Brian Edelbach, Jason Anderson (Monroe Community College, USA)
Peer-led team learning (PLTL) has been used continuously in organic chemistry at Monroe Community College since the Fall of 2001. Community colleges face unique challenges in implementing PLTL. This paper will discuss implementation and recurring barriers (e.g., initial and continual funding, recruitment of peer leaders, student participation, and institutionalization of PLTL) as well as strategies that have been developed to diminish these barriers. We will present student performance data, based on ACS organic chemistry exam scores, that suggest PLTL has helped improve our students’ understanding of important concepts in organic chemistry.