Emerging Researchers National (ERN) Conference

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Peer Led Team Learning in Developmental (Foundations) Mathematics: An Approach to Retention

Faculty #42
Discipline: Mathematics and Statistics
Subcategory: STEM Science and Mathematics Education

Robert Stolz - University of the Virgin Islands
Co-Author(s): Aimee Sanchez and Camille McKayle, University of the Virgin Islands


The University of the Virgin Islands is an open enrollment institution where approximately 70% of the incoming freshman students place into one of two zero-credit pre-algebra courses. Peer Led Team Learning (PLTL) was implemented in these courses in order to impact pass rates and student retention and persistence. A preliminary pilot project for STEM majors showed an increased pass rate. This led to a wide-spread adoption of the approach for all developmental mathematics courses. This presentation will give an overview of the implementation, including curricular materials, and present data on the increased pass rates in those course.

Funder Acknowledgement(s): National Science Foundation HBCU-UP Grant No. HRD 1137472

Faculty Advisor: None Listed,

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This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1930047. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.