Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention
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combinedsupmats.pdf (9 MB)
*School of Biology and Ecology, University of Maine at Orono, Orono, ME 04469-5751
Maine Center for Research in STEM Education, University of Maine at Orono, Orono, ME 04469-5751
*School of Biology and Ecology, University of Maine at Orono, Orono, ME 04469-5751
*School of Biology and Ecology, University of Maine at Orono, Orono, ME 04469-5751
Maine Center for Research in STEM Education, University of Maine at Orono, Orono, ME 04469-5751
*School of Biology and Ecology, University of Maine at Orono, Orono, ME 04469-5751
*School of Biology and Ecology, University of Maine at Orono, Orono, ME 04469-5751
Maine Center for Research in STEM Education, University of Maine at Orono, Orono, ME 04469-5751
combinedsupmats.pdf (9 MB)
© 2015 Z. Batz et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
The authors appreciate the participation by the BIO 100 students. We thank Mary Tyler, Karen Pelletreau, and Natasha Speer for helpful feedback on the manuscript. We also thank Erin Vinson for assistance coding student surveys. Thank you to Ryan Cowan, Ron Kozlowski, and the rest of the Synapse staff for assembling data for this analysis. This work is supported by National Science Foundation grant 0962805.