people and get to see who and how they were. We were put into groups by the leaders, and it felt like the professors understood PLTL and would give material that would help understand. The leaders provided office hours for additional help aside from the professor. The problems were great practice and provided major help, especially the problems that require more attention. PLTL was a great experience that provided me with learning and guidance during a time when there was not any. "
“This class helped me a lot because we got to practice what we learned in class and get one on one help if needed. It helped me clarify any confusion and succeed in the course. It was useful and I am grateful that we had this extra help. Thank you for helping us and coming in prepared to guide us and teach us. “
“The PLTL session that I have been attending for my class has been giving me the extra practice I needed in order to fully comprehend the material covered in class. I do not have that much free time during the week, so attending the PLTL sessions is a great opportunity for me to get the assignments done and ask some questions. I always try to attend every session since missing the extra help and extra practice would only affect me in my academic experience."
"As a student, I feel like PLTL has helped me not only in the academic aspect but also as a person. PLTL allows me to practice the content learned in lecture which is helpful to better understand the material rather than just listening to the professor talk and forget about it once I leave the classroom. Additionally, it gives me the opportunity to interact with people who might be having the same issues as me or who could help me in case I get stuck in a topic. Lastly, PLTL has helped me make friends with similar interests which makes going to class a little more enjoyable."
“I can honestly say if it weren’t for this class, I would have failed pretty much all of my exams for chemistry. In the lecture, things go by too fast for me to catch onto, so I am grateful for this class because it allowed us to go over things more slowly and in groups, which made things easier to understand for me. Thank you for showing us the material and trying to help us”
Focus group
In addition to surveys, Learning Center staff conduct focus groups to gather more in‑depth feedback about students’ experiences in PLTL workshops. During these sessions, students are asked a series of questions about how participation in PLTL has affected their study skills and course performance.
Overall, students respond very positively, especially when discussing improvements in subject‑specific skills such as problem solving, as well as the overall usefulness of working in a structured study group.
“How did you feel about having mandatory PLTL study sessions at the beginning of the semester and have your feelings changed any now that the end of the semester is here?”
Focus group responses
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Beginning of Semester |
End of Semester |
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Inconvenient at first, saw it as a waste of time |
it’s very helpful, really recommend it for next semester |
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I didn’t want to be here |
now we meet extra with my study group |
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At first nobody wanted to come |
now we come early to study together |
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Complaints and confusion in the beginning, I didn’t want to be here |
After the test, it changes-practice helps a lot |
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At first I thought it was a waste of time |
It clarified many of the subject topics |
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Awkward at the beginning |
Helpful |
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At first annoying because it’s time consuming |
Worth it |
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Students don’t like that it’s mandatory |
It helps more than we thought |
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didn’t like Fridays |
They like it because on Fridays, they have more time to practice Math |
Student Employee Opinion
"I joined the PLTL program in Fall 2019 for General Chemistry at UTRGV after participating in the program as a student in chemistry. The program allowed me to better understand course materials while providing networking opportunities at a professional and academic level. I’ve had the opportunity to participate in PLTL as a leader for eight semesters, giving me the gratification of helping others through teamwork, collaboration, and relationship-building. PLTL gave me the tools necessary to branch out into academic research by empowering me to seek knowledge while remaining humble and adventurous in academia. I am forever indebted as the PLTL program allowed me to grow within the field by closely working with both faculty and students. I graduated with my bachelor’s degree in Biological Sciences specializing in Chemistry in Spring 2022. I am honored to be promoted to a mentoring position as I commence graduate school. Being part of PLTL as an undergraduate gave me the opportunity to develop professionally and academically."
"I was a Peer Leader for Anatomy & Physiology I in Spring 2022. I was only in my second semester of university when I started as a Peer Leader and hadn’t found a solid group of friends yet since my first semester was completely online. The PLTL program has given me the chance to be part of a community of other like-minded students who are passionate about learning and helping others like I am. Every other leader I’ve asked for help, whether it’s directly related to PLTL, my own personal coursework, or future degree plans, has been more than happy to provide that assistance. It truly feels like a big group of friends that I know I can always turn to in a time of need, and I’m very grateful for that. The collaborative environment that we create in our classrooms during PLTL sessions lends itself well to learning and is something that students may otherwise not have access to. In high school and my first semester of university, I knew of other students who would get together into study groups, but I never felt like I could ask them if I could join the study sessions. PLTL takes that fear out of the equation and gives everyone an equal opportunity to work in groups and enjoy the benefits of doing so, like hearing other perspectives on certain topics. Seeing relationships between students develop over the course of the semester, as well as the improvement in their grades and the confidence in their knowledge of the material grow has been incredibly rewarding for me and made every bit of work I put into their learning worth it. I know that I would have benefited from having a program like PLTL in high school and my first semester of university and am proud of myself for being able to provide that to students who are in that position now. I’m looking forward to continuing to work in the program this coming fall semester!"
" I began as a quiet and shy leader, and in a year, I became a Mentor for the program. When I first joined, PLTL was only offered for College Algebra and Math for Business courses. We have now expanded to include Elementary Statistics, Pre-Calculus, and Calculus 1 as well as our prerequisites courses. To be able to grow with the program has just been an amazing opportunity.
Moving online during the pandemic was extremely hard but we made it possible. We weren’t shutting down! It required hard work from Peer Leaders, Mentors, Supervisors, and anybody involved with the program to see all our work was transitioned to an online space. We all did great work, providing the best to the students when they needed us most.
As a Peer Leader, being able to reach out to students and help them when they feel most frustrated both with academics and with life can be a gratifying experience. As a Mentor, I can guide Peer Leaders to grow into their best possible selves and allow them to help their students and their own academics as well. My beliefs of following your dreams and pursuing what you really enjoy in life regardless of societal expectations are something I like to share with the Peer Leaders I mentor, as I have experience with this myself. My fellow co-workers helped me realize that it’s okay to do something I really love even if it's not the most ordinary major. I became a Theater Major with a focus in Design Technology – my fellow peers accepted me with love and support for following my goals. I now get to do the things I love which is providing the best guidance to all new and returning Peer Leaders and Mentors, as well as pursuing a career in Theater – and believe it or not, mathematics is part of being a designer.
I wouldn’t be where I am now if it weren’t for the PLTL program and all the people I have met along the way. I am in my last year before graduation, so I hope to continue to grow my mind and meet more people during my last two semesters. It’s been a pleasure working with every single person who has come through our program. From a formerly quiet, shy Peer Leader to a currently strong, outgoing, high- spirited Mentor, I thank you from the bottom of my heart for showing me the way. One thing is for sure, PLTL will change your life for the better."
Frequently Asked Questions
What is PLTL?
PLTL (Peer‑Led Team Learning) gives you the opportunity to work in small groups with your classmates to practice and apply problem sets similar to what you learn in class. Depending on the course, you will attend either one two‑hour workshop or two one‑hour workshops each week.
During the workshop, a PLTL leader meets with the group to guide activities, provide problem sets, and help clarify topics that may be challenging. The goal is to help you build confidence, strengthen your understanding, and learn by working together with your peers.
What does PLTL do for you?
- Improve your grade in a course that’s known to be challenging
- Gain a better understanding of the content, key concepts, and how to apply what you learn
- Meet new people and make friends in your class
- Build study groups you can use for this course and others
- Explore future job opportunities by becoming a PLTL leader (earn an A in the course and come talk to us!)
- And best of all—it’s completely FREE!
Who is in the PLTL workshops?
What courses have PLTL workshop sessions?
All sections of Intro to Financial Accounting (ACCT 2301), Anatomy & Physiology (BIOL 2401), General Biology I (BIOL 1406), Chemistry for Engineers (CHEM 1309), General Chemistry 1 (CHEM 1311), General Chemistry 2 (CHEM 1312), Computer Science II (CSCI 2328), Statics (MECE 2301), Mechanics of Solids (MECE 3321), College Algebra (MATH 1314), Math for Business (MATH 1324), Elementary Statistical Methods (MATH 1342), Pre-calculus (MATH 2412) and Calculus I (MATH 2413) have PLTL workshop sessions.
When are PLTL workshops scheduled?
Where are the PLTL workshops held?
Most PLTL workshops are held in or near the Learning Center buildings. In Brownsville, workshops usually take place in the Music, Science, and Learning Center (BMSLC). In Edinburg, they are typically held in the Learning Center building now known as ELCTR. Some workshops may also be held in regular classrooms.
Before the first day of class, you should receive an email from the PLTL Program Manager, Learning Specialist, or your PLTL leader with details about where your workshop will be held. If you do not receive this email, be sure to check your spam or junk folder. If you still can’t find it, feel free to contact us—we’re happy to help. Our contact information is listed below.
What is the PLTL attendance policy?
PLTL workshops are a required part of the course and are built directly into your schedule. This is done on purpose so you don’t sign up for another class at the same time and so you know about the time commitment when you register. That way, you can plan ahead and make any necessary work or personal arrangements to attend.
The PLTL program is designed to help you learn the material better and improve your grades. Most students find that after just a few workshops, they start to see how helpful the sessions are and how much more confident they feel in the course. Give it a chance—you might be surprised by how much it helps!
Who are the PLTL leaders?
Trust us—you’re in good hands! PLTL leaders are undergraduate students just like you, but with one big difference: they’ve already taken this course and earned an A. They were recommended by faculty who recognized their strong understanding of the material and their ability to help others learn.
Before becoming PLTL leaders, they are interviewed, hired, and trained by the Learning Center to make sure they’re prepared to support you. They know what it’s like to take this class and are here to help you succeed every step of the way.
Can I be a PLTL leader?
If you’ve taken a course that offers PLTL workshops, earned an A in that course, and have a 3.0 GPA or higher, we encourage you to apply to become a PLTL leader!
To apply, simply submit a completed application through JobX. You can access JobX by logging in to my.utrgv.edu with your credentials and selecting the JobX icon.
How is Link2Success (L2S) related to PLTL?
Peer collaborative learning models with mandatory student participation have been a part of the Learning Center history since 2013. The variations and flexibility of PCL models allow institutions to design and implement according to student and program need. Prior to 2013, there was a trend of high failure rates in high enrollment core courses such as Composition I & II, U.S. History I & II, College Algebra and Contemporary Mathematics. These are first year courses that the majority of students are required to take as part of their program of study and therefore they were selected as targeted courses. The need for a first year student success initiative was discovered through a multi-year institutional self-study conducted by representatives from all areas within the institution. Once a PCL program was determined to be the intervention of choice, the design of the PCL program, referred to as Link2Success (L2S) began. Representative leaders from various institutional departments, including the Dean of College of Liberal Arts, the Executive Director of Enrollment, Dean of Students, Director of Advising, and the Director of the Learning Center were sent to participate in a jointly sponsored AAC&U and Excelencia institute with the goal of developing a program ready for implementation in Fall 2013. The model design was a combination of Structured Learning Assistance (SLA) and Supplemental Instruction (SI), borrowing the mandatory participation component of SLA and the collaborative learning environment of SI. L2S involved peer leaders sitting through the class, working closely with faculty, and offering mandatory sessions with a ratio of 1:12 of leader to student. The program was highly successful, having a significantly positive contribution for a great number of students (quantitative and qualitative data is available upon request through the Director of the Learning Center).
In 2015, the Learning Center was awarded a two year NSF grant to implement L2S at a local community college in STEM areas. The same model was implemented and therefore the name retained. The problem being addressed for the community college was lack of experienced peer leaders. With two year programs, it is difficulty to establish experienced peer leaders. The community college wished to tap into the experience of upper classman from the university and the university wished to investigate the impact of the program on a different population (community college students) and in different disciplines (STEM). The program was once again high successful, having a significantly positive contribution for a great number of students (data is available upon request through the Director of the Learning Center). In fact, the community college has sustained to program after the end of the grant.
After the completion of Fall 2015, the Dean of the College of Science (and Mathematics) requested similar support in General Chemistry I & II as well as College Algebra. A review of literature revealed an existing and well researched PCL model had been developed specifically for Chemistry and expanded to other math and science courses, referred to as Peer-Led Team Learning (PLTL). There are many variations of PLTL, but with the success experienced with the mandatory and supplemental sessions of L2S, the decision was made to offer PLTL in this format. The primary difference between L2S and PLTL is that the peer leaders do not sit through the lecture. All other aspects of the two programs are the same. PLTL was first implemented full scale in the three courses requested beginning Fall 2016. As with the results from the L2S programs implemented in other disciplines and at another institution, PLTL has contributed to consistent and even progressive significant positive impact on student success in these courses (quantitative and qualitative data available upon request through the Director of the Learning Center).
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