To help students who traditionally underperform in general chemistry, we created a supplementary instruction (SI) course and called it the STEM-Dawgs Workshops. These workshops are an extension of the Peer-led Team Learning (PLTL) SI. In addition to peer-facilitated problem-solving, we incorporated two components inspired by learning sciences: (1) training in research-based study skills, and (2) evidence-based interventions targeting psychological and emotional support. Here we use an explanatory mixed methods approach to measure the impact of the STEM-Dawgs Workshops, with a focus on four sub-populations that are historically underrepresented in Chemistry: underrepresented minorities, females, low-income students, and first-generation students. Specifically, we compared three groups of students in the same General Chemistry course: students in general chemistry and not the workshops (“Gen Chem students”), students in the workshops (“STEM-Dawgs”), and students who volunteered for the workshops but did not get in (“Volunteers”). We tested hypotheses with regression models and conducted a series of focus group interviews with STEM-Dawgs. Compared to the Gen Chem population, the STEM-Dawg and Volunteer populations were enriched with students in all four under-represented sub-populations. Compared to Volunteers, STEM-Dawgs had increased exam scores, sense of belonging, perception of relevance, self-efficacy, and emotional satisfaction about chemistry. URM STEM-Dawgs had lower failure rates, and exam score achievement gaps that impacted first-generation and female Gen Chem students were eliminated in the STEM-Dawg population. Finally, female STEM-Dawgs had an increased sense of belonging and higher emotional satisfaction about chemistry than women Volunteers. Focus groups suggested that successes came in part from the supportive peer-learning environment and the relationships with peer facilitators. Together, our results indicate that this supplementary instruction model can raise achievement and improve affect for students who are underrepresented in chemistry.

中文翻译：

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一种新的补充教学方法会缩小成绩并影响代表性不足的少数民族，第一代学生和妇女的差距

为了帮助传统上在一般化学方面成绩不佳的学生，我们开设了补充教学（SI）课程，并将其称为STEM-Dawgs Workshops。这些讲习班是对等领导团队学习（PLTL）SI的扩展。除了同伴促进的问题解决之外，我们还结合了受学习科学启发的两个组成部分：（1）基于研究的学习技能培训，以及（2）针对心理和情感支持的基于证据的干预措施。在这里，我们使用一种解释性的混合方法来衡量STEM-Dawgs研讨会的影响，重点是化学领域历史上代表性不足的四个子群体：代表性不足的少数民族，女性，低收入学生和第一代学生。具体来说，我们比较了同一门普通化学课程中的三组学生：普通化学专业的学生而不是讲习班的学生（“ Gen Chem学生”），讲习班的学生（“ STEM-Dawgs”）和自愿参加讲习班但没有参加的学生（“志愿者”）。我们用回归模型检验了假设，并用STEM-Dawgs进行了一系列的焦点小组访谈。与Gen Chem种群相比，STEM-Dawg和Volunteer种群在所有四个代表性不足的亚人群中均有丰富的学生。与志愿者相比，STEM-Dawgs的考试成绩，归属感，相关性感知，自我效能感和对化学的情感满意度都有所提高。URM STEM-Dawgs的失败率较低，并且在STEM-Dawg人群中消除了影响第一代和第一代Gen Chem学生的考试成绩差距。最后，与女性志愿者相比，女性STEM-Dawgs对化学物质的归属感增强，并且对化学物质的情感满意度更高。焦点小组认为，成功的部分原因是来自支持同伴学习的环境以及与同伴促进者的关系。在一起，我们的结果表明，该补充教学模型可以提高成绩，并改善化学中代表性不足的学生的影响力。