This unique book explains the theory behind peer-led team learning, offers suggestions for successful implementation (including how to write effective group problems and how to train peer leaders), discusses how to evaluate the success of the program, and answers frequently asked questions.This comprehensive and versatile book covers a wide range of topics.For anyone interested in learning about general chemistry.

Preface to the Peer-Led Team Learning Series The Workshop Chemistry Project was an exploration, development, and application of the concept of peer-led team learning in problem-solving Workshops in introductory chemistry courses. A pilot project was first supported by the National Science Foundation, Division of Undergraduate Education, in 1991. In 1995, the Workshop Chemistry Project was selected by NSF/DUE as one of five systemic initiatives to "change the way introductory chemistry is taught." In the period 19911998, the project grew from the initial explorations at the City College of New York to a national activity involving more than 50 faculty members at a diverse group of more than 30 colleges and universities. In 1998-1999, approximately 2500 students were guided in Workshop courses by 300 peer leaders per term. In Fall 1999, NSF chose the Workshop Project for a National Dissemination Grant to substantially broaden the chemistry participation and to extend the model to other SMET disciplines, including biology, physics and mathematics. Peer-Led Team Learning: A Guidebookis the first of a series of five publications that report the work of the Project during the systemic initiative award (1995-1999). The purpose of these five books is to lower the energy barrier to new implementations of the model. The Guidebook is a comprehensive account that works back and forth from the conceptual and theoretical foundations of the model to reports of "best-practice" implementation and application. Three other books provide specific materials for use inWorkshops in General Chemistry; Organic Chemistry;andGeneral, Organic and Biochemistry.One book in the series,On Becoming a Peer Leader,provides materials for leader training. The collaboration of students, faculty, and learning specialists is a central feature of the Workshop model. The project has been enriched by the talents and energy of many participants. Some of their names are found throughout these books; many others are not identified. In either case, we are most grateful to all those who have advanced the model by their keen insight and enthusiastic commitment. We also acknowledge, with pleasure, the support of the National Science Foundation, NSF/DUE 9450627 and NSF/DUE 9455920. Our work on the second NSF award was skillfully guided by our National Visiting Committee, Michael Gaines, Chair; Joseph Casanova; Patricia Cuniff; David Evans; Eli Fromm; John Johnson; Bonnie Kaiser; Clark Landis; Kathleen Parson; Arlene Russell; Frank Sutman; Jeffrey Steinfeld; and Ronald Thornton; we value their advice and encouragement. The text of theGuidebookwas repeatedly processed by Arlene Bristol, with exceptional skill and remarkable patience. Finally, we appreciate the vision and commitment of John Challice and Prentice Hall to make this work readily available to a large audience. Books are written for you, the readers. We welcome your comments and insights. Please contact us at the indicated e-mail addresses. The Editors David K. Gosser (gosser@ scisun.sci.ccny.cuny.edu) Mark S. Cracolice (markc@selway.umt.edu) J. A. Kampmeier (kamp@chem.rochester.edu) Vicki Roth (vrth@mail.rochester.edu) Victor S. Strozak (vstrozak@gc.cuny.edu) Pratibha Varma-Nelson (varmanelson@sxu.edu)