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2017 PLTL Research Publications

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.

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

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.

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,

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;

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).

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.

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

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;

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

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