Students regularly access course resources, such as office hours, for support in their learning process. The move to online instruction in a general chemistry course led to a re-design of student resources to allow for continued student access. This study will highlight resources supported by undergraduate facilitators, including weekly practice problem sessions and a student support system for underperforming students. These redesigned resources were run by undergraduate and graduate mentors and accessed by students through synchronous Zoom sessions and weekly asynchronous activities including discussion boards. The asynchronous activities allowed for greater student participation. The response from students was positive and allowed for continued support of student learning with a flexible method of access.

Converting student support resources to an online format

ACS Fall 2021

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