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Participation in a High-Structure General Chemistry Course Increases Student Sense of Belonging and Persistence to Organic Chemistry

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Title: Participation in a High-Structure General Chemistry Course Increases Student Sense of Belonging and Persistence to Organic Chemistry
Language: English
Authors: Jennifer R. Casey (ORCID 0000-0002-7710-6220), K. Supriya, Shanna Shak, Justin R. Caram (ORCID 0000-0001-5126-3829), Arlene Russell (ORCID 0000-0002-2766-6529), Albert J. Courey
Source: Journal of Chemical Education. 2023 100(8):2860-2872.
Availability: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1945572
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, Undergraduate Students, Chemistry, Science Instruction, Organic Chemistry, Biological Sciences, Curriculum Enrichment, Academic Persistence, Sense of Community, Evidence Based Practice, Peer Teaching, Cooperative Learning, Teaching Assistants, Science Achievement
DOI: 10.1021/acs.jchemed.2c01253
ISSN: 0021-9584
1938-1328
Abstract: 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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1444516
Database: ERIC
FullText Text:
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  Data: Participation in a High-Structure General Chemistry Course Increases Student Sense of Belonging and Persistence to Organic Chemistry
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  Data: <searchLink fieldCode="AR" term="%22Jennifer+R%2E+Casey%22">Jennifer R. Casey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7710-6220">0000-0002-7710-6220</externalLink>)<br /><searchLink fieldCode="AR" term="%22K%2E+Supriya%22">K. Supriya</searchLink><br /><searchLink fieldCode="AR" term="%22Shanna+Shak%22">Shanna Shak</searchLink><br /><searchLink fieldCode="AR" term="%22Justin+R%2E+Caram%22">Justin R. Caram</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5126-3829">0000-0001-5126-3829</externalLink>)<br /><searchLink fieldCode="AR" term="%22Arlene+Russell%22">Arlene Russell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2766-6529">0000-0002-2766-6529</externalLink>)<br /><searchLink fieldCode="AR" term="%22Albert+J%2E+Courey%22">Albert J. Courey</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. 2023 100(8):2860-2872.
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  Data: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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  Data: 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.
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        Value: 10.1021/acs.jchemed.2c01253
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      – TitleFull: Participation in a High-Structure General Chemistry Course Increases Student Sense of Belonging and Persistence to Organic Chemistry
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