Peer-Led Engagement in STEM

 Summary of Fisher & Miller (2024)

Background & Existing Knowledge
STEM courses often struggle with student disengagement. Peer-led learning, especially when integrated with emotional and motivational support, may promote lasting academic interest.

New Insights from This Study
✔ Peer-Led Team Learning (PLTL) increased students’ emotional engagement and academic interest in biology.
✔ Higher engagement predicted stronger achievement and retention.
✔ Peer leaders benefited equally through repeated content exposure and mentoring skills.

Practical Applications: How Educators Can Use This Research

Building Peer Teams
📌 Form small, consistent groups with trained peer leaders.
📌 Encourage open questioning and mutual support.
📌 Offer structured but flexible discussion prompts.

Fostering Motivation
📌 Integrate emotional check-ins in sessions.
📌 Help students connect course content to real-life interests.
📌 Recognize peer growth in leadership roles.

Feedback and Reflection
📌 Use peer input to improve session design.
📌 Include self-evaluation for peer leaders and participants.
📌 Create safe spaces for honest reflection.

Conclusion
PLTL promotes not only deeper understanding but emotional investment in learning—especially valuable in large or impersonal STEM environments.

Key Words
peer-led learning, STEM education, student engagement, emotional support, academic achievement

Reference
Fisher, K. R., & Miller, J. (2024). Instructional Engagement and Peer-Led Team Learning in Undergraduate Biology. Teaching and Learning in Higher Education, 22(2), 77–94.

Suggested Citation
Ross, E. M., & Malar, D. B. J. (2025). Peer-Led Engagement in STEM. Excellent Educator, 2(13), 5.