In-class hierarchical team model as a no-cost strategy to improve student success: Integrated peer leadership program

Introductory STEM classes can pose significant hurdles to college students, often disproportionately so for groups of traditionally underserved students, such as first-generation students. Several strategies, including using active learning modalities, can improve student success and mitigate the high failure rate in such courses. But how do you effectively implement active learning without added cost in very large lecture sections?

We developed a model in which students work in hierarchical groups and support each other in an active learning setting. By taking turns serving as peer leaders, students practice leadership skills and elevate both their own learning and that of their peers in the class. Over 4 semesters, the model reduced the student failure rate, reduced the student achievement gap, and improved student learning gains on formative assessments. We anticipate that the model, which comes with no additional cost or time needs for instructor or institution, is portable to other large STEM courses.