Proposal Title

Design of an Intensive Study Session for “At-Risk” Students in Chemistry

Co-Authors

None

Track

Research Project / Assessment of Student Learning

Proposal Abstract

Numerous studies on predictors for "at-risk" students in general chemistry have suggested that effective intervention programs can assist "at-risk" students to successfully complete the courses. For the last three years, the Chemistry Department at Georgia Southern University has offered an intervention program in the form of a large intensive study session for all Principles of Chemistry I students (approximately 850 students) led by as many as a dozen chemistry faculty volunteers with a large number of chemistry majors volunteering as assistants. The intense study session is offered one week before the drop deadline and is designed to catch students up with material and encourage them to keep the class instead of withdrawing. Faculty and student volunteers use mini lectures, hands on demonstrations, and worksheets to intensively tutor students on the topics that students sign-up for prior to the study session. Research is in progress to study the effectiveness of the intervention program using statistical relationships between first exam grades, student perceived learning gains from a survey, and the final course grades. The presentation will focus on the study session format, research design, challenges in implementation and initial results.

Session Format

Poster Session

Location

Room 113

Publication Type and Release Option

Presentation (Open Access)

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Mar 30th, 4:00 PM Mar 30th, 5:00 PM

Design of an Intensive Study Session for “At-Risk” Students in Chemistry

Room 113

Numerous studies on predictors for "at-risk" students in general chemistry have suggested that effective intervention programs can assist "at-risk" students to successfully complete the courses. For the last three years, the Chemistry Department at Georgia Southern University has offered an intervention program in the form of a large intensive study session for all Principles of Chemistry I students (approximately 850 students) led by as many as a dozen chemistry faculty volunteers with a large number of chemistry majors volunteering as assistants. The intense study session is offered one week before the drop deadline and is designed to catch students up with material and encourage them to keep the class instead of withdrawing. Faculty and student volunteers use mini lectures, hands on demonstrations, and worksheets to intensively tutor students on the topics that students sign-up for prior to the study session. Research is in progress to study the effectiveness of the intervention program using statistical relationships between first exam grades, student perceived learning gains from a survey, and the final course grades. The presentation will focus on the study session format, research design, challenges in implementation and initial results.