Empowering Peer Leaders: Designing Dynamic PLTL Training in the United Kingdom

Tyler Christian, Hannah Wilton, Redwan Shahid, Sally Faulkner, & Lesley Howell

Queen Mary University of London

Abstract

In the academic year 2021-2022, Queen Mary University of London (UK) launched its successful pilot of Peer-Led Team Learning (PLTL) within undergraduate chemistry and economics courses. This year (2022-2023), the program expanded, with PLTL also introducing courses within biological sciences and business studies. Over 900 students are now enrolled in our PLTL program facilitated by approximately 80 Peer Leaders. Building on this success and inspired by colleagues from the University of Rochester on Peer Leader training materials, we sought to develop our own bespoke training materials for QMUL Peer Leaders. Working with our Peer Leaders, content was co-created to develop a feedback-orientated program for future cohorts. The current cohort of Peer Leaders was surveyed to identify gaps in the previous training program and suggest ideas to be prioritized. The enhanced training program emerged as an immersive online ‘course page’ comprising of written documents, videos, and interactive activities. This material will be consolidated and reinforced through an in-person training day to be held in late September during “Welcome Week” culminating in a final online assessment. This paper explores the intricacies of the decision-making process involved in crafting the training materials and serves as a template for other UK Universities adopting PLTL.

Keywords: PLTL, Co-creation, Training Materials, Student-Led, Feedback-Oriented

Recommended Citation

Christian, T., Wilton, H., Shahid, R., Faulkner, S., & Howell, L. (2023). Empowering Peer Leaders: Designing dynamic PLTL training in the United Kingdom. Advances in Peer-Led Learning, 3, 56-76. Online at https://doi.org/10.54935/apll2023-01-05-5