| Title | Building Capacity for Undergraduate Peer Leaders in Chemistry |
|---|---|
| Faculty/College/Unit | Science |
| Status | Completed |
| Duration | 2 Year |
| Initiation | 04/01/2009 |
| Completion | 03/31/2011 |
| Funding Details | |
| Year 1: Project Title | A Course Workbook and Peer-led Tutorials for CHEM 202 |
| Year 1: Project Year | Year 1 |
| Year 1: Funding Year | 2009/2010 |
| Year 1: Project Type | Small TLEF |
| Year 1: Principal Investigator | Michael Fryzuk |
| Year 1: Funded Amount | 19,542 |
| Year 1: Team Members | Michael Fryzuk, Chemistry, Faculty of Science |
| 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 Year | Year 2 |
| Year 2: Funding Year | 2010/2011 |
| Year 2: Project Type | Small TLEF |
| Year 2: Principal Investigator | Michael Fryzuk |
| Year 2: Funded Amount | 6,490 |
| Year 2: Team Members | Michael Fryzuk, Chemistry, Faculty of Science |
| 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. |