Born in the USA – Exploring the PLTL Model in the UK Higher Education

Redwan Shahid, Christopher R. Jones, Manolis Noikokyris, Stefan Krummaker, Anthony E. Michael, and Lesley A. Howell 

Queen Mary University of London 

Abstract 

In September 2021, Queen Mary University of London piloted Peer-Led Team Learning (PLTL) for the first time. PLTL workshops were introduced into three independent modules with the purpose to identify any challenges we may face and to establish a set of recommendations for a scaled up PLTL programme at QMUL. In 2019, QMUL launched the 2030 strategy. Our mission is to be the most inclusive university of its kind, anywhere by 2030. PLTL directly sits under the strategic pillar for student engagement but indirectly impacts a wide range of QMUL’s strategic aims. Our findings from the initial pilot suggest the workshops are most effective if they are compulsory, assessed, held regularly, and assigned to students.  

Keywords: United Kingdom, PLTL Pilot, Student Engagement, Learning Community, Sense of Belonging, Attainment Gap 

Recommended Citation 

Shahid, R., Jones, C.R., Noikokyris, M., Krummaker, S., Michael, A.E., & Howell, L.A. (2022). Born in the USA – Exploring the PLTL Model in UK Higher Education. Advances in Peer-Led Learning, 2, 4-16. Online at https://doi.org/10.54935/apll2022-01-02-04