期刊
CHEMISTRY EDUCATION RESEARCH AND PRACTICE
卷 19, 期 3, 页码 846-866出版社
ROYAL SOC CHEMISTRY
DOI: 10.1039/c8rp00044a
关键词
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资金
- Howard Hughes Medical Institute [52008126]
- Chemistry Department Chair Dr Michael Heinekey
- Chemistry Undergraduate Program Committee Chair Dr Gary Drobny
- Special Assistant to the Dean of Undergraduate Academic Affairs Anne Browning
- Louis Stokes Alliance for Minority Participation
- Dream Project
- Instructional Center
- STate Academic RedShirt (STARS) Program
To help students who traditionally underperform in general chemistry, we created a supplementary instruction (SI) course and called it the STEM-Dawgs Workshops. These workshops are an extension of the Peer-led Team Learning (PLTL) SI. In addition to peer-facilitated problem-solving, we incorporated two components inspired by learning sciences: (1) training in research-based study skills, and (2) evidence-based interventions targeting psychological and emotional support. Here we use an explanatory mixed methods approach to measure the impact of the STEM-Dawgs Workshops, with a focus on four sub-populations that are historically underrepresented in Chemistry: underrepresented minorities, females, low-income students, and first-generation students. Specifically, we compared three groups of students in the same General Chemistry course: students in general chemistry and not the workshops (Gen Chem students''), students in the workshops (STEM-Dawgs''), and students who volunteered for the workshops but did not get in (Volunteers''). We tested hypotheses with regression models and conducted a series of focus group interviews with STEM-Dawgs. Compared to the Gen Chem population, the STEM-Dawg and Volunteer populations were enriched with students in all four under-represented sub-populations. Compared to Volunteers, STEM-Dawgs had increased exam scores, sense of belonging, perception of relevance, self-efficacy, and emotional satisfaction about chemistry. URM STEM-Dawgs had lower failure rates, and exam score achievement gaps that impacted first-generation and female Gen Chem students were eliminated in the STEM-Dawg population. Finally, female STEM-Dawgs had an increased sense of belonging and higher emotional satisfaction about chemistry than women Volunteers. Focus groups suggested that successes came in part from the supportive peer-learning environment and the relationships with peer facilitators. Together, our results indicate that this supplementary instruction model can raise achievement and improve affect for students who are underrepresented in chemistry.
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