P279: Seeking evidence of longitudinal impact from a general chemistry course reform
Numerous research studies have investigated the effectiveness of reform pedagogies that target General Chemistry by examining the impact within the target course. These efforts have increased our understanding of effective pedagogy, but the effect they have on the goal of preparing more STEM graduates remains unclear. This presentation will focus on the longitudinal impact of a course reform that targets General Chemistry. The course reform is an implementation of Peer-Led Team Learning, a nationally disseminated reform that has been shown to be successful in improving student performance in the target courses at the research setting. The investigation will employ a quasi-experimental methodology comparing students enrolled in classes with the reform to those enrolled in classes with a traditional pedagogy. The evidence examined includes rates of student enrollment in subsequent courses and student performance in subsequent courses. The potential of the results to inform models for implementing pedagogical reform will also be discussed.