The LIONS Program Using Peer Tutors to Improve

The LIONS Program: Using Peer Tutors to Improve Learning in Organic Chemistry 2006 BCCE Conference, Purdue University August 2, 2006 Allen M. Schoffstall and Larry Augenstein, Department of Chemistry and Barbara A. Gaddis, Science Learning Center UCCS, Colorado Springs, CO 80918

Enhancing the Classroom • Varied presentations • Clicker questions • Different activities – LIONS participation in class during problemsolving sessions

LIONS: Leaders In Organic Networking with Students • Design of the LIONS program • Selection and training of LIONS (peer tutors) • LIONS in-class activities with students • Outcomes

Why LIONS?

Why LIONS? • • • Enhance active learning Collaborations Improve motivation Link to SLC Select more SLC tutors

Designing the LIONS Program Problem: How to implement PLTL given constraints: • • • 130 students enrolled in Organic Chemistry I Budget constraints limited number of LIONS Tiered, fixed seating allows for little interactivity No other space available for break-out sessions Busy schedules made it necessary to do during class time. Solution: LION groups of 16 students in designated dens in the classroom 8 times a semester. LION student groups divide into sub groups of 2 -4 students.

Classroom Layout

Characteristics of the LIONS Peer Tutors • Have demonstrated success as students • Have earned grades of A in organic chemistry courses during the previous year • Are flexible and not rigid or intimidating • Can work both independently and with group members • Are self-confident, but not overbearing • Are enthusiastic • Communicate clearly

Training the LION Peer Tutors • Pre-semester training session • Review content and coaching strategies for LIONS activities in and out of class. • Role Playing – coaching, not giving the answer – – – “Just tell me what the answer is” “What if I don’t know something that is asked of me? ” “I am not doing this. I already know how to do it. ” • Class notes and hints to address problem areas • Follow-up sessions during semester • LIONS receive questions a week ahead of time.

Organization of LION Activities • Each LION peer mentor is assigned to a specific group of students for entire semester. • During LIONS exercises, all students in a LION group are seated together. • LIONS take attendance. • Questions for group work are projected, one at a time.

Organization of LIONS Activities • LIONS facilitate activity, offering help and suggestions where needed. • Students take quiz. • LIONS grade, record, and return quiz. • LIONS hold office hours each week in SLC for drop in tutoring and small group work.

Sample LIONS Activity: Assignment 1 1. Draw all isomers having a molecular formula of C 4 H 8 Cl 2. 2. A) Identify the stronger acid from each pair of compounds below. B) Arrange all compounds above in order of decreasing acidity. 3. Name each of the alkanes or cycloalkanes shown here.

General Guidelines for Interactions Assignment 1: Drawing Isomers • Give hints or ask other questions rather than giving answer • Look for an organized approach. • See if the student can determine when done. • Ask students to draw structural formulas and name each isomer • Assign to students who finish early another formula to figure out. • Arrange for meetings outside of class.

LIONS Day Quiz 1. Write bond-line formulas for all possible isomers having the molecular formula C 3 H 6 Br 2. 2. Arrange the compounds below in order of decreasing acidity. Put the most acidic on the left and the least acidic on the right.

Sample LIONS Assignment 4 1. Show an example of an addition reaction for an alkene and HBr where more than one alkyl halide product is conceivable. Write structures of all conceivable products. 2. Of the products shown, which will be favored according to Markovnikov's Rule? Explain. 3. Write the mechanism. Is the mechanism consistent with what is known about carbocation stabilities?

Sample LIONS Assignment 4 (cont. ) 4. If it were essential for you to make the non. Markovnikov product starting with the alkene, how would you do it? Draw the mechanism for the reaction. 5. Think about converting 2 -bromo-2 -methylpropane to 1 -bromo-2 -methylpropane. If you can't conceive of a workable single reaction process, propose a process that involves two or more reactions. Include all reagents and conditions.

Benefits of the LIONS Activities • Students do active learning in class. • Students focus on important aspects of course doing in-class problem solving. • Students collaborate. • LIONS bond with students as mentor. • The professor keeps students on task by directing the questions. • Students and LIONS evaluate positively.

Why Collaborate? • • Increase motivation Greater involvement Greater participation Shared goals/interdependence • Conflict and resolution • Articulation

Drawbacks of the LIONS Activities • The classroom setup demands that LIONS work with students within a single (large) room. • Orientation of desks is limiting. • Students can’t always access their LION. • Students who work either fast or slow find it difficult to be on the same page. • Some in-class time is used. • LIONS have significant time commitment.

Student Survey Questions Learning • LIONS exercises helped understanding of organic chemistry. 4. 78 (out of 5. 00) • LIONS exercises helped my grade in organic chemistry. 4. 75 • Doing LIONS exercises was better for my learning than taking additional quizzes during class. 4. 69

Student Survey Questions Attitude • LIONS exercises helped influence my attitude (opinion) towards organic chemistry. 4. 16 • LIONS exercises helped my level of confidence in organic chemistry. 3. 99 • LIONS exercises improved my ability to work collaboratively with other students. 4. 17

Evaluation by LIONS Peer Mentors LIONS peer mentors learned a lot of organic chemistry: “Teaching makes you see the material differently. ” LIONS peer mentors thought students learned a lot: “Extra problems are always helpful, but more importantly, I think students learned to maybe analyze problems differently. ” “The most positive outcomes was the 1 to 1 help students received during the class and at the SLC”

Evaluation by LIONS Peer Mentors Suggestions: • More LIONS peer mentors so could have smaller groups. • More space so they could walk around and talk to every student. • Flexible seating to make it easier for students to work together. • Access to a chalk board. • Bottom Line: They want to do it again!

Acknowledgements • The authors are indebted to the Science Learning Center, which funded this project. • Email amschoff@uccs. edu for – LIONS days activities – Activity questions – Quizzes – Survey information and – Information for LIONS from instructor.