References
- Adams, G. M., & Lisy, J. M. (2007). The chemistry merit program: Reaching, teaching, and retaining students in the chemical sciences. Journal of Chemical Education, 84(4), 721–726. https://doi.org/10.1021/ed084p721
- Akinla, O., Hagan, P., & Atiomo, W. (2018). A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students. BMC Medical Education, 78(1), 98. https://doi.org/10.1186/s12909-018-1195-1
- Bene, K. L., & Bergus, G. (2014). When learners become teachers: A review of peer teaching in medical student education. Family Medicine, 46(10), 783–787.
- Bulte, C., Betts, A., Garner, K., & Durning, S. (2007). Student teaching: Views of student nearpeer teachers and learners. Medical Teacher, 29(6), 583–590. https://doi.org/10.1080/01421590701583824
- Campbell, J., Malcos, J., & Bortiatynski, J. (2019). Growing a learning assistant program: Using perceptions to inform improvement. Journal of College Science Teaching, 48(3), 66–73.
- Cobb, P., Confrey, J., deSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13.
- Damkaci, F., Braun, T. F., & Gublo, K. (2017). Peer mentor program for the general chemistry laboratory designed to improve undergraduate STEM retention. Journal of Chemical Education, 94(12), 1873–1880. https://doi.org/10.1021/acs.jchemed.7b00340
- Duncan, H., & Dick, T. (2000). Collaborative workshops and student academic performance in introductory college mathematics courses: A study of a Treisman model math Excel program. School Science and Mathematics, 700(7), 365–373. https://doi.org/10.1111/j.1949-8594.2000.tb18178.x
- Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R. S., Platt, T., Varma-Nelson, P., & White, H. B. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education, 36(4), 262–273. https://doi.org/10.1002/bmb.20204
- Gosser, D. K., Kampmeier, J. A., & Varma-Nelson, P. (2010). Peer-Led Team Learning: 2008 James Flack Norris award address. Journal of Chemical Education, 87(4), 374–380. https://doi.org/10.1021/ed800132w
- Hall, S., Stephens, J., Andrade, T., Davids, J., Powell, M., & Border, S. (2014). Perceptions of junior doctors and undergraduate medical students as anatomy teachers: Investigating distance along the near-peer teaching spectrum. Anatomical Sciences Education, 7(3), 242–247. https://doi.org/10.1002/ase.1419
- Otero, V., Pollock, S., & Finkelstein, N. (2010). A physics department’s role in preparing physics teachers: The Colorado learning assistant model. American Journal of Physics, 78(11), 1218–1224. https://doi.org/10.1119/1.3471291
- POGIL. (2019). POGIL. https://pogil.org
- 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 (Eds.), Productive multivocality in the analysis of group interactions (pp. 191–204). Springer. https://doi.org/10.1007/978-1-4614-8960-3_10
- Singh, S. (2010). Near-peer role modeling: The fledgling scholars education paradigm. Anatomical Sciences Education, 3(1), 50–51. https://doi.org/10.1002/ase.126
- Smith, T. (2008). Integrating undergraduate peer mentors into liberal arts courses: A pilot study. Innovative Higher Education, 33(1), 49–63. https://doi.org/10.1007/s10755-007-9064-6
- Ten Cate, O., & Durning, S. (2007). Peer teaching in medical education: Twelve reasons to move from theory to practice. Medical Teacher, 29(6), 591–599. https://doi.org/10.1080/01421590701606799
- Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645. https://doi.org/10.1080/01443410500345172
- van Akker, J., & Nieveen, N. (2017). The role of teachers in design research in education. In S. Doff & R. Komoss (Eds.), Making change happen (pp. 75–86). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-14979-6_9
- Weaver, G. C., Wink, D. J., Varma-Nelson, P., & Fornes, W. L. (2008). CASPiE implementation guidebook. Purdue University.
- 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, 93(10), 1686–1702. https://doi.org/10.1021/acs.jchemed.5b00862
- Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75–79. https://doi.org/10.1016/j.hpe.2016.01.004