Sustainability Matters: Advocating for the Establishment and Continuation of Peer-Led Team Learning

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Abstract

The successful dissemination of the Peer-Led Team Learning (PLTL) model at multiple institutions of higher education, in the United States and other countries, is reflected in the number of publications (see www.pltlis.org). However, many PLTL campus programs are no longer active or exist. This may be due, more recently, to the COVID pandemic and its disruptions. Historically, programs no longer exist because grant funding that supported the initiative ended; other reasons include the promotion, retirement, or even death of the practitioners whose work championing their PLTL program ended. What can sustain a campus PLTL program so that its benefits continue to accrue to students and Peer Leaders, and positively affect institutions’ retention, graduation rates, and mission over decades? This paper examines the strategies used to disseminate the PLTL model; presents suggested prescriptions for institutional adoption regarding climate, culture, and organizational learning; provides case studies of possible sustainability methods and compares the PLTL critical components to suggestions for creating sustainable educational innovations.
可持续发展事务:倡导建立和继续以同伴为主导的团队学习
同行领导的团队学习(PLTL)模式在美国和其他国家的多所高等教育机构的成功传播反映在出版物的数量上(见www.pltlis.org)。然而,许多PLTL校园项目不再活跃或存在。这可能是由于最近的COVID大流行及其中断造成的。从历史上看,项目不再存在,因为支持倡议的拨款资金结束了;其他原因包括晋升,退休,甚至死亡的从业人员的工作拥护他们的PLTL计划结束。怎样才能维持一个校园PLTL项目,让学生和同行领导者继续受益,并在几十年内对院校的留校率、毕业率和使命产生积极影响?本文考察了PLTL模式的传播策略;提出了关于气候、文化和组织学习的机构采用建议处方;提供可能的可持续发展方法的案例研究,并将PLTL的关键组成部分与创建可持续教育创新的建议进行比较。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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