Plus Two Peer-Led Team Learning for Large Introductory ...



Plus Two Peer-Led Team Learning for Large Introductory STEM Classes:

Improved Study Skills, Increased Retention, and Higher Graduation Rates

James E. Becvar, Geoffrey B. Saupe, Juan Noveron, and Mahesh Narayan,

Department of Chemistry, The University of Texas at El Paso

Executive Summary: A new approach for transforming undergraduate learning in science, technology, engineering, and mathematics (STEM) has been empirically validated in a ten-year pilot program that involved 7,231 students conducted at the University of Texas at El Paso (UTEP). The approach improves student study skills leading to increased retention and higher graduation rates. UTEP’s Plus Two Workshop1 replaces one hour of lecture in a large STEM course (>300 students) with many small two-hour Peer-Led Team Learning (PLTL) Workshops. The Workshops are led by intensively trained undergraduate students in their junior and senior years that have previously done well in the course. Workshops focus on PLTL strategies that promote cooperative learning, content exploration, hands-on activities, academic networking, validation of multiple-learning styles among students, and academic skills development. Workshops provide a small-class organizational environment emphasizing the continuous progress of individual students. The study shows a greater than 15% increase in the weighted average of the passing rate (A + B + C) in first semester general chemistry, and a 300% increase in the number of Chemistry majors for the period of 2001-11. Although the program received a 5-year NSF grant (2007-12) to expand the model to other STEM courses, due to budget restrictions, the institutional support for the Workshop Model for the 2012-3 school year is uncertain. We are currently seeking extramural funding for its continuous implementation.

Introduction

For many years, it has been recognized that conventional teaching of STEM disciplines done via traditional passive methods in which students are first lectured and then assessed for terms and concept understanding is not an effective method for sufficient understanding to allow students to make connections between the theoretical models and real systems. One of the main problems is that teaching styles in STEM courses have NOT changed in the last 100 years, albeit the use of power point projections. Conventional teaching of STEM courses is normally done via long lectures using passive listening and where students are assessed for terms and concepts. This is not an effective method because it does not train students to make connections between the theoretical models and real systems. Lecturing is uninspiring for 21st Century students; when STEM coursework is presented in this way, students do not feel ownership of the content. This perception along with its unfortunate outcome is aggravated by the large-lecture problem in college, for which a typical lower-division STEM course has a student: teacher ratio of >200:1.

The ‘Free-Style’ Plus Two Workshop Model.

‘Free-Style’ Plus Two Workshop1 uses PLTL to enhance and increase 1) student success in course, 2) retention at the university, and 3) successful completion of and timeliness to degree. This University of Texas at El Paso-developed strategy provides an innovative hands-on, active-learning experience in general chemistry courses at this institution. The dramatic success increase seen in Fig. 1 beginning at year 2000 gives evidence for the effectiveness of the Peer-Led Team Learning Workshop intervention for student success in the first semester general chemistry gateway course.

Fig. 1. Student Success (Percentage of Students with Grades of A, B, or C) in First Semester General Chemistry at UTEP 1989 – 2011. The red line is the weighted average of the passing rate (A + B + C) in first semester general chemistry from 1989 – 1999, prior to the intervention. PLTL in course began in 2000.

First Semester General Chemistry (CHEM 1305) is a gatekeeper course at UTEP because undergraduate students intending majors in engineering or science must pass this course with a grade of C or better in order to gain entry into their respective STEM major. ‘Free-Style’ Plus Two Workshop has resulted in at least an additional 1000 engineering and science students successfully progressing into their majors at UTEP over the 12 years of the program. A National Science Foundation grant, DUE 0653270, project I-STAR, “Integrated Student Success, Teaching, and Retention”2 extended the Plus Two Workshop strategy to second semester general chemistry. ‘Free-Style’ Plus Two Workshop in these two general chemistry courses provides a pedagogy of engagement4 to embed student-centered5, active6, small-group7, collaborative8 learning into general chemistry to create small learning communities led by a student (Peer Leader) who has previously mastered this content. The formal linking of Workshop and lecture under the Model embeds Peer-Led Team Learning9 - 11 into the curriculum in a required, integrated fashion so that all students enrolled take part in the benefits of the student-centered PLTL intervention. Peer Leaders in both general chemistry courses engage students in contextual, real-world examples of the abstract concepts of science using simple hands-in activities called Explorations12,13.

Fig. 2 and Fig. 3 show the impact of this strategy on the Department of Chemistry at UTEP from 1988 to 2011. The Texas Higher Education Coordinating Board does not allow the addition of a required component onto a course already consisting of the number of hours of lecture equal to the number of semester credit hours for the course (e.g. three credit hours for a course consisting of three lectures per week). The Plus Two Workshop Model replaces one large section lecture per week with a two-hour Peer-Led session. Exchanging one hour of lecture per week incorporates a comprehensive team-based, rich learning experience: the PLTL Workshop. At the time of registration, students enrolling in general chemistry must link the enrollment in lecture with simultaneous enrollment in a Workshop section that fits within their course curriculum. Enrolled students now receive two hours of lecture plus two hours of required small group instruction per week for three semester credit hours. Students enrolled in Plus Two Workshop are grouped into sections of about 16 students meeting for two hours per week guided by an

Fig 2. Undergraduate Majors in Chemistry at the University of Texas at El Paso since Fall 2000.

[pic]

Fig 3. B.S. Degrees in Chemistry at the University of Texas at El Paso, 1988 -2011

undergraduate Peer Leader. Peer Leaders use active learning methods to build learning teams and to strengthen student understanding of chemical principles. Not all Peer Leaders are majoring in chemistry: In fact, less than half the Peer Leaders in general chemistry have majored in the discipline. This diversity in major helps the Peer Leaders relate to their Workshop students.

After returning from an Annual PLTL Training Meeting in Houston, Texas in April 2006, Jeffrey Hernandez12, a then CHEM 1305 Peer Leader (who subsequently earned an M.S. Chemistry degree from UTEP and is now teaching high school in El Paso) coined the term ‘free style PLTL’14 to describe the significant difference that the UTEP program has from PLTL programs across the US. Peer Leaders at this institution focus on the concepts and content for their weekly Workshops rather than follow specific sets of exercises prescribed by a workbook.

Explorations12,13 are short (30-minute) hands-on activities that provide real-world examples of chemical processes of a more descriptive and qualitative nature than the rather lengthy experiments conducted in the usual three-clock-hour chemistry laboratory. Explorations do not replace the three-hour laboratory, but conducting multiple simple reactions builds an understanding of chemical processes and chemical “thinking.” Students experience a sensory (usually visual) event and then grapple with what is happening chemically. One goal of engaging in Explorations is for students to describe the chemistry taking place in their own words followed by writing the balanced chemical reactions or giving solid scientific explanations of the science taking place rather than to perform sets of calculations or plot graphs of the data they collect as is done in ‘regular’ laboratory. By academic year 2000-2001 at UTEP, almost one third of the students enrolling in first semester general chemistry lecture were no longer enrolling in the three-clock-hour, one-credit-hour parallel wet chemistry laboratory course. This deficiency in hands-on experience resulted from the decision in the mid 1990’s of some engineering disciplines here to release their students from the requirement to co-enroll in the parallel “wet” chemistry three-hour laboratory. At about the same time as ‘Plus Two’ Workshop was introduced into the first semester experience, the NSF Model Institutions of Excellence grant provided funding to modify a small lecture room into a modern teaching laboratory. This lucky coincidence of physical building modification and significant program modification enabled us to address the lack of hands-on laboratory experience for a large fraction of the students in the general chemistry curriculum.

Professors often choose to conduct “lecture demonstrations” to spur student interest and to provoke a more personal student connection to science. Explorations provide this motivational connection in a highly personal and individual fashion. The ‘fun’ aspect of the Exploration activities also provide ample opportunity for Peer Leaders to ask questions and to engage their students in developing their own ability to ask the significant ‘why’ and ‘how’ questions. Explorations teach Innovation. Explorations teach innovation because they present students with concrete simple examples to focus on and then students have to answer why and how these events happen. Peer Leaders challenge students to develop their own why and how questions, the very basis for discovery and innovation.

Impact of Peer-Led Workshops on the Peer Leaders

‘Free-Style’ Plus Two Workshop addresses the 2005 National Academy of Sciences’ call for broadening participation and preparing the next generation of STEM professionals and for producing more and better-trained STEM teachers15. An unexpected but significant benefit of ‘Free-Style’ Plus Two Workshop has been to increase the number of students at UTEP who are considering middle school and high school teaching as a career. This may well have taken place by virtue of the extensive opportunity Peer Leaders have leading groups of students in such a significant learning environment. Peer Leaders guide students to help each other with the course material; they direct student-centered learning. PLTL Workshop provides real clinical practice to Peer Leaders, one of the three essential characteristics for modern teacher preparation recommended by the Carnegie Corporation’s Teachers for a New Era Program16. The undergraduate peer leaders are helping their fellow students succeed in STEM disciplines; many are finding themselves engaged and intrigued with instruction – the kind of engagement allowing them to visualize a lifetime devoted to learning and teaching in a secondary and tertiary educational capacity17. This program has broadened the Professional Development of the Peer Leaders by giving them the opportunity to present their contributions to the profession of teaching and learning at professional meetings18 - 96.

References

1. Becvar, James, E., “Two Plus Two Equals More: Modifying the Chemistry Curriculum at UTEP”, Progressions, 5, 3, 2004. Online at .

2. , 2006

3. National Science Foundation, “Project ‘I-STAR, Integrated Student Success, Teaching and Retention’ ”, DUE – 0653270, 2007

4. Edgerton, R. Education White Paper; Pew Charitable Trust, 1998; Frame.cfm? Framesource=programs/edu/eduindex.cfm

5. O’Neill, Geraldine, and Tim McMahon, “Student-Centred Learning: What Does It Mean for Students and Lecturers?”, in Emerging Issues in the Practice of University Learning and Teaching, O’Neill, G., S. Moore, and B. McMullin, eds., Dublin: AISHE, pp. 27 – 36, 2005

6. Felder, Richard M., Donald R. Woods, James E. Stice, Armando Rugarcia, “The Future of Engineering Education. II. Teaching Methods that Work”, Chemical Engineering Education, 34(1), 26 – 39, 2000.

7. Springer, Leonard, Mary Elizabeth Stanne, and Samuel S. Donovan, “Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis, Review of Educational Research, 69(1): 21 – 51, 1999.

8. Smith, Karl A., Sheri D Sheppard, David W. Johnson, Roger T. Johnson, “Pedagogies of Engagement: Classroom-Based Practices”, Journal of Engineering Education, 94(1):87 – 101.

9. Gosser, D.K., & Roth, V., The Workshop Project: Peer-Led Team Learning. Journal of Chemical Education, 75(2), 185, 1998.

10. Gosser, D., Cracolice, M., Kampmeier, J., Roth, V., Strozak, V., Varma-Nelson, P. Peer-Led Team Learning: A Guidebook. Upper Saddle River, NJ: Prentice Hall, 2001.

11. Dreyfuss, A.E. (Ed.), 2008. Internet homepage of the Peer-Led Team Learning Project: .

12. Hernandez, Jeffrey, Marisa Galan, Myrna Calderon, Walter Dickson, Hugo Alarcón, Daniel Dominquez, Yoon Ju Kim, Rafael Ordoñez, Omar Khateeb, Albert Padilla, Lance Williams, Gina Carballo, Ahlam Azam, and Arturo Montes, “Explorations: Teaching Students to Develop the Important Questions: ‘By Jove, the Whys (wise) have it!!’”, 2006 Peer-Led Team Learning National Conference, University of Houston-Downtown, April 20 – 23, 2006.

13. Khateeb, Omar, Walter E. Dickson, Jeffrey Hernandez, and James E. Becvar, “Explorations: The ‘Whys” Have It’”, presentation in the ‘A Decade of Peer-Led Team Learning’ Symposium at the 232nd ACS National Meeting, San Francisco CA, September 10 – 14, 2006.

14. Johnson, Jennifer L., Laura L. Llanes, Jeffrey Hernandez, and James E. Becvar, “Incorporating Innovative Learning Techniques In A Free-Style Peer-Led Team Learning Environment”, CHED 1534, 235th American Chemical Society National Meeting, New Orleans, LA, April 6 - 10, 2008.

15. National Academy of Sciences. Rising Above the Gathering Storm, 2005.

16. Teachers for a New Era. .

17. Ashmus, Roger A., Giannina Heredia, Nancy Avila, Christina Pasillas, Eva M. Deemer, and James E. Becvar, “Schooling at the ‘Chemistry CirCus”, 233rd ACS National Meeting, Chicago, Illinois, March 25 – 29, 2007.

18. Becvar, J., A.E. Dreyfuss**, B.C. Flores, and W.E. Dickson*, “Plus Two: Peer-Led Team Learning improves student success, retention, and timely graduation”, peer-reviewed paper 1159, 38th ASEE/IEEE Frontiers in Education Conference, Volume T4D: 15 – 18, 2008.

19. Becvar, J.E., A.E. Dreyfuss**, W.E. Dickson*, “Training faculty to train students in Peer-Led Team Learning”, peer-reviewed paper 1160, 38th ASEE/IEEE Frontiers in Education Conference, Volume W3D: 1-2, 2008.

20. Llanes, Laura G.*, Jennifer L. Johnson*, Jeffrey E. Hernandez*, Ahlam G. Azam**, Brittany Vasquez*, Elsa G. Lopez*, and James E. Becvar, Incorporating Innovative Learning Techniques in a Free-style Peer-Led Team Learning Environment, PLTL Progressions, Vol. 9, Issue 3, pp 1-3 (2009).

21. Azam, Ahlam G.**, BrittanyVasquez*, Elsa Lopez*, and James E.Becvar, CHEMtwister, PLTL Progressions, Vol. 9, Issue 3, pp 4-5 (2009).

22. Azam, Ahlam G.**, BrittanyVasquez* Elsa Lopez*, and James E.Becvar, CHEMtaboo, PLTL Progressions, Vol. 9, Issue 3, pp 6-7 (2009).

23. Azam, Ahlam G.**, BrittanyVasquez*, Elsa Lopez*, and James E.Becvar, CHEMjeopardy, PLTL Progressions, Vol. 9, Issue 3, pp 8 (2009).

24. Ulloa, Nancy*, and James E.Becvar, Integrating the Guess ChemWho Game into Peer-Led Workshops, PLTL Progressions, Vol. 9, Issue 3, pp 9-10 (2009).

25. Llanes, Laura G.*, Jennifer L. Johnson*, Jeffrey E. Hernandez*, and James E. Becvar,General Chemistry Mnemonics and Shortcuts, PLTL Progressions, Vol. 9, Issue 3, pp 11-12 (2009).

26. Frederick, Joshua*, and James E. Becvar, Chemical Speed Dating as a Peer-Led Team Learning Activity PLTL Progressions, Vol. 9, Issue 3, pp 13-14 (2009).

27. Deemer, Eva M.*, Jeffrey E. Hernandez*, and James E. Becvar, Adapting the "Three Man" game scenario as a collaborative learning strategy in chemistry, PLTL Progressions, Vol. 9, Issue 3, pp 15-16 (2009).

28. Amaya, Allyssa M.*, and James E. Becvar, Tres Caballeros: A Learning Strategy for "Plus Two" Peer-Led Team Learning, PLTL Progressions, Vol. 9, Issue 3, pp 17 - 19 (2009).

29. Veronica Almeida, Monica Valdez, and James E. Becvar, “Peer Led Team Learning: Introduction of Workshop into the General Chemistry Curriculum at UTEP”, Conference of the Sun 2002, UTEP Undergraduate Learning Center, March, 2002.

30. Monica Valdez, and James E. Becvar, "General Chemistry Education: Peer-Led Learning Instruction", National American Chemical Society Spring Meeting, Orlando FL, March 2002.

31. James E. Becvar, Monica Valdez, Veronica Almeida, “Peer Led Team Learning: Explorations”, Paper #619963, National American Chemical Society Meeting , New Orleans, March, 2003.

32. Georgina Carballo, Eunice Rascon, and James E. Becvar, “Supermarket Chemistry: Discovering Science Using Household Materials”, presentation at The International Sun Conference on Teaching and Learning 2006: “Creating Inquiring Minds” Undergraduate Learning Center, March 3, 2006

33. Aaron Rosas and James E. Becvar, “Peer Lead Team Learning: an Effective Approach to Inquiry and Discovery”, presentation at The International Sun Conference on Teaching and Learning 2006: “Creating Inquiring Minds” Undergraduate Learning Center, March 3, 2006

34. Arturo Montes and James E. Becvar, “YOU Can't Do It For Them: Learning Takes Time!”, presentation at The International Sun Conference on Teaching and Learning 2006: “Creating Inquiring Minds” Undergraduate Learning Center, March 4, 2006.

35. Ahlam Azam, Brittany Vasquez, and James E. Becvar “Chemistry Playground: Discovering Science Through Games”, presentation at The International Sun Conference on Teaching and Learning 2006: “Creating Inquiring Minds” Undergraduate Learning Center, March 4, 2006.

36. Hugo Alarcon, Rafael Ordoñez, and James E. Becvar, “Purposeful Mistakes Strengthen the Learning Process”, presentation at The International Sun Conference on Teaching and Learning 2006: “Creating Inquiring Minds” Undergraduate Learning Center, March 4, 2006

37. Carballo, Georgina, Eunice Rascon, and James Becvar, “Supermarket Chemistry: Investigating Chemistry Using Household Materials”, 2006 National Training Conference in Peer-Led Team Learning, University of Houston-Downtown, April 20 – 23, 2006.

38. Montes, Arturo and James Becvar, “You Can’t Do It For Them: Learning takes Time”, 2006 National Training Conference in Peer-Led Team Learning, University of Houston-Downtown, April 20 – 23, 2006.

39. Kim, Yoon Ju and James Becvar, “Countering the Know-It-All Disruptor “, 2006 National Training Conference in Peer-Led Team Learning, University of Houston-Downtown, April 20 – 23, 2006.

40. Azam, Ahlam, Georgina Carballo, and James E. Becvar, “3 - 1 => 2 + 2 = MORE”, 2006 Peer-Led Team Learning National Conference, University of Houston-Downtown, April 20 – 23, 2006.

41. Azam, Ahlam, Brittany Vasquez, Elsa Lopez and James E. Becvar, “Games as Collaborative/Cooperative Learning”, 2006 Peer-Led Team Learning National Conference, University of Houston-Downtown, April 20 – 23, 2006.

42. Calderon, Myrna I., Hugo Alarcón, and Rafael Ordoñez, “Purposeful Mistakes Enhance the Learning Process”, 2006 Peer-Led Team Learning National Conference, University of Houston-Downtown, April 20 – 23, 2006.

43. Dickson, Walter E., Jeffrey Hernandez, and James Becvar, “Motivation by Nerds® and Airheads®”, 2006 Peer-Led Team Learning National Conference, University of Houston-Downtown, April 20 – 23, 2006.

44. Carballo, Georgina, Eunice Rascon, and James Becvar, “Supermarket Chemistry: Investigating Chemistry Using Household Materials”, Third Annual International Summer Conference on Education, UTEP College of Education, June 19, 2006.

45. Montes, Arturo and James Becvar, “You Can’t Do It For Them: Learning takes Time”, Third Annual International Summer Conference on Education, UTEP College of Education, June 19, 2006.

46. Kim, Yoon Ju and James Becvar, “Countering the Know-It-All Disruptor”, Third Annual International Summer Conference on Education, UTEP College of Education, June 19, 2006.

47. Azam, Ahlam, Georgina Carballo, and James E. Becvar, “3 - 1 => 2 + 2 = MORE”, Third Annual International Summer Conference on Education, UTEP College of Education, June 19, 2006.

48. Azam, Ahlam, Brittany Vasquez, Elsa Lopez and James E. Becvar, “Games as Collaborative/Cooperative Learning”, Third Annual International Summer Conference on Education, UTEP College of Education, June 19, 2006.

49. Calderon, Myrna I., Hugo Alarcón, Rafael Ordoñez, and James Becvar, “Purposeful Mistakes Enhance the Learning Process”, Third Annual International Summer Conference on Education, UTEP College of Education, June 19, 2006.

50. Dickson, Walter E., Jeffrey Hernandez, and James Becvar, “Motivation by Nerds® and Airheads®”, Third Annual International Summer Conference on Education, UTEP College of Education, June 19, 2006.

51. Hernandez, Jeffrey, Marisa Galan, Myrna Calderon, Walter Dickson, Hugo Alarcón, Daniel Dominquez, Yoon Ju Kim, Rafael Ordoñez, Omar Khateeb, Albert Padilla, Lance Williams, Gina Carballo, Ahlam Azam, and Arturo Montes, “Explorations: Teaching Students to Develop the Important Questions: ‘By Jove, the Whys (wise) have it!!’ ”, Third Annual International Summer Conference on Education, UTEP College of Education, June 19, 2006.

52. Azam, Ahlam, Marisa N. Galan, Myrna I. Calderon, and James E. Becvar, “3 – 1 Gives 2 + 2 = More”, presentation in the ‘A Decade of Peer-Led Team Learning’ Symposium at the 232nd American Chemical Society National Meeting, San Francisco CA, September 10 – 14, 2006.

53. Khateeb, Omar, Walter E. Dickson, Jeffrey Hernandez, and James E. Becvar, “Explorations: The ‘Whys” Have It’”, presentation in the ‘A Decade of Peer-Led Team Learning’ Symposium at the 232nd American Chemical Society National Meeting, San Francisco CA, September 10 – 14, 2006.

54. Noveron, Juan C., Daniel Dominguez, Rafael Ordonez, and James E. Becvar, “No Intelligence Left Behind: Stimulating Multiple Intelligences via Peer-Led Team Learning”, presentation in the ‘A Decade of Peer-Led Team Learning’ Symposium at the 232nd American Chemical Society National Meeting, San Francisco CA, September 10 – 14, 2006.

55. Dickson, Walter, Jeffrey Hernandez, Elsa Lopez, Eunice Rascon, Ahlam Azam, Aaron Rosas, and James E. Becvar, “Two Plus Two Equals More: Integrating PLTL Into A Lecture Course”, in the symposium honoring Larry Peck, "Current Issues in Teaching the Undergraduate Curriculum" 62nd Southwest American Chemical Society Regional Meeting, Houston, Texas, October 20, 2006.

56. Azam, Ahlam, Georgina Carballo, Michael Eastman, Stephen Aley, and James E. Becvar, “The ‘Two Plus Two’ Strategy for Student Success”, National Institutes of Health/Howard Hughes Medical Institute Diversity in the Sciences Symposium, University of Washington, Seattle, WA, 26-28 October, 2006.

57. Kim, Yoon Ju, Krissett A. Loya, and James E. Becvar, “Student Success via ‘Two Plus Two’ Workshop Strategy”, 233rd American Chemical Society National Meeting, Chicago, Illinois, March 25 – 29, 2007.

58. Becvar, James E., and Elsa G. Lopez, “What is ‘Plus Two’ Workshop and How Does it Work?”, the 2007 Annual Peer-Led Team Learning Training Conference, CCNY-CUNY, New York City, NY, July 13-14, 2007.

59. Kim, Yoon Ju, and James E. Becvar, “Improved Student Retention and Timely Graduation via ‘Plus Two’ Peer-Led Team Learning”, 234th American Chemical Society National Meeting, Boston, Massachusetts, August 19 - 22, 2007.

60. Deemer, Eva M., Jeffrey E. Hernandez, Giannina Heredia, Christina Gonzalez, and James E. Becvar, “Adapting The Three Man Game Scenario As A Collaborative Learning Strategy In Chemistry”, CHED 1025, 235th American Chemical Society National Meeting, New Orleans, LA, April 6 - 10, 2008.

61. Roacho, Robinson, and James E. Becvar, “Getting Students To Generate Their Own Problems To Solve”, CHED 1047, 235th American Chemical Society National Meeting, New Orleans, LA, April 6 - 10, 2008.

62. Mendez, Jose E., Cynthia A. Gabaldon, and James E. Becvar, “Developing Critical Thinking In ‘Plus Two’ Peer-Led Team Learning Workshop”, CHED 064, 236th American Chemical Society National Meeting, Philadelphia, PA, August 17 - 21, 2008.

63. Loya, Krissett A., Adolfo Grajeda Jr., and James E. Becvar, “Leading The Way To Success: Peer Leaders, The New Faculty”, 236th American Chemical Society National Meeting, Philadelphia, PA, August 17 - 21, 2008.

64. Ulloa, Nancy and James E. Becvar, “Integrating the Guess ChemWho Game into Peer-Led Workshops”, 64th Southwest Regional Meeting (SWRM) of the American Chemical Society, Little Rock, AR, October 1–4, 2008.

65. Amaya, Allyssa M. and James E. Becvar, “Three Caballeros: a Peer-Led Team Learning Strategy”, 64th Southwest Regional Meeting (SWRM) of the American Chemical Society, Little Rock, AR, October 1–4, 2008.

66. Frederick, Joshua, and James E. Becvar, “Chemical Speed Dating as a Peer-Led Team Learning Activity”, 64th Southwest Regional Meeting (SWRM) of the American Chemical Society, Little Rock, AR, October 1–4, 2008.

67. Ramirez, Cesar, Lizabeth Ronquillo, Laura L. Llanes, Allyssa M Amaya, Nancy Ulloa and James E. Becvar, “Why Games Should Be Integral To Peer-Led Team Learning”, CHED 096, 237th American Chemical Society National Meeting, Salt Lake City, UT, March 22 - 26, 2009.

68. Campos, Michelle A., and James E. Becvar, “Krispy Khem Donut Races: A Chemistry Learning Strategy”, CHED 097, 237th American Chemical Society National Meeting, Salt Lake City, UT, March 22 - 26, 2009.

69. Llanes, Laura L., and James E. Becvar, “Chemistry Battleship: A Peer-Led Team Learning Activity”, CHED 098, 237th American Chemical Society National Meeting, Salt Lake City, UT, March 22 - 26, 2009.

70. Ronquillo, Lizabeth, and James E. Becvar, “Body Geometry: A Peer-Led Team Learning Activity”, CHED 099, 237th American Chemical Society National Meeting, Salt Lake City, UT, March 22 - 26, 2009.

71. Amaya, Allyssa M., and James E. Becvar, “Cake Or Death: A Peer-Led Team Learning Strategy”, CHED 100, 237th American Chemical Society National Meeting, Salt Lake City, UT, March 22 - 26, 2009.

72. Loya ,Victoria Eugenia and Juan C. Noveron, “Collective Virtual Notebooks: A New Approach To Knowledge Content Integration In A Peer-Led Team Learning Environment”, 237th American Chemical Society National Meeting, Salt Lake City, UT, March 22-26, 2009

73. Miramontes, Alma and Juan C. Noveron, “On Implementing Virtual Office Hours In A Large Class That Uses The Peer-Led Team-Learning Model”, 237th American Chemical Society National Meeting, Salt Lake City, UT, March 22-26, 2009

74. Guerrero, Alberto and Juan C. Noveron, “Production Of A Virtual College Memory Repository In A Peer-Led Team-Learning Environment”, 237th American Chemical Society National Meeting, Salt Lake City, UT, March 22-26, 2009

75. Frederick, Joshua, and James E. Becvar, “Sixteen New Explorations Developed for General Chemistry II”, 238th American Chemical Society National Meeting, Washington, DC, August 16 - 20, 2009.

76. Michelle A. Campos and James E. Becvar, “PLTL Krispy Khem Doughnut Races: A chemistry Learning Strategy”, Southwestern Regional American Chemical Society Meeting, El Paso, TX, 4 – 7 November, 2009.

77. Campos-Flores, Isaac, Gabriela Escalera, Mahesh Narayan and James E. Becvar, “A New Flavor for the Soda Can Crush”, Southwestern Regional American Chemical Society Meeting, El Paso, TX, 4 – 7 November, 2009.

78. Chacon, Lucia B., James E. Becvar, Wen-Yee Lee and Juan Noveron, “Unscramble the Numbers Peer-Led Team Learning Activity”, Southwestern Regional American Chemical Society Meeting, El Paso, TX, 4 – 7 November, 2009.

79. De Leon, Fernando, Paloma Sanchez, Wen-Yee Lee, Juan C. Noveron and James E. Becvar, “The Chemistry World Series Game”, Southwestern Regional American Chemical Society Meeting, El Paso, TX, 4 – 7 November, 2009.

80. De Leon, Rosio, Johnathan Abu-Fadel, James E. Becvar and Mahesh Narayan, “Can Clicking Cause Complacency”, Southwestern Regional American Chemical Society Meeting, El Paso, TX, 4 – 7 November, 2009.

81. Kalantarian, Narges K., Amanda K. Tse, Mahesh Narayan and James E. Becvar, “Boiling Water with Ice!”, Southwestern Regional American Chemical Society Meeting, El Paso, TX, 4 – 7 November, 2009.

82. Ramirez, Cesar, Lizabeth T. Ronquillo, Laura L. Llanes, Allyssa M. Amaya, Nancy Ulloa and James E. Becvar, “Games as Collaborative Activities in Peer-Led Team Learning”, Southwestern Regional American Chemical Society Meeting, El Paso, TX, 4 – 7 November, 2009.

83. Ramirez, Verenice, Sean Hamdan, Lizbeth T. Ronquillo, James Becvar, and Wen-Yee Lee, “Wheel of Chemical Fortune”, Southwestern Regional American Chemical Society Meeting, El Paso, TX, 4 – 7 November, 2009.

84. Ronquillo, Lizabeth T., Cesar Ramirez, Verenice Ramirez, Bruce Saenz, Aaron Stillman, James E. Becvar, “CCOPS Chase CASH n’ Gia: A Solubility Mnemonic”, Southwestern Regional American Chemical Society Meeting, El Paso, TX, 4 – 7 November, 2009.

85. Ronquillo, Lizabeth T., and James E. Becvar, “Using Body Geometry for Teaching Molecular Geometry”, Southwestern Regional American Chemical Society Meeting, El Paso, TX, 4 – 7 November, 2009.

86. Ruck, Lela M., and James E. Becvar, “Spoons: From Cards to Chemistry”, Southwestern Regional American Chemical Society Meeting, El Paso, TX, 4 – 7 November, 2009.

87. Sanchez, Paloma, Fernando De Leon, James E. Becvar, Juan C. Noveron and Wen-Yee Lee, “Musical Chemical Chairs”, Southwestern Regional American Chemical Society Meeting, El Paso, TX, 4 – 7 November, 2009.

88. Chacon, Lucia B., Wen-Yee Lee, Juan C. Noveron, and James E. Becvar, “Unscrambling the Numbers: A Peer-Led Team Learning Activity”, CHED 0143, 239th American Chemical Society National Meeting, San Francisco, CA, March 21 - 25, 2010.

89. Ramirez, Verenice, Sean Hamdan, Lizabeth T. Ronquillo, Wen-Yee Lee, and James E. Becvar, “Using the ‘Wheel of Chemical Fortune’ in Peer-Led Team Learning”, CHED 147, 239th American Chemical Society National Meeting, San Francisco, CA, March 21 - 25, 2010.

90. Ramirez, Cesar, Lizabeth Ronquillo, Bruce Saenz, Christian Barraza, Verenice Ramirez, Katherine Diaz, Jose Mendez, James E. Becvar, , “Rewards for High Achievement in Peer-Led Team Learning Workshop: Less Homework and/or No Quizzes”, CHED 158, 239th American Chemical Society National Meeting, San Francisco, CA, March 21 - 25, 2010.

91. Isaac Campos-Flores, Lela Ruck, Rosio De Leon, Gabriela Escalera, Robert Morales, Narges Kalantarian, Amanda Tse, Mahesh Narayan, and James E. Becvar, “New Explorations and Approaches for Peer-Led Team Learning in Second Semester General Chemistry”, CHED 159, 239th American Chemical Society National Meeting, San Francisco, CA, March 21 - 25, 2010.

92. Viña-Marrufo, Robert, Isaac Campos-Flores, Rosio De Leon, Lela Ruck, Gabriela Escalera, Jose Mendez, Mahesh Narayan, and James E. Becvar, “Going FAR?”, 21st Biennial Conference on Chemical Education, Denton TX, August 1 – 5, 2010.

93. De Leon, Rosio, Johnathan Abu-Fadel, Mahesh Narayan, and James E. Becvar, “Clickers Can Cause Complacency”, 21st Biennial Conference on Chemical Education, Denton TX, August 1 – 5, 2010.

94. Ronquillo, Lizabeth, Wen-Yee Lee, and James E. Becvar, “Exploring Explorations”, 21st Biennial Conference on Chemical Education, Denton TX, August 1 – 5, 2010.

95. Gamboa, Jacqueline, Verenice Ramirez, and James E. Becvar, “Sizzling Organics: A Peer-Led Learning Strategy for Organic Chemistry”, 62nd Southeastern-66th Southwest Regional American Chemical Society Meeting, New Orleans, LA, November 30-December 4, 2010.

96. Sanchez, Paloma, Fernando De Leon, Wen-Yee Lee, Juan C Noveron, James E Becvar, “Musical Chemical Chairs”, CHED 513, 241st American Chemical Society National Meeting, Anaheim, CA, March 27 - 31, 2011.

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