We report on a study analyzing the efficacy of peer mentoring in the first semester course (Biocore I-Ecology, Evolution, and Genetics) of a four-semester introductory biology sequence. The program was established with the goal of improving incoming student’s study habits, reducing course-related anxiety, promoting a positive course-related attitude, elevating student confidence, accelerating development of a learning community, and encouraging the formation of autonomous study groups. This program follows the documented success for peer led team learning from the Workshop Chemistry Project (Gosser et al 2001) who noted significant learning gains in undergraduate chemistry courses. Following four student cohorts through Biocore I, we present data including direct and indirect evaluations of student learning as well self-reported attitude assessments. In this program, peer mentors facilitate weekly 2-hour study sessions attended by 4-8 volunteer ‘mentees’ enrolled in Biocore I. In addition, peer mentors enroll in a 1-credit seminar course that focuses on the teaching/learning of biology and methods of establishing a positive group-learning environment.
Results/Conclusions
Total Biocore I cohort size ranged from 108 to 129 over four years (2004-07), with 15-18 peer mentors leading study sessions each year. Student participation in peer mentored study groups increased from 58% to 75% through the first to second year, and then stabilized at 77% over the subsequent two years. Analysis of student achievement between GPA quartile groups indicated that the lowest GPA quartile participants showed an average improvement of 14% on course assessments relative to those who did not participate in peer mentored study groups. Attitude surveys indicate that participants not only improve their study-skills/ group work skills, they also increase their course-related confidence, and reported a positive, supportive learning environment. We will present additional data that follows students into subsequent semester courses, investigating how construction of study groups in the first semester changes long-term study habits.
