Abstract
ABSTRACT This study investigated the role of experiential learning and peer mentors in undergraduate biology at a community college. While the impact on all students was studied, special attention was paid to the effect interventions had on underrepresented minority students. Thirty-three sections of an introductory biology class were randomly assigned to either treatment or control. Sections assigned to treatment received content enhancements geared at active learning strategies and metacognition. A portion of treatment sections also had the presence of peer mentors as part of their laboratory course. Results showed grade distributions were not significantly different when comparing control and treatment sections, but there was a significant increase in final course grade when mentors were present in the laboratory, and when enrichments alone were provided. These methods were just as impactful for minority students, indicating that active learning and peer support may help to decrease student attrition in introductory biology classes.
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