A peer mentoring program was added to an introductory chemistry course at a large university. The introductory chemistry course prepares students with little or no previous chemistry background to enter the main-stream general chemistry sequence and is part lecture and part small-group problem-solving. Faculty instructors are responsible for the lecture while peer mentors handle the group problem-solving portion. Peer mentors, recruited from previous introductory chemistry course, are chosen for their knowledge of the material and their helpfulness in group activities. While a number of studies on peer mentoring have reported the benefits to the mentored students, the present study looks at the benefits to the mentors. Grade enhancement in the mainstream general chemistry sequence, withdrawal rates, and number of additional chemistry courses taken by the mentors have been compared to under-prepared students who took the introductory chemistry course but did not serve as mentors and well-prepared students who did not need the introductory chemistry course. Our results show that mentors earned higher grades, withdrew from chemistry courses at a lower rate, and took more courses in chemistry than their counterparts. The enhanced achievement and retention of the mentors in chemistry suggests that programs that encourage under-prepared students to mentor are worthwhile endeavors.

General Chemistry I historically had one of the highest failure and withdrawal rates at Penn State Berks, a four-year college within the Penn State system. The course was completely redesigned to incorporate more group work, the use of classroom response systems, peer mentors, and a stronger online presence via the learning management system (ANGEL). Five years of data about the redesigned course were compared with the previous five years. The redesigned course significantly improved student success as measured by the average GPA and lower withdrawal rates. Student achievement in the subsequent course, General Chemistry II, has also improved, suggesting that not only are more students completing the first course, but they are also completing the course with better preparation for the next course. Student ratings have improved for the course, showing increased satisfaction with both the course and the instructor. The findings from 10 years of data suggest significant improvements in student success are possible for General Chemistry I.

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Assigning a popular nonfiction book as a supplemental text in organic chemistry can help students learn valuable skills. An analysis of student feedback on assignments related to a nonfiction book in two different organic courses revealed that students applied the information from the book, improved their communication skills, and were more enthusiastic about organic chemistry. Although a few students complained that the additional work was burdensome, the generally positive response to the popular nonfiction suggests that assigning such works can help organic teachers teach more than just the content of the course.

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