P244: Assessment of an embedded lead tutor program in Chemistry for the Allied Health Sciences courses
Providing adequate support for students in large lecture classes is a common difficulty. Chemistry for the Allied Health Sciences at East Carolina University is a two-semester sequence of courses with multiple sections of up to 250 students. In previous semesters, a large fraction of students have been required to retake the course due to poor performance, suggesting that these students were not receiving sufficient support. In 2012, an embedded lead tutor program for this two-semester sequence was initiated in collaboration with the university’s tutoring center. It has been popular and highly utilized by students in the courses (74% of these students participated in Fall 2013). This embedded lead tutor model combines components of supplemental instruction and peer tutoring. Tutors are required to attend some class periods, meet weekly with faculty, lead weekly supplemental workshops, and be available for scheduled and drop-in tutoring hours. On a broad level, an overall increase in student grades has been observed. Additionally, analysis of the data at a deeper level is being performed to identify which students are at risk for poor performance and determine if their performance is improved by access to these tutoring resources. A key goal of this tutoring model is to retain these at-risk students, and this analysis will aid the assessment of this goal.