At Saint Cloud State University,  Introductory Chemistry is the largest course in the chemistry department.    Learning Assistants were integrated into the course to facilitate small-group activities, leaving less than 15% of class time spent as traditional lecture.  The Learning Assistant model was based on a very successful program at University of Colorado � Boulder.  Learning Assistants also enrolled in a course that presented a variety of effective pedagogies for facilitating student learning.  To assess the effects of the Learning Assistants on student's success in the Introductory Chemistry course, final exam scores were compared to parallel sections and sections from previous semesters.  Evaluation included interviews with instructors, focus groups with both the students and Learning Assistants, and attitudinal and efficacy data from students.  Student achievement in successive chemistry courses, as well as initial results from a verbal interaction analysis will be discussed.  These data as well as the Learning Assistant model will be presented.

Effects of learning assistants in an introductory chemistry class on student learning

239th National Meeting (2010)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.