Peer-Led Team Learning : General Chemistry (2nd Edition)
Editorial Reviews
Book Description
The second edition of Peer-Led Team Learning General Chemistry maintains the underlying philosophy and approach of the first edition, i.e., active learning in peer-led groups engages students in the process of learning chemistry. This engagement results in improved understanding of chemistry concepts and the process of science. The peer-led group model also helps students develop the communication and teamwork skills that are critical in the twenty-first century workplace.
From the Inside Flap
Preface to the Peer-Led Team Learning Series
The Workshop Chemistry Project was an exploration, development, and application of the concept of peer-led team learning in problem-solving Workshops in introductory chemistry courses. A pilot project was first supported by the National Science Foundation, Division of Undergraduate Education, in 1991. In 1995, the Workshop Chemistry Project was selected by NSF/DUE as one of five systemic initiatives to "change the way introductory chemistry is taught." In the period 1991-1998, the project grew from the initial explorations at the City College of New York to a national activity involving more than 50 faculty members at a diverse group of more than 30 colleges and universities. In 1998-1999, approximately 2500 students were guided in Workshop courses by 300 peer leaders per term. In Fall 1999, NSF chose the Workshop Project for a National Dissemination Grant to substantially broaden the chemistry participation and to extend the model to other SMET disciplines, including biology, physics, and mathematics.
Peer-Led Team Learning-A Guidebook is the first of a series of five publications that report the work of the Project during the systemic initiative award (1995-1999). The purpose of these five books is to lower the energy barrier to new implementations of the model. The Guidebook is a comprehensive account that works back and forth from the conceptual and theoretical foundations of the model to reports of "best-practice" implementation and application. Three other books provide specific materials for use in Workshops in General Chemistry, Organic Chemistry, and General, Organic, and Biological Chemistry. One book in the series, On Becoming a Peer Leader, provides materials for leader training.
The collaboration of students, faculty, and learning specialists is a central feature of the Workshop model. The project has been enriched by the talents and energy of many participants. Some of their names are found throughout these books; many others are not identified. In either case, we are most grateful to all those who have advanced the model by their keen insight and enthusiastic commitment.
We also acknowledge, with pleasure, the support of the National Science Foundation, NSF/DUE 9450627 and NSF/DUE 9455920. Our work on the second NSF award was skillfully guided by our National Visiting Committee: Michael Gaines (chair), Joseph Casanova, Patricia Cuniff, David Evans, Eli Fromm, John Johnson, Bonnie Kaiser, Clark Landis, Kathleen Parson, Arlene Russel, Frank Sutman, Jeffrey Steinfeld, and Ronald Thornton. We value their advice and encouragement. The text of the Guidebook was repeatedly processed by Arlene Bristol, with exceptional skill and remarkable patience. Finally, we appreciate the vision and commitment of John Challice and Prentice Hall to make this work readily available to a large audience.
Books are written for you, the readers. We welcome your comments and insights. Please contact us at the indicated email addresses.
The Editors, Summer 2000
--This text refers to the
Paperback
edition.
Peer-Led Team Learning : General Chemistry (2nd Edition)
Peer-Led Team Learning: General Chemistry (2nd Edition) (Prentice Hall Series in Educational Innovation),David K. Gosser,Victor S. Strozak,Mark S Cracolice,Prentice Hall,0131464442,Chemistry - General,Science,Science/Mathematics,Chemistry,Science / Chemistry / General
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