Peer-Led Success Strategy in Large Enrollment Intro Courses

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Title of Abstract: Peer-Led Success Strategy in Large Enrollment Intro Courses

Name of Author: James Becvar
Author Company or Institution: The University of Texas at El Paso
PULSE Fellow: No
Applicable Courses: General Chemistry
Course Levels: Introductory Course(s)
Approaches: Adding to the literature on how people learn, Changes in Classroom Approach (flipped classroom, clickers, POGIL, etc.), Material Development, Mixed Approach
Keywords: Peer-Led Team Learning General Chemistry Learning Success STEM Learning Innovation Peer Assisted Learning Writing in STEM

Name, Title, and Institution of Author(s): Stephanie Moreno, University of Texas at El Paso Ann Darnell, University of Texas at El Paso

Goals and intended outcomes of the project or effort, in the context of the Vision and Change report and recommendations: Improved understanding of basic concepts in general chemistry especially those underpinning biological processes. Generating student-created learning materials Increased retention in STEM Improved learning strategies relevant to later courses Many leaders become teachers in local schools.

Describe the methods and strategies that you are using: Peer-Led Team Learning Workshops led by successful advanced STEM students. This experience includes talent development and professional development of significant numbers of undergraduate leaders. These leaders facilitate learning and develop materials to enhance the learning of the next sets of students.

Describe the evaluation methods that you used (or intended to use) to determine whether the project or effort achieved the desired goals and outcomes: Grades in course. Performance on widely accepted standardized exams (American Chemical Society end-of-course exams) Retention at the University Retention in STEM degree program Degree attainment Advancement to graduate school and professional school

Impacts of project or effort on students, fellow faculty, department or institution. If no time to have an impact, anticipated impacts: Improvement in student learning Increase in faculty interest in student learning Increase in majors in biochemistry and chemistry Generation of new learning strategies and new learning materials Significant impact on professional development of the student leaders

Describe any unexpected challenges you encountered and your methods for dealing with them: Financial support from administration at the deans level until the change of Deanship. Sometimes deans move on!

Describe your completed dissemination activities and your plans for continuing dissemination: presentations and publications at international meetings such as the Peer-Led Team Learning International Society meetings and national meetings such as the annual meeting of the american Chemical Society.

Acknowledgements: NSF DUE 0653270 “Project I-STAR: Integrated Science Success, Teaching, and Retention” Chair of Chemistry Jorge Gardea