2011 PLTL Research Publications
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
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.