P243: Success of Supplemental Instruction: Peer assisted study sessions strengthen student performance in undergraduate chemistry courses

Author: Holly M. Perucci, University of Mary Washington, USA

Co-Author: Kelli M. Slunt, University of Mary Washington, USA

Date: 8/4/14

Time: 9:55 AM10:15 AM

Room: MAK A1151

Related Symposium: S29

Exploring academic resources that can aid in an increased number of prospective STEM majors within undergraduate institutions has been under increased investigation. The Peer-Assisted Study Sessions (PASS) program has shown promising results at the University of Mary Washington (UMW) and a measurable degree of impact on student success in general chemistry courses has been attributed to those who attended the program’s sessions. PASS is based upon an international Supplemental Instruction model where upperclassmen PASS leaders attend the lectures of an introductory course and subsequently host study sessions that are designed to engage students in their metacognition about their chemistry education and to involve them in tasks that strengthen their general academic and study skills. Data has revealed that students who attended at least six PASS sessions performed better in their first introductory chemistry course than their peers who opted out of this opportunity. Herein the impact of the PASS program on student performance in introductory chemistry courses will be presented. Despite the low level of student engagement with the PASS program, approaches designed to increase student participation at UMW will also be discussed.