Collaborative and Group Learning Articles

Bar-On, R., Bookman, J., Cooke, B., Hall, D., & Schott, S. (2015). (Re)discovering SoTL Through a Fundamental Challenge: Helping Students Transition to College Calculus. In Dewar J. & Bennet C. (Eds.), Doing the Scholarship of Teaching and Learning in Mathematics (pp. 59-66). Mathematical Association of America. Retrieved from

Born, W., Revelle, W., & Pinto, L. (2002). Improving biology performance with workshop groups. Journal of Science Education and Technology, 1(4), 347-365. Retrieved from

Drane, D., Micari, M., & Light, G. (2014). Students as teachers: Effectiveness of a peer-led STEM learning program over 10 years. Educational Research and Evaluation, 20(3), 210-230; Retrieved from

Drane, D., Smith, H.D., Light, G., Pinto, L., & Swarat, S. (2005). The gateway science workshop program: Enhancing student performance and retention in the sciences through peer facilitated discussion. Journal of Science Education and Technology, 14(3), 337-352. Retrieved from

Dvorak, J. (2001). The college tutoring experience: A qualitative study. The Learning Assistance Review, 6(2), 33-46. Retrieved from

Dvorak, J. (2004). Managing tutoring aspects of the learning assistance center. Research for Educational Reform, 9(4), 39-51. Retrieved from

Hall, D.M., Curtin-Soydan, A.J., & Canelas, D.A. (2013). The science advancement through group engagement (SAGE) program: Leveling the playing field and increasing retention in science. Journal of Chemical Education, 91(1), 37-47. Retrieved from  

Laal, M., Naseri, A.S., Laal, M., & Khattami-Kermanshahi, Z. (2013). What do we achieve from learning in collaboration? Prodecia – Social and Behavioral Sciences, 93, 1427-1432. Retrieved from

Lyle, K., & Robinson, W. (2203). A statistical evaluation: Peer-led team learning in an organic chemistry course. Journal of Chemical Education, 80(2) 132-134. Retrieved from

Swarat, S., Drane, D., Smith, H.D., Light, G., & Pinto, L. (2004). Opening the gateway: Increasing student retention in introductory science courses. Journal of College Science Teaching, 34(1), 2-7. Retrieved from

Tien, L.T., Roth, V., & Kampmeier, J.A. (2002). Implementation of a peer-led learning instructional approach in an undergraduate organic chemistry course. Journal of Research in Science Teaching, 39, 606-632. Retrieved from