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1. Opening the Gateway: Increasing Minority Student Retention in Introductory Science Courses (EJ752498)

Author(s):	Swarat, Su; Drane, Denise; Smith, H. David; Light, Greg; Pinto, Lawrence
Source:	Journal of College Science Teaching, v34 n1 p18-23 Sep 2004

Pub Date:	2004-09-00
Pub Type(s):	Journal Articles; Reports - Descriptive
Peer Reviewed:	Yes

Descriptors:
Workshops; Minority Groups; School Holding Power; Academic Persistence; Problem Based Learning; Science Education; Sciences; Program Development; Program Implementation; Program Effectiveness; College Students; Introductory Courses; College Science; Remedial Mathematics; Stereotypes; Cooperative Learning; Peer Teaching; Student Recruitment

Abstract:
The Gateway Science Workshop is a peer-facilitated, problem-focused program designed to improve student retention in the sciences. This article discusses its development, implementation, and efficacy, which is demonstrated by higher retention of workshop students in the course sequences. Evidence suggests that the program has particular benefits for minority students. (Contains 2 figures.)

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2. Improving Biology Performance with Workshop Groups. (EJ658103)

Author(s):	Born, Wendi K.; Revelle, William; Pinto, Lawrence H.
Source:	Journal of Science Education and Technology, v11 n4 p347-65 Dec 2002

Pub Date:	2002-00-00
Pub Type(s):	Journal Articles; Reports - Research
Peer Reviewed:	Yes

Descriptors:
Academic Achievement; Anxiety; Biology; Grouping (Instructional Purposes); Higher Education; Minority Groups; Peer Mediation; Science Education; Workshops

Abstract:
Describes a two-year quasi-experiment evaluating the effect of peer-led workshop groups on the performance of minority and majority undergraduate biology students. Suggests that elevated anxiety related to class performance may increase willingness to participate in activities such as workshop interventions. (Contains 53 references.) (Author/YDS)

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