000			02369nam a22002777a 4500
005			20231115143948.0
008			231020b ||||| |||| 00| 0 eng d
022			_a0021-9584
037			_bRIEBPL Library
082			_a540.7
100			_aJennifer R. Casey et al...
245			_a Participation in a High-Structure General Chemistry Course Increases Student Sense of Belonging and Persistence to Organic Chemistry _b (Journal Article)
260			_aUSA _b:American Chemical Society _cAugust 2023
300			_a2860-2872 p.
490			_aAmerican Chemical Society, Volume 100, Issue 8
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract A parallel series of general chemistry courses for Life Science Majors was created in an effort to support students and improve general chemistry outcomes. We created a two-quarter enhanced general chemistry course series that is not remedial, but instead implements several evidence-based teaching practices including Process Oriented Guided Inquiry Learning (POGIL), Peer-Led Team Learning (PLTL), and the Learning Assistant (LA) model. We found that students who took enhanced general chemistry had higher persistence to the subsequent first organic chemistry course, and performed equally well in the organic course compared to their peers who took standard general chemistry. Students in the first enhanced general chemistry course also reported significantly higher belonging, although we were unable to determine if increased belonging was associated with the increased persistence to organic chemistry. Rather we found that the positive association between taking the enhanced general chemistry course and persistence to organic chemistry was mediated by higher grades received in the enhanced general chemistry course. Our findings highlight the responsibility we have as educators to carefully consider the pedagogical practices we use, in addition to how we assign student grades.
650			_aChemical Education Research
650			_aFirst-Year Undergraduate/General
650			_aSecond-Year Undergraduate
650			_aCollaborative/Cooperative Learning
650			_aStudent-Centered Learning
650			_a Minorities in Chemistry Women in Chemistry
856			_u https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.2c01253
942			_cPER
999			_c44863 _d44862