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Chem 111 Peer Mentor Position!

Interested in becoming a Chemistry Peer Mentor? Visit this page to view the simple online application. (Follow the link to the Chemistry Peer Mentor application). Applications are due by March 27th. (If you’re not sure if you’re interested, but you think you might be, apply anyway!) Once you have applied, AASC will send additional information regarding the interview process.

Benefits of becoming a Peer Mentor:

  • When you help to teach it, you’ll really nail down the basics from General Chemistry
  • Students who serve in this capacity develop yet another angle from which someone like me can write a letter of recommendation
  • It will look good on your resume
  • You’ll gain insight into the teaching/learning process that may help your own learning
  • It will be fun!

Expectations for Peer Mentors (PM):

The primary role of the peer mentor is to help to support the classroom learning environment. Thus, the most important role for the PM is to attend each class and be prepared to facilitate the day’s activity for the students. (MW 3-4:15pm)

In order to make sure that everyone is prepared, PMs will attend a weekly meeting on Thursdays from 4:30-5:30 pm. At that meeting, we will review what is happening in class, address any issues, and discuss the activities for the week coming up.

Functionally, in class, I will divide the class into “neighborhoods” of ~20 students each and will assign a PM to each neighborhood. I will expect PMs to make an effort to get to know the students in their “neighborhood” (e.g., student names, and strengths and weaknesses in the course). (in class)

The PMs will also help with some aspect of the administrative duties (e.g., collecting or distributing materials in class, proctoring exams, light grading).

Later this spring and/or just before classes begin (depending on schedules), there will be an “orientation meeting” with all PMs

Basic Description of the Course:

Chemistry 111 is an introduction to the field of chemistry for those who will study science and engineering. Research shows that when we learn, we must construct our own understanding. It is not possible for knowledge/understanding to travel intact from the brain of the instructor to the brain of the student. (Too bad… if learning were like transferring information on a jump drive, it would be much faster!). In order to create a learning environment in which students are supported to construct as deep an understanding of the material as possible, I use an approach in my course in which students work together during class on specially designed activities. I regularly introduce new information through these activities. Students learn the content, as well as other important skills (e.g., looking at/interpreting data, teamwork and communication skills, etc.) by working together through the activities.

Please don’t hesitate to contact Susan Shadle at if you have any questions.