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Bergey, B.W., Parrila, R.K., Laroche, A. & Deacon, S.H. (2019). Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties. Contemporary Educational Psychology, 56, 25-39. https://doi.org/10.1016/j.cedpsych.2018.11.001


Kerr, E.F., & Samuels, M. (2019). Using Graduate and Experienced Undergraduate Students to Support Introductory Courses (Ch. 7). In Hartwell, S.K., & Gupta, T. (Eds.). From General to Organic Chemistry: Courses and Curricula to enhance student retention. ACS Symposium Series Vol. 1341. https://doi.org/10.1021/bk-2019-1341.ch007


McDowell, T.R., Schmittzehe, E.T., Duerden, A.J., Cernusca, D., Collier, H., & Woelk, K. (2019). A student-choice model to address diverse needs and promote active learning. Journal of Science Education and Technology, 28, 4, 321-328. https://link.springer.com/article/10.1007/s10956-019-9768-2


Pon-Barry, H., St. John, A., Packard, B. W-L., & Rotundo, B. (2019).  A Flexible Curriculum for Promoting Inclusion through Peer Mentorship. SIGCSE ’19, February 27–March 2, 50th ACM Technical Symposium,  Minneapolis, MN, USA. DOI: 10.1145/3287324.3287434 ·


Stephenson, N.S., Miller, I.R., & Sadler-McKnight, N.P. (2019). Impact of Peer-Led Team Learning and the Science Writing and Workshop Template on the Critical Thinking Skills of First-Year Chemistry Students. Journal of Chemical Education, 96, 841-849. pubs.acs.org/jchemeduc 


Welder, C.O. (2019). An All-In Approach to Flipping the Organic Chemistry Classroom Using Elements of Peer-Led Team Learning with Undergraduate Learning Assistants (Ch. 8). In Houseknecht, J.B., Leontyev, A., Maloney, V.M., & Welder, C.O. (Eds.). Active learning in Organic Chemistry: Implementation and analysis. ACS Symposium Series Vol. 1336, 119-148. https://pubs.acs.org/doi/pdf/10.1021/bk-2019-1336.ch008


Wilson, S.B., & Varma-Nelson, P. (2019). Characterization of First-Semester Organic Chemistry Peer-Led Team Learning and Cyber Peer-Led Team Learning Students’ Use and Explanation of Electron-Pushing Formalism. Journal of Chemical Education, 96, 1, 25-34. https://doi.org/10.1021/acs.jchemed.8b00387


Zha, S., Estes, M. D., & Xu, L. (2019). A meta-analysis on the effect of duration, task, and training in peer-led learning. Journal of Peer Learning, 12, 5-28. https://ro.uow.edu.au/ajpl/vol12/iss1/2

Barnard, R.A., Boothe, J.R., Salvatore, J., Emerson, K., Boone, A., Sandler, C., & Coppola, B.R. (2018). Course-based support for peer-led study group facilitators in a large instruction team. Journal of College Science Teaching, 47, 4, 21-29. Read More: https://search.proquest.com/openview/96925c8a68dc25d70b47b2252f67c0fa/1?pq-origsite=gscholar&cbl=49226


Blanco, S.A. (2018). Active learning in a discrete mathematics class. SIGCSE ’18 Proceedings of the 49th ACM Technical Symposium on computer science education, 828-833. Baltimore, Maryland, USA, February 21-24, 2018. Read More: DOI: 10.1145/3159450.3159604 https://dl.acm.org/doi/10.1145/3159450.3159604


Cancado, L., Reisel, J.R., & Walker, C.M. (2018). Impact of first-year mathematics study groups on the retention and graduation of engineering students. International Journal of Mathematical Education in Science and Technology. Read More: https://doi.org/10.1080/0020739X.2017.1423120


Eren-Sisman, E.N., Cigdemoglu, C., & Geban, O. (2018). The effect of peer-led team learning on undergraduate engineering students’ conceptual understanding, state anxiety, and social anxiety. Chemistry Education Research and Practice, Read More: DOI: 10.1039/C7RP00201G; http://pubs.rsc.org/en/content/articlehtml/2018/rp/c7rp00201g

Frey, R.F., Fink, A., Cahill, M.J., McDaniel, M.A., Solomon, E.D. (2018). Peer-Led Team Learning in General Chemistry I: Interactions with Identity, Academic Preparation, and a Course-Based Intervention. Journal of Chemical Education, 95, 12, 2103-2113. https://doi.org/10.1021/acs.jchemed.8b00375


Gibbons, R.E., Xu, X., Villafane, S.M., & Raker, J.R. (2018). Testing a reciprocal causation model between anxiety, enjoyment and academic performance in postsecondary organic chemistry. Educational Psychology: International Journal of Experimental Educational Psychology. Read More: https://doi.org/10.1080/01443410.2018.1447649


Glover, R., Hammond, N.B., Smith, J., Guerra, D.. (2018). Assessing Peer Leader Skill Acquisition and Group Dynamics in a First-Year Calculus Course. International Journal for the Scholarship of Teaching and Learning, 12, 1, Article 10. https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1685&context=ij-sotl

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Harper, M.S., & Allegretti, C.L. (2018). Transition to Success: Training Students to Lead Peer Groups in Higher Education. New York, NY: Momentum Press.


Hansen, J.H.L., Dubey, H., Sangwan, A., Kaushik, L., & Kothapally, V. (2018). UTDallas-PLTL: Advancing multi-stream speech processing for interaction assessment in peer-led team learning. The Journal of the Acoustical Society of America, 143,1869. Read More: https://doi.org/10.1121/1.5036130


Hodges, L.C. (2018). Contemporary issues in group learning un undergraduate science classrooms: A perspective from student engagement. CBE-Life Sciences Education, 17, 2. Read More: https://doi.org/10.1187/cbe.17-11-0239


Kalaian, S.A., Kasin, R.M., Nims, J.K. (2018). Effectiveness of Small-Group Learning Pedagogies in Engineering and Technology Education: A Meta-Analysis. Journal of Technology Education, 29, 2, 20-35, Spring. https://files.eric.ed.gov/fulltext/EJ1182362.pdf


Koretsky, M. Keeler, J., Ivanovitch, J. & Cao, Y. (2018). The role of pedagogical tools in active learning: a case for sense-making. International journal of STEM education, 5. 18. https://doi.org/10.1186/s40594-018-0116-5


McDaniel, M.A., Mestre, J.P., Frey, R.F., Gouravajhala, R., Hilborn, R.C., Miyatsu, T., Morphew, J.W., & Slakey, L.L. (2018). Maximizing undergraduate STEM learning: Promoting research at the intersection of cognitive psychology and discipline-based education research. https://cpb-us-2.wpmucdn.com/sites.wustl.edu/dist/e/1431/files/2018/06/McDaniel-et-al.-2017-cognitive-psychology-and-discipline-based-education-research-25k0ebu.pdf


McDowell, T. R. (2018). Evaluation of the redesign of a STEM gatekeeper course, General Chemistry I, incorporating active-learning strategies and implementation of a student-choice model. Doctoral Dissertations. 2683. https://scholarsmine.mst.edu/doctoral_dissertations/2683


Liou-Mark, J., Ghosh-Dastidar, U., Samaroo, D., Villatoro, M. (2018). The Peer-Led Team Learning leadership program for first year minority science, technology, engineering, and mathematics students. Journal of Peer Learning, 11, 65-75. Read More: http://ro.uow.edu.au/ajpl/vol11/iss1/5


Liu, Y., Raker, J.R., & Lewis, J.E. (2018). Evaluating student motivation in organic chemistry courses: moving from a lecture-based to a flipped approach with peer-led team learning. Chemistry Education Research and Practice, 19, 2018, 19, 251-264. Read More: DOI: 10.1039/C7RP00153C https://pubs.rsc.org/en/content/articlelanding/2018/rp/c7rp00153c


Narayanan, S., Cunningham, K., Arteaga, S., Welch, W.J., Maxwell, L., Chawinga, Z., & Su, B. (2018). Upward mobility for underrepresented students: a model for a cohort-based bachelor’s degree in computer science. ACM Inroads, 9, 2, 72-78. Read More: https://dl.acm.org/citation.cfm?id=3210555


Sidhu, G., & Srinivasan, S. (2018). An intervention-based active-learning strategy to enhance student performance in mathematics. International journal of pedagogy and teacher education. 2, 1. Read More: https://jurnal.uns.ac.id/ijpte/article/view/19568


Skagen, D., McCollum, B., Morsch, L., & Shokoples, B. (2018). Developing communication confidence and professional identity in chemistry through international online collaborative learning. Chemistry Education Research and Practice, 19, 567-582. Read More: DOI: 10.1039/C7RP00220C https://pubs.rsc.org/en/content/articlelanding/2018/rp/c7rp00220c


Twigg, P.M., Ponappalli, P., & Fowler, M. (2018) Workshop problem-solving for improved student engagement and increased learning in Engineering Control. International Journal of Electrical Engineering Education, 55, 2, 120-129. ISSN 2050-4578. https://e-space.mmu.ac.uk/620343/1/IJEEE_ControlWorkshopPaperShare.pdf

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Veale, C.G.L, Krause, R.W.M., & Sewry, J.D. (2018). Blending problem-based learning and Peer-Led Team Learning, in an open ended “home grown” pharmaceutical chemistry case study. Chemistry Education Research and Practice, 19, 1, 68-79. Read More: https://eric.ed.gov/?id=EJ1166664


Villatoro, M., Pena, K.K., & Liou-Mark, J. (2018). The effects of peer-led workshops in a statics course. Paper ID #24399. 2018 ASEE Mid-Atlantic Section Spring Conference: Washington, District of Columbia Apr 6-7, 2018. Read More: https://peer.asee.org/the-effects-of-peer-led-workshops-in-a-statics-course.pdf


Winterton, C., (2018). Peer-Led Team Learning: The Effect of Peer leader and student interactions on student learning gains and course achievement in introductory Biology. Dissertations – ALL.901. https://surface.syr.edu/etd/901.


Xu, C., Kwon, O., Ostrom, R., But, J., Mendoza, B., & Liou-Mark, J. (2018). Peer-Led Team Learning bridges the learning gap in a first-year engineering technology course.  2018 ASEE Mid-Atlantic Section Spring Conference: Washington, District of Columbia, April 6-7, 2018 – University of the District of Columbia.  Read More: https://peer.asee.org/29471.pdf

Abeysiriwardhane, A., Lutzhoft, M., Petersen, E.S., & Enshaei, H. (2017). Human-centred design knowledge into maritime engineering education; theoretical framework. Australasian Journal of Engineering Education, 1-12, February. http://dx.doi.org/10.1080/22054952.2017.1287038


Apugliese, A., & Lewis, S.E. (2017). Impact of instructional decisions on the effectiveness of cooperative learning in chemistry through meta-analysis. Chemistry Education Research and Practice, 18, 271-278. DOI: 10.1039/C6RP00195E https://pubs.rsc.org/en/content/articlelanding/2017/rp/c6rp00195e


Bilal, S., Shuriye, A. O., & Othman, R. (2017). The Impact of Cooperative Learning on Numerical Methods Course. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 11, 2, 336-339. http://www.waset.org/publications/10006323.


But, J.C., Brown, P., & Smyth, D.S. (2017). Reading Effectively across the Disciplines (READ): A Strategy to Improve Student Success. InSight: A Journal of Scholarly Teaching, 12, 30-50.

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Dubey, H., Sangwan, A. & Hansen, J.H.L. (2017). Using speech technology for quantifying behavioral characteristics in peer-led team learning sessions. Computer Speech & Language. ISSN 0885-2308, http://doi.org/10.1016/j.csl.2017.04.002. http://www.sciencedirect.com/science/article/pii/S0885230816303333. https://arxiv.org/pdf/1704.07274.pdf


Frey, R.F., Cahill, M.J., & McDaniel, M.A. (2017). Students’ Concept-Building Approaches: A Novel Predictor of Success in Chemistry Courses. Journal of Chemical Education, Article ASAP DOI: 10.1021/acs.jchemed.7b00059; http://pubs.acs.org/doi/ipdf/10.1021/acs.jchemed.7b00059


Gasman, M., Nguyen, T. H., Conrad, C. F., Lundberg, T., & Commodore, F. (2017). Black male success in STEM: A case study of Morehouse College. Journal of Diversity in Higher Education, 10, 2, 181-200 (June). http://dx.doi.org/10.1037/dhe0000013


Gray, J., Roberts, M., & Corley, J. (2017). Getting Principled: Reflections on Teaching CS Principles at Two College Board University Pilots. SIGCSE’17, March 8–11, 2017, Seattle, WA, USA. © 2017 ACM. ISBN 978-1-4503-4698-6/17/03. http://dx.doi.org/10.1145/3017680.3017758


Jardine, H.E., & Friedman, L.A. (2017). Using Undergraduate Facilitators for Active Learning in Organic Chemistry: A Preparation Course and Outcomes of the Experience. J. Chem. Educ., 2017, 94 (6), pp 703–709. DOI: 10.1021/acs.jchemed.6b00636 https://pubs.acs.org/doi/10.1021/acs.jchemed.6b00636


Khatri, R., Henderson, C., Cole, R., Froyd, J.E., Friedrichsen, D., & Stanford, C. (2017). Characteristics of well-propagated teaching innovations in undergraduate STEM. International Journal of STEM Education, 4, Article 2. https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-017-0056-5


Kim, Y. (2017). Analysis of Peer-Led Team Learning (PLTL) Data for Calculus Using Linear Mixed Effect Models. Spring, 66. https://openscholarship.wustl.edu/wushta_spr2017/66


Lamers, T.S. (2017). Credited Peer-Led Team-Learning and Undergraduate Student Success. Doctoral Dissertation. http://digital.library.wisc.edu/1793/79424


Lara, M. (2017). Peer-Led Team Learning in a Problem-Solving Course: Lessons Learned. https://members.aect.org/pdf/Proceedings/proceedings17/2017i/17_08.pdf


Linton, D.L., Farmer, J.K., Peterson, E. (2017). Is peer interaction necessary for optimal active learning? CBE-Life Sciences Education, 13, 2. Read More: https://doi.org/10.1187/cbe.13-10-0201


Lundmark, J., Paradis, J., Kapp, M., Lowe, E., Tashiro, L. (2017). Development and impact of a training program for undergraduate facilitators of peer-assisted learning. Journal of college science teaching, 46,  6, 50-54. Read More: https://search.proquest.com/openview/2b84b2a0c27da6b3df734a40595bbb55/1?pq-origsite=gscholar&cbl=49226


McVey, M.A., Bennett, C.R., Kim, J.H., & Self, A. (2017). Impact of Undergraduate Teaching Fellows Embedded in Key Undergraduate Engineering Courses. American Society for Engineering Education, Paper ID #18450. https://peer.asee.org/impact-of-undergraduate-teaching-fellows-embedded-in-key-undergraduate-engineering-courses.pdf


Muller, O., Shacham, M. & Herscovitz, O. (2017) Peer-led team learning in a college of engineering: First-year students’ achievements and peer leaders’ gains. Innovations in Education and Teaching International, 1-12, February. DOI: 10.1080/14703297.2017.1285714; http://dx.doi.org/10.1080/14703297.2017.1285714


Pratt, D.E. (2017). A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program. University of New Orleans Theses and Dissertations. 2429. https://scholarworks.uno.edu/td/2429


Sabanavagam, K., Dani, V.D., John, M., Restivo, W., Mikhavlichenko, S., & Dalili, S., 2017). Developing and Implementing Lab Skills Seminars, a Student-Led Learning Approach in the Organic Chemistry Laboratory: Mentoring Current Students While Benefiting Facilitators. Journal of Chemical Education, 94, 12, 1881–1888   https://doi.org/10.1021/acs.jchemed.7b00073


Salomone, M., & Kling, T., (2017). Required peer-cooperative learning improves retention of STEM majors. International Journal of STEM Education, 4, Article number: 19. https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-017-0082-3


Sloane, J.D., Snyder, J.J., Wiles, J.R. (2017). Peer-Led Team Learning improves minority student retention in STEM majors. bioRxiv. doi: https://doi.org/10.1101/200071.


Stockwell, B.R., Stockwell, M.S., & Jiang, E. (2017). Group problem-solving in class improves undergraduate learning. ACS Central Science, Article ASAP. DOI: 10.1021/acscentsci.7b00133   http://pubs.acs.org/doi/full/10.1021/acscentsci.7b00133


Williams, J.L., Miller, M.E., Avitabile, B.C., Burrow, D.L., Schmittou, A.N., Mann, M.K., & Hiatt, L.A. (2017). Teaching students to be instrumental in analysis: Peer-led team learning in the instrumental laboratory. Journal of Chemical Education, 94,  12, 1889-1895. Read More: DOI: 10.1021/acs.jchemed.7b00285 https://pubs.acs.org/doi/full/10.1021/acs.jchemed.7b00285

Arendale, D.R., & Hane, A.R. (2016). Peer study groups as catalyst for vocational exploration. Journal of developmental education, 39, 2, 2-4, 6, 8, 10-11, 26-27 https://www.jstor.org/stable/44987378


Beneteau, C., Fox, G., Xu, X., Lewis, J.E., Ramachandran, K., Campbell, S., & Holcomb, J. (2016). Peer-led guided inquiry in calculus at the University of South Florida. Journal of STEM education, 17, 2, 5- 13, April-June. https://www.proquest.com/openview/9e2046383054cd86a3c1bca7947ae9f4/1?pq-origsite=gscholar&cbl=27549


Brault, I., Vanier, M.-C., Dumez, V., Towle, A., Godolphin, W., Pittenger, A.L., Conway, J., VonBank, J.R., & Collins, L. (2016). Partnering with patients in interprofessional education in Canada and in the USA: challenges and strategies. Leading Research in Evaluation in Interprofessional Education and Collaborative Practice, pp. 329-353. Netherlands: Springer. https://link.springer.com/chapter/10.1057/978-1-137-53744-7_16


Cannon, E.M., Chawla, P., Lo, K., & Adams, H. (2016). igniteCS: Addressing undergraduate CS retention. SIGCSE ’16, Proceedings of the 47th ACM Technical Symposium on Computing Science Education, 238-239. DOI: 10.1145/2839509.2844658


Carlson, K., Turvold Celotta, D., Curran, E., Marcus, M., and Loe, M. (2016). Assessing the Impact of a Multi-Disciplinary Peer-Led-Team Learning Program on Undergraduate STEM Education, Journal of University Teaching & Learning Practice, 13(1). Available at: JUTLP


Chan, J.Y.K., & Bauer, C.F. (2016). Learning and studying strategies used by general chemistry students with different affective characteristics. Chemistry Education Research and Practice, DOI: 10.1039/C5RP00205B https://pubs.rsc.org/en/content/articlelanding/2016/rp/c5rp00205b


Dubey, H., Kaushik, L., Sangwan, A., & Hansen, J.H.L. (2016). A speaker diarization system for studying Peer-Led Team Learning groups. Proceedings of INTERSPEECH 2016, San Francisco, USA. ArXiv:1606.07316v1. https://doi.org/10.48550/arXiv.1606.07136


Feder, E., Khan, I., Mazur G., Vernon, T., Janke, T., Newbrough, J., Shuck, L., Zhu, L., & Varma-Nelson, P. V. (2016). Accessing Collaborative Online Learning with Mobile Technology in Cyber Peer-Led Team Learning.  EDUCAUSE Review Online51, 2. https://er.educause.edu/articles/2016/4/accessing-collaborative-online-learning-with-mobile-technology-in-cyber-peer-led-team-learning


Hickman, K. (2016). The effects of peer-led team learning on pass rates, academic performance, and retention of under-represented minority students in STEM courses. http://hdl.handle.net/2346/72329


Khatri, R., Henderson, C., Cole, R., Froyd, J.E., Friedrichsen, D., & Stanford, C. (2016). Designing for sustained adoption: A model of developing educational innovations for successful propagation. Physical review physics education research, 12, 010112. https://journals.aps.org/prper/pdf/10.1103/PhysRevPhysEducRes.12.010112


Kudish, P. Shores, R., McClung, A., Smulyan, L., Vallen, E.A., & Siwicki, K.K. (2016). Active learning outside the classroom: Implementation and outcomes of Peer-Led Team Learning workshops in Introductory Biology. CBE-Life Sciences Education, 15, 3, article 31. https://www.lifescied.org/doi/pdf/10.1187/cbe.16-01-0051


McCullough, S.R. (2016). Social-cognitive gains in female undergraduate peer instructors in STEM disciplines. ProQuest 10131726. https://www.proquest.com/openview/811b447b15ff3cd9ad2b2a57c6ef165e/1?pq-origsite=gscholar&cbl=18750


Nepomuceno, G.M., Decker, D.M., Shaw, J.D., Boyes, L., Tantillo, D.J., Wedler, H.B. (2016). The value of safety and practicality: Recommendations for training disabled students in the sciences with a focus on blind and visually impaired students in chemistry laboratories. Journal of Chemical Health and Safety, 23, 1, 5-11. https://pubs.acs.org/doi/abs/10.1016/j.jchas.2015.02.003


Qureshi, S., Bradley, K., Vishnumolakala, V.R., Treagust, D.F., Southams, D.C., Mocerino, M., Oheil, J. (2016). Educational Reforms and Implementation of Student-Centered Active Learning in Science at Secondary and University Levels in Qatar. Science Education International, 27, 3, 437-456. https://espace.curtin.edu.au/bitstream/handle/20.500.11937/47457/246338_246338.pdf?sequence=2&isAllowed=y


Repice, M.D., Sawyer, R.K., Hogrebe, M.C., Brown, P.L., Luesse, S.B., Gealy, D.J., and Frey, R.F. (2016). Talking through the problems: a study of discourse in peer-led small groups. Chemistry Education Research and  Practice, 2016,17, 555-568. DOI: 10.1039/C5RP00154D https://pubs.rsc.org/en/content/articlelanding/2016/rp/c5rp00154d


Sloane, J.D. (2016). The Influence Of Peer-Led Team Learning on Underrepresented Minority Student Achievement in Introductory Biology and Minority Student Achievement in Introductory Biology and Recruitment and Retention In Science, Technology, Engineering, Recruitment and Retention In Science, Technology, Engineering, and Mathematics Majors and Mathematics Majors. Dissertations – ALL. 607. https://surface.syr.edu/etd/607.


Snyder, J.J.,  Sloane, J.D., Dunk, R.K.P., & Wiles, J. (2016). Peer-Led Team Learning Helps Minority Students Succeed. PLOS Biology, 14 (3), March. DOI: http://dx.doi.org/10.1371/journal.pbio.1002398 .


Stephenson, N.S., & Sadler-McKnight, N.P. (2016). Developing critical thinking skills using the Science Writing Heuristic in the chemistry laboratory. Chemistry Education Research and Practice, 17, 72-79. https://pubs.rsc.org/en/content/getauthorversionpdf/c5rp00102a


Wade, P. (2016). Student tutors: An analysis of the creation of a Peer-Led tutoring initiative utilizing the implementation staircase model. Journal of Teaching English for Specific and Academic Purposes, 4, 2, 367-372.http://espeap.junis.ni.ac.rs/index.php/espeap/article/viewFile/382/244


Wankat, P.C., & Bullard, L.G. (2016). The future of engineering education – revisited. Chemical Engineering Education, 50, 1, 19-28. https://journals.flvc.org/cee/article/download/87713/84510


Waratuke, S., & Kling, T. (2016). Interdisciplinary research in a dense summer bridge: The role of a writing intensive chemistry seminar. Journal of Chemical Education, 93, 8, 1391-1396. https://www.researchgate.net/profile/Thomas-Kling/publication/306322175_Interdisciplinary_Research_in_a_Dense_Summer_Bridge_The_Role_of_a_Writing_Intensive_Chemistry_Seminar/links/5b45067f0f7e9b1c7223407d/Interdisciplinary-Research-in-a-Dense-Summer-Bridge-The-Role-of-a-Writing-Intensive-Chemistry-Seminar.pdf


Wilson, S.B., & Varma-Nelson, P. (2016). Small groups, significant impact: A review of Peer-Led Team Learning research with implications for STEM education researchers and faculty. Journal of Chemical Education, DOI: 10.1021/acs.jchemed.5b00862. https://pubs.acs.org/doi/full/10.1021/acs.jchemed.5b00862


Zaki, N. (2016). PageRank algorithm to improve the Peer-Led Team Learning pedagogical approach. Smart Education and e-Learning, Vol. 59, 226-234. Netherlands: Springer. https://link.springer.com/chapter/10.1007/978-3-319-39690-3_20

Batz, Z., Olsen, B.J., Dumont, J., Dastoor, F., and Smith, M.K. (2015). Helping Struggling Students in Introductory Biology: A Peer Tutoring Approach that Improves Performance, Perception and Retention. CBE-Life Sciences Education, 14, 1-12, Summer. DOI: 10.1187/cbe.14-08-0120. https://www.lifescied.org/doi/10.1187/cbe.14-08-0120 


Chan, J.Y.K.., & Bauer, C.F. (2015). Effect of peer-led team learning (PLTL) on student achievement, attitude, and self-concept in college general chemistry in randomized and quasi- experimental designs. Journal of Research in Science Teaching, 52, 3, 319-346. DOI: 10.1002/tea.21197. https://onlinelibrary.wiley.com/doi/10.1002/tea.21197


Cracolice, M.S., & Busby B.D. (2015). Preparation for College General Chemistry: More than Just a Matter of Content Knowledge Acquisition.  Journal of Chemical Education, 92, 11, 1790-1797. https://doi.org/10.1021/acs.jchemed.5b00146


Dreyfuss, A.E., & Fraiman, A. (2015). Peer-Led Team Learning: An active learning method for the 21st century. Proceedings of 8th annual International Conference of Education, Research and Innovation, pp. 698-706; Seville, Spain, November 16-18; ISSN: 2340-1095. https://www.academia.edu/download/47508162/Paper_1170.pdf


Dreyfuss, A.E.,  Villatoro, M., Loui, M.C., Becvar, J., Saupe, G., & Johnson, W. (2015). Getting past the first year: Retaining Engineering majors. Proceedings of 2015 IEEE Frontiers in Education Conference, Session S3D; El Paso, Texas, October 21-24. https://ieeexplore.ieee.org/abstract/document/7344363


Finn, K., & Campisi, J. Implementing and evaluating a Peer-Led Team Learning approach in undergraduate anatomy and physiology. Journal of College Science Teaching, 44, 6, 38-43. https://www.jstor.org/stable/43631995?seq=1


Gardner, L. (2015). Analysis of Student Performance in Peer Led Undergraduate Supplements. ProQuest Dissertations And Theses; Thesis (Ph.D.)–University of Kansas, 2015.; Publication Number: AAT 3723136; ISBN: 9781339057910; Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.; 227 p. https://kuscholarworks.ku.edu/bitstream/handle/1808/19159/Gardner_ku_0099D_14264_DATA_1.pdf?sequence=1


Gates, A.Q., Casas, C., Servin, C., Slattery, M.  (2015). Using Peer-Led Team Learning to build university-community college relationships. Frontiers in Education Conference (FIE), 2015. 32614. IEEE


Grimes, C.L, & White III, H.B. (2015). Passing the baton: Mentoring for adoption of active‐learning pedagogies by research‐active junior faculty. Biochemistry and molecular biology education, 43, 5, 345-357. https://iubmb.onlinelibrary.wiley.com/doi/full/10.1002/bmb.20885


Gosser, D.K. (2015). Peer-Led Team Learning: Origins, research and practice.  Linus Learning.


Johnson, E. C.,   Robbins, B. A., &   Loui, M. C. (2015).   What do students experience as peer leaders of learning teams? Advances in Engineering Education, vol. 4, no. 4, Summer 2015. Final manuscript


Lestari, R.N. (2015) The Impact of Peer Led Team Learning on Students’ Cognitive and Leadership Skills in Learning Global Warming. S1 thesis, Universitas Pendidikan Indonesia. http://repository.upi.edu/18237/


Liou-Mark, J., Dreyfuss, A.E., Han, Sandie, Yuen-Lau, L., Yu, K. (2015). Aim for Success: Peer-Led Team Learning supports first-year transition to college-level mathematics. Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning. ISSN: 1759-667X. https://scholar.archive.org/work/jfehx4q7b5antm7wzhydcuwnfa/access/wayback/http://journal.aldinhe.ac.uk/index.php/jldhe/article/viewFile/312/pdf


Merkel, J.C., & & Brania, A. (2015).  Assessment of Peer-Led Team Learning in Calculus I: A Five-year Study Innovative Higher Education, 40, 5, 415-428. doi:10.1007/s10755015-9322-y-https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0115084


Payri, D. (2015). Cooperative learning: School education. International Journal of Scientific Research, 4, 7, 66-70. 7125-35646-1 https://www.worldwidejournals.com/international-journal-of-scientific-research-(IJSR)/recent_issues_pdf/2015/July/July_2015_1435729824__19.pdf


Pelaez, N., Anderson, T.R., & Postlethwait, S.M. (2015). A vision for change in bioscience education: Building on knowledge from the past. BioScience, 65, 1, 90-100.  Doi: 10.1093/biosci/biu188 https://academic.oup.com/bioscience/article/65/1/90/2754250


Rein, K.S., & Brookes, D.T. (2015). Student response to a partial inversion of an organic chemistry course for non-chemistry majors. Journal of Chemical Education, 92, 5, 797-802. https://pubs.acs.org/doi/full/10.1021/ed500537b


Rizky, N.L. (2015).  The Impact of Peer Led Team Learning on Students’ Cognitive and Leadership Skills in Learning Global Warming Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu


Snyder, J. J., Carter, B. E., & Wiles, J. R. (2015). Implementation of the Peer-Led Team-Learning Instructional Model as a Stopgap Measure Improves Student Achievement for Students Opting Out of Laboratory. CBE-Life Sciences Education14, 1, ar2. Doi: 10.1187/cbe.13-08-0168 https://www.lifescied.org/doi/10.1187/cbe.13-08-0168


Snyder, J. J., & Wiles, J. R. (2015). Peer led team learning in introductory biology: effects on peer leader critical thinking skills. PLoS One, 10, 1. Doi: 10.1371/journal.pone.0115084. eCollection 2015. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0115084


Thomas, A.S., Bonner, S.M., Everson, H.T., & Somers, J.A. (2015). Leveraging the power of peer-led learning: investigating effects on STEM performance in urban high schools. Journal of educational research and evaluation, 21, 7-8, 537-557. http://dx.doi.org/10.1080/13803611.2016.1158657


Trujillo, G., Aginaldo, P.G., Anderson, C., Bustamante, J., Gersinger, D.R., Pastor, M.J., Wright, J., Marquez-Magana, L., Riggs, B. (2015). Near-peer STEM Mentoring Offers Unexpected Benefits for Mentors from Traditionally Underrepresented Backgrounds.  Perspectives on Undergraduate Research and Training, 4, 1, Online (PURM 4.1). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5034940/


Wilson, S.B. (2015). A comparison of first-semester organic chemistry students’ experiences and mastery of curved-arrow formalism in face-to-face and cyber Peer-Led Team Learning.  https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=2660&context=open_access_dissertations


Wofford, K. (2015). Anatomy Lab Instruction: Traditional versus a Peer Led, Web-Supported, Team Learning Model. Uniformed Services University of the Health Sciences. https://www.usuhs.edu/tsnrp/presentation-abstract/anatomy-lab-instruction-traditional-versus-peer-led-web-supported-team-0


Yigsaw, A. (2015). Students’ Perception and Practice of Writing through Peer-Led Learning (PLL) at Bahir Dar University. Science, Technology and Arts Research Journal, 4, 1, 197-202. DOI: http://dx.doi.org/10.4314/star.v4i1.32 

Arendale, D.R. (2014). Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography. Online at http://z.umn.edu/peerbib.


Ashworth, A.L., Lam, I.,  Moore, N.E., & Lull, M. E (2014). Development and implementation of peer-led weekly review sessions and the assessment of their impact on student learning. Doctoral External Publications. Paper 5. https://fisherpub.sjfc.edu/doctoral_ext_pub/5


Brown, P. (2014). Implementation of a program for mentoring students in a two-year chemical technology program by an alumnus enrolled in graduate school. Journal of Chemical Education, 91,  4, 605-607. https://pubs.acs.org/doi/pdf/10.1021/ed400592w


Chapin, H.C.,  Wiggins, B.L., & Martin-Morris, L.E. (2014). Undergraduate science learners show comparable outcomes whether taught by undergraduate or graduate teaching assistants. Journal of College Science Teaching, 44, 2, 90-99. https://www.jstor.org/stable/43631962


Coppola, B.P., & Pontrello, J.K. (2014). Using errors to teach through a two-staged, structured review: Peer-reviewed quizzes and “what’s wrong with me?” Journal of Chemical Education, 91, 2148-2154. https://pubs.acs.org/doi/pdf/10.1021/ed500286y


Drane, D., Micari, M. & Light, G. (2014). Students as teachers: effectiveness of a peer-led STEM learning programme over 10 years. Journal of educational research and evaluation, 20, 3, 210-230. http://dx.doi.org/10.1080/13803611.2014.895388


Fakayode, S.O., Yakubu, M., Adeyeye, OlM., Pollard, D.A., & Mohammed, A.K. (2014) Promoting undergraduate STEM education at a Historically Black College and University through research experience. Journal of Chemical Education, 91, 662-665. https://pubs.acs.org/doi/pdf/10.1021/ed400482b


Fortus, D. (2014). Attending to affect. Journal of Research in Science Teaching. doi:10.1002/tea.21155 https://onlinelibrary.wiley.com/doi/10.1002/tea.21155


Keenan, C. (2014). Mapping student-led peer learning in the UK. York, UK: Higher Education Academy. Heacademy.ac.uk.


Lewis, S.E., (2014). Starting and Sustaining a Peer-Led Team Learning Program. In Addressing the Millennial Student in Undergraduate Chemistry. Chapter 4, pp 47–57. Chapter DOI:10.1021/bk-2014-1180.ch004. ACS Symposium Series, Vol. 1180. ISBN13:9780841230125 ISBN:9780841230132.


Linton, D. L., Farmer, J. K., & Peterson, E. (2014). Is Peer Interaction Necessary for Optimal Active Learning? Cell Biology Education – Life Sciences Education13(2), 243–252. https://www.lifescied.org/doi/epdf/10.1187/cbe.13-10-0201


Newhall, T., Meeden, L., Danner, A., Soni, A., Ruiz, F., & Wicentowski, R. (2014, March). A support group for introductory CS courses that improves student performance and retains students from underrepresented groups45th Association for Computing Machinery (ACM) technical symposium on Computer science education (SIGCSE), 433-438, Atlanta, GA.


Siddique, Z., Kremer, G.E. O., Akasheh, F. (2014). Modeling a flat learning environment as a social network to understand effects of peer-to-peer information exchange on learning. Proceedings of the ASME 2014 International Design Engineering Technical Conferences & Computers and Information in Engineering Conference, August 17-20, Buffalo, New York. https://asmedigitalcollection.asme.org/IDETC-CIE/proceedings-abstract/IDETC-CIE2014/V003T04A029/257190


Smith, J., Wilson, S.B., Banks, J., Zhu, L., & Varma-Nelson, P. (2014). Replicating Peer-led Team Learning in Cyberspace: Research, Opportunities, and Challenges. Journal of Research in Science Teaching, 51(6), 714-740.  https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21163


Reisel, J., Jablonski, M., Munson, E., & Hosseini, H. (2014). Peer-led team learning in mathematics courses for freshmen engineering students. Journal of STEM Education, 15, 2.  Laboratory for Innovative Technology in Engineering Education (LITEE). Retrieved June 29, 2019 from https://www.learntechlib.org/p/151103/.


Varma-Nelson, P. (2012). Innovations: Getting to know PLTLThe National Teaching & Learning Forum, 21 (4), 7-8.


Weimer, M. (2014). Peer Learning: An Update. Faculty Focus. Oneline at http://www.facultyfocus.com/articles/teaching-and-learning/peer-learning


Woods, D.R., (2014). Problem-Oriented Learning, Problem-Based Learning, Problem-Based Synthesis, Process Oriented Guided Inquiry Learning, Peer-Led Team Learning, Model-Eliciting Activities, and Project-Based Learning: What Is Best for You? Industrial & Engineering Chemistry Research, 53, 13, 5337-5354. https://pubs.acs.org/doi/10.1021/ie401202k.

Bramaje, G., P. & Espinosa, A., A. (2013). Peer-Led team learning approach: Effects on students’ conceptual understanding and attitude towards chemistry. International Journal of Learning and Teaching. 5(2), 55-77.


Curran, E, Carlson, K & Turvold Celotta, D (2013). Changing attitudes and facilitating understanding in the undergraduate statistics classroom: A collaborative learning approach. Journal of The Scholarship of Teaching and Learning, vol. 13, no. 2, pp. 49-71.


Dennis, S.M. (2013). Improving Student Achievement in Introductory Computer Science Courses Using Peer-Led Team Learning. Dissertation: Walden University. ProQuest: #3587205.


Dobson, G., Frye, R., Mantena, R. (2013). Leadership Training in An MBA Program Using Peer-led Team Learning. American Journal of Business Education, 6, 2 (March/April).


Espinosa, A.A., Monterola, S.L.C., & Punzalan, A.E. (2013). Career-oriented performance tasks in chemistry: Effects on students’ critical thinking skills. Education Research International, 2013, Article ID 834584,http://dx.doi.org/10.1155/2013/834584.


Holmes, T., Cooper, M.M., & Varma-Nelson, P. (Eds.) (2013). Trajectories of Chemistry Education, Innovation and Reform. Washington, D.C.: American Chemical Society.


Kulatunga, U., Moog, R. S., & Lewis, J. E. (2013). Exploration of peer leader verbal behaviors as they intervene with small groups in college general chemistry. Chemistry Education Research and Practice, 14, 576-588. DOI: 10.1039/c3rp00081h https://pubs.rsc.org/en/content/articlelanding/2013/rp/c3rp00081h


Liou-Mark, J., Dreyfuss, A.E., Blake, R., Lansiquot, R. D. & Yu, K. (2013). Navigation by Mentoring and Leadership: Sustaining women majoring in mathematics. Journal of Mathematics and Computer Education, 47, 2, 134-142.


Loui, M.C., Robbins, B.A., Johnson, E.C., and Venkatesan, N. (2013). Assessment of Peer-Led Team Learning in an Engineering Course for Freshmen. International Journal of Engineering Education, 29, 6, 1440-1455


Mottley, J. G., & Roth, V. (2013, October). Peer-led team learning: Adjunct to lectures in an electrical engineering course for non-majorsFrontiers in Education Conference, Oklahoma City, OK. doi: 10.1109/FIE.2013.6684982


Philipp. S.B. (2013). Strengthening STEM performance and persistence: Influence of undergraduate teaching assistants on entry-level STEM students. UMI Number: 3674238.


Pittenger, A.L., and LimBybliw, A.L.  (2013). Peer-Led Team Learning in an Online Course on Controversial Medication Issues and the US Healthcare System. American Journal of  Pharmaceutical Education77, 7,  150. doi:  10.5688/ajpe777150.


Reisel, J, Jablonski, M & Munson, E (2013). A study of the impact of peer-led team learning on first-year math course performance of engineering students. 120th ASEE Annual Conference & Exposition, Atlanta, GA.


Sawyer, K., Frey, R., & Brown, P. (2013). Knowledge building discourse in peer-led team learning (PLTL) groups in first-year general chemistry. In D. D. Suthers, K. Lund, C. P. Rosé, C. Teplovs, & N. Law’s (Eds.), Productive Multi-vocality in the Analysis of Group Interactions, Computer-Supported Collaborative Learning Series: Vol. 15 (pp. 191-204). New York, NY: Springer.


Shapiro, C., Ayon, C., Moberg-Parker, J., Levis-Fitzgerald, M., & Sanders, E. R. (2013). Strategies for using peer-assisted learning effectively in an undergraduate bioinformatics courseBiochemistry and Molecular Biology Education, 41(1):24-33. doi: 10.1002/bmb.20665


Varma-Nelson, P., & Banks, J. V. (2013). PLTL: Tracking the trajectory from face-to-face to on-line environments. In T. Holme, M. Cooper, and P. Varma-Nelson (Eds.), Trajectories of chemistry education innovation and reform (pp. 95-110). Washington, DC: American Chemical Society.


Young, K.K., and Talanquer, V. (2013). Effect of different types of small-group activities on students’ conversations. Journal of Chemical Education, 90, 1123-1129.

Dreyfuss, A.E. (2012). Exploring the phenomenon of leading through the experiences of peer leaders. Ed.D. dissertation, Teachers College, Columbia University, United States — New York. Dissertations & Theses: Full Text. (Publication No. AAT 3508258).


Harris, H.H. (2012). Review of Essentials of Chemical EducationJournal of Chemical Education, 89, 1347-1348.


Hunt, E.M., Lockwood-Cooke, P. & Pantoya, M.L. (2012). Mechanical Engineering Education: Preschool to Graduate School. In Gokcek, M. (Ed.) Mechanical Engineering. ISBN 978-953-51-0505-3. DOI: 10.5772/34628. Available from: http://www.intechopen.com/books/mechanical-engineering/mechanical-engineering-education


Mitchell, Y.D.,    Ippolito, J., &  Lewis, S.E.  (2012). Evaluating Peer-Led Team Learning across the two semester General Chemistry sequence. Chem. Educ. Res. Pract., 2012,13, 378-383. DOI: 10.1039/C2RP20028G


Rath, K.A., Peterfreund, A., Bayliss, F., Runquist, E., & Simonis, U. (2012). Impact of Supplemental Instruction in entry-level chemistry courses at a midsized public university. Journal of Chemical Education, 89,  4, 449-455.


Shields, S. P., Hogrebe, M. C., Spees, W. M., Handlin, L. B., Noelken, G. P., Riley, J. M., & Frey, R. F. (2012). A transition program for underprepared students in general chemistry: Diagnosis, implementation, and evaluationJournal of Chemical Education89(8), 995-1000. doi: 10.1021/ed100410j


Snyder, Julia J. (2012). Peer Led Team Learning in Introductory Biology: Effects on Critical Thinking Skills. Science Teaching – Dissertations. Paper 22. UMI Number: 3509999 http://surface.syr.edu/scied_etd/22.


Stone, A., Meade, C. & Watling, R. (2014). Peer-assisted learning in research methods and statistics. Psychology Teaching, 18, 2, Autumn, 68-73.


Street, C., Koff, R., Fields, H., Kuehne, L., Handlin, L., Getty, M., & Parker, D. R. (2012). Expanding access to stem for at-risk learners: A new application of universal design for instructionJournal of Postsecondary Education and Disability,25(4), 363-375.


Vazquez, A.V., McLoughlin, K., Sabbagh, M., Runkle, A.C., Simon, J., Coppola, B.P., & Pazicni, S. (2012). Writing-to-Teach: A new pedagogical approach to elicit explanative writing from undergraduate chemistry students. Journal of Chemical Education, 89, 1025-1031.


Wells, T. (2012). Peer-Led Team Learning as an instructional strategy for secondary school science. https://dr.library.brocku.ca/bitstream/handle/10464/4309/Brock_Wells_Thadeane_2012.pdf;sequence=1


White PRowland ABPesis-Katz I. (2012). Peer-led team learning model in a graduate-level nursing course. Journal of Nursing Education, 51, 8, 471-475. doi: 10.3928/01484834-20120706-03. Epub 2012 Jul 6.


Zou, T.X.P, Ko, E.I., Mickleborough, N. (2012). Promoting multi-layered peer learning in a course on engineering grand challenges. Procedia-Social and behavioral sciences, 56, 74-87, October.

Aldridge, J.N. (2011). From access to success in science: an academic-student affairs intervention for undergraduate freshmen biology students. Ann Arbor, MI: ProQuest: UMI Number: 3478721


Becvar, J.E., Saupe, G.B., Noveron, J., & Narayan, M. (2011).  Plus Two Peer-Led Team Learning for Large Introductory STEM Classes: Improved Study Skills, Increased Retention, and Higher Graduation Rates.. www.ed.gov.


Bhattacharyya G. (2011). Book Review of Peer-Led Team Learning: Evaluation, Dissemination, and Institutionalization of a College Level Initiative. Journal of Chemical Education, 88, 3, 265.


Chesney, T.D. (2011). Transforming Science Education Through Peer-Led Team Learning. Peer Review, 13, 3. http://www.aacu.org/peerreview/pr-su11/Chesney.cfm


Hug, S., Thiry, H., Tedford, P. (2011). Learning to Love Computer Science: Peer Leaders Gain Teaching Skill, Communicative Abillity and Content Knowledge in the CS Classroom. SIGCSE ’11 Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, 201-206


Lansiquot, R.D., Blake, R.A., Liou-Mark, J., Dreyfuss, A.E. (2011).  Interdisciplinary Problem-Solving to Advance STEM Success for All Students. Peer Review, 13, 3. http://www.aacu.org/peerreview/pr-su11/index.cfm


Lewis, S.E. (2011). Retention and Reform: An Evaluation of Peer-Led Team Learning. Journal of Chemical Education, 88, 6, 703-707. http://digitalcommons.kennesaw.edu/facpubs/1319/


Mauser, K., Sours, J. Banks, J., Newbrough, R., Janke, T., Shuck, L., Zhu, L., Ammerman, G., Varma-Nelson, P. (2011). Cyber Peer-Led Team Learning (cPLTL): Development and Implementation. EDUCAUSE Quarterly, 34, 4. http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/CyberPeerLedTeamLearningcPLTLD/242669


Micari, M., Drane, D. (2011). Intimidation in small learning groups: The roles of social-comparison concern, comfort, and individual characteristics in student academic outcomes. Active Learning in Higher Education, 12, 3, 175-187, November. http://alh.sagepub.com/content/12/3/175.short


Murphy, C., Powell, R., Parton, K., Cannon, A. (2011).  Lessons learned from a PLTL-CS program. Proceedings of the 42nd ACM technical symposium on Computer science education SIGCSE ’11. http://dl.acm.org/citation.cfm?id=1953226&CFID=85744794&CFTOKEN=60445963.


Parker Siburt, C.J., Bissell, A.N., & Macphail, R.A. (2011). Developing metacognitive and problem-solving skills through problem manipulation. Journal of Chemical Education, 88, 11, 1489-1495.


Russell, C.B., Weaver, G.C. (2011). A comparative study of traditional, inquiry-based, and research-based laboratory curricular: impacts on understanding of the nature of science. Chemistry Education Research and Practice, 12, 57-67.


Schaber, P.M., Dinan, F.J., St. Phillips, M., & Larson, R. (2011). Juicing the juice: A laboratory-based case study for an instrumental analytical chemistry course. Journal of Chemical Education, 88, 4, 496-498.


Stewart, D.W., Brown, S.D., Clavier, C.W., Wyatt, J. & Gatton, B. (2011). Active-Learning processes used in US pharmacy education. American Journal of Pharmaceutical Education, 75,  4 Article 68.


Walker, J.P., Sampson, V., & Zimmerman, C.O. (2011). Argument-driven inquiry: An introduction to a new instructional model for use in undergraduate chemistry labs. Journal of Chemical Education, 88, 8, 1048-1056.

Akinyele, A.F (2010). Peer-Led Team Learning and Improved Performance in an Allied Health Chemistry Course. The Chemical Educator, 15, 353-360.  http://chemeducator.org/bibs/0015001/15100353.htm


Avilla, L., Fine, L., Alizadeh, A., Blohm, M. Buckley, D., Ku, A. (2010). The Columbia-GE Workshop: A constructivist approach to materials science for high school students. Journal of Nano Education, 2, 1-2, 27-36.


Branan, D., & Morgan, M. (2010). Mini-lab activities: Inquiry-based lab activities for formative assessment. Journal of Chemical Education, 87, 1, 69-72,


Brown, P.J.P. (2010). Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population. Advances in Physiology Education, 34, 3, 150-155.


Flores, B., Becvar, J., Darnell, A., Knaust, H., Lopez, J, Tinajero, J. (2010). Implementing peer led team learning in gateway science and mathematics courses for engineering majors. American Society for Engineering Education, Session AC 2010-1659.


Gosser, D.K., Kampmeier, J.A., Varma-Nelson, P. (2010). Peer-Led Team Learning: 2008 James Flack Norris Award. J. Chem. Educ.,  87 (4), pp 374-380.pubs.acs.org/doi/pdfplus/10.1021/ed800132w


Hooker, D.D.T. (2010). A study of the effects of the implementation of small peer led collaborative group learning on students in developmental mathematics courses at a tribal community college. UMI Number: 3389625.


Liou-Mark, J., Dreyfuss, A.E., Younge, L. (2010). Peer assisted learning workshops in precalculus: An approach to increasing student success. Journal of Mathematics and Computer Education, 44, No. 3, Fall.


Lloyd, P.M., Eckhardt, R.A. (2010). Strategies for improving retention of community college students in the sciences. Science Educator, 19, 1 (Spring), 33-41.


Micari, M., Gould, A.K., Lainez, L. (2010). Becoming a Leader Along the Way: Embedding Leadership Training Into a Large-Scale Peer-Learning Program in the STEM Disciplines. Journal of College Student Development, 51, 2, 218-230, March-April. http://muse.jhu.edu/journals/csd/summary/v051/51.2.micari.html


Micari, M., Pazos, P., Streitwieser, B. (2010). Small-group learning in undergraduate STEM disciplines: effect of group type on student achievement. Educational Research and Evaluation: An International Journal on Theory and Practice.  http://www.tandfonline.com/doi/abs/10.1080/13803611.2010.520860


Stewart-Gardiner, C. (2010).  Using peer led team learning to assist in retention in computer science classes. Journal of Computing Sciences in Colleges, 25, 3. http://dl.acm.org/citation.cfm?id=1629144