SLA All Day: Confidence, Community, and Consistency in CHEM 1211/1212 - The Student’s Perspective on Learning, Mindset, and Peer Support
Location
Morgan
Session Format
Presentation
Abstract
Structured Learning Assistance (SLA) provides more than just academic support—it creates a learning environment where confidence, community, and consistency take root. After completing a year-long sequence of CHEM 1211/1212 SLA presentations, I experienced firsthand how the program’s scaffolded structure, emphasis on collaborative problem-solving, and focus on mindset transformed both my understanding of chemistry and my approach to learning in general. Now, as a peer tutor for biology and chemistry, I see those same benefits reflected in the students I support. From my perspective as a participant, SLA was not only about earning higher grades but also about developing the confidence to tackle challenging material, learning to collaborate effectively with peers, and carrying new problem-solving strategies into future courses. This presentation—part two of a two-part presentation—shares my perspective as a former SLA participant turned peer tutor. While the professional tutor presentation highlights program design and measurable academic outcomes, my contribution focuses on the personal and community impacts, showing how SLA fosters growth that extends well beyond a single course.
Keywords
Structured Learning Assistance (SLA), STEM, Student Success, Growth Mindset, Peer Learning
Professional Bio
Meaveen McKeon is a second-year biology major at South Georgia State College, Waycross Campus. She serves as the peer tutor for chemistry and biology, supporting students in challenging courses. With a 3.93 GPA, she has been recognized on the Academic Honors list every semester and distinguished as a James M. Dye Foundation Scholarship recipient, member of Phi Theta Kappa International Honor Society, and published student writer. Beyond academics, she helps lead the Baptist Collegiate Ministries praise band and works as a photographer for a local school. She aspires to a career in optometry, aiming to lead in her field while using her skills to serve both her community and future patients.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
McKeon, Meaveen and Braswell, Sarah E., "SLA All Day: Confidence, Community, and Consistency in CHEM 1211/1212 - The Student’s Perspective on Learning, Mindset, and Peer Support" (2026). Georgia Educational Research Association Conference. 88.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/88
SLA All Day: Confidence, Community, and Consistency in CHEM 1211/1212 - The Student’s Perspective on Learning, Mindset, and Peer Support
Morgan
Structured Learning Assistance (SLA) provides more than just academic support—it creates a learning environment where confidence, community, and consistency take root. After completing a year-long sequence of CHEM 1211/1212 SLA presentations, I experienced firsthand how the program’s scaffolded structure, emphasis on collaborative problem-solving, and focus on mindset transformed both my understanding of chemistry and my approach to learning in general. Now, as a peer tutor for biology and chemistry, I see those same benefits reflected in the students I support. From my perspective as a participant, SLA was not only about earning higher grades but also about developing the confidence to tackle challenging material, learning to collaborate effectively with peers, and carrying new problem-solving strategies into future courses. This presentation—part two of a two-part presentation—shares my perspective as a former SLA participant turned peer tutor. While the professional tutor presentation highlights program design and measurable academic outcomes, my contribution focuses on the personal and community impacts, showing how SLA fosters growth that extends well beyond a single course.
