Building Capacity for Undergraduate Peer Leaders in Chemistry

TitleBuilding Capacity for Undergraduate Peer Leaders in Chemistry
Faculty/College/UnitScience
StatusCompleted
Duration2 Year
Initiation04/01/2009
Completion03/31/2011
Funding Details
Year 1: Project TitleA Course Workbook and Peer-led Tutorials for CHEM 202
Year 1: Project YearYear 1
Year 1: Funding Year2009/2010
Year 1: Project TypeSmall TLEF
Year 1: Principal InvestigatorMichael Fryzuk
Year 1: Funded Amount19,542
Year 1: Team Members

Michael Fryzuk, Chemistry, Faculty of Science
Jaclyn Stewart, Chemistry, Faculty of Science / Co-Principal Investigator

Year 1: Summary

Chemistry 202, Coordination Chemistry, is a second year course that serves ~300 students per year. We propose to implement peer-led tutorials and to create a course workbook to enhance student engagement and improve learning. Undergraduate Peer Leaders (UPLs) will be hired to work with groups of 7-8 students during the weekly tutorial sessions. The role of the UPLs will be to facilitate groups in solving challenging, real world chemistry problems. The benefit to having UPLs work with groups is that they can ensure all students are intellectually engaged with the content and each other. In addition, we propose to compile a course workbook that will bring together the course notes, handouts, updated problem sets, and learning goals. This workbook will make up for the lack of course textbook, aid students in taking more meaningful notes during class, and help students see the connection between learning goals, instruction, and assessment.

Year 2: Project YearYear 2
Year 2: Funding Year2010/2011
Year 2: Project TypeSmall TLEF
Year 2: Principal InvestigatorMichael Fryzuk
Year 2: Funded Amount6,490
Year 2: Team Members

Michael Fryzuk, Chemistry, Faculty of Science
Jaclyn Stewart, Chemistry, Faculty of Science / Co-Principal Investigator

Year 2: Summary

As a result of TLEF funding in 2009/2010, we implemented an instructional strategy known as Peer Led Team Learning (PLTL) in the weekly tutorials. We propose revisions to the weekly tutorials and workbook, as well the development of further training materials to help prepare for the adoption of peer leaders by other chemistry courses. In addition, both CHEM 202 specific and general assessment tools will be refined to evaluate the learning gains and student perceptions of the PLTL experience. Peer leaders have the advantage of being closer to the knowledge level of the learners, being able to make a large group feel like a smaller community, and enhancing students’ motivation to learn the material. Peer leaders ensure all students are intellectually engaged with the content and each other.