Effects of Personalized Peer Tutoring with Students that are Under-Represented and/or in STEM Fields.

Authors

  • Gabby Broski
  • Alyssa Pettry Fairmont State University
  • Kiersten Lowdermilk Fairmont State University
  • Katie Conley Fairmont State University
  • Amber Meadows Fairmont State University
  • Kristy Henson Fairmont State University

DOI:

https://doi.org/10.55632/pwvas.v93i1.765

Keywords:

Tutoring, First-Generation, Under-Represented

Abstract

The First2 Club at Fairmont State University started a peer-tutoring program during the 2020/2021 academic year to help support STEM and under-represented students by offering free and personalized tutoring. This tutoring initiative currently has four tutors. The student tutors range from sophomore to senior and are all Natural Science majors. The tutors have set tutoring dates and appointments available to meet with students. Most tutoring is one-on-one, but can also be in a group setting. After the meetings, students complete a survey. Preliminary results show 73 tutoring sessions in chemistry, biology, and physics courses. These courses tend to be the courses with the highest turn-over rate. Students tutored met the following demographics: female, first-generation, LGBTQ, minority, and male. Thus far the peer-tutoring program has been successful in reaching underrepresented students in STEM courses in the hope to increase the pass rate. Results of grade increase have not been assessed.

Author Biographies

Gabby Broski

Department of Natural Science; Student

Alyssa Pettry, Fairmont State University

Department of Natural Science; Student

Kiersten Lowdermilk, Fairmont State University

Department of Natural Science; Student

Katie Conley, Fairmont State University

Department of Natural Science; Student

Amber Meadows, Fairmont State University

Department of Natural Science; Student

Kristy Henson, Fairmont State University

Department of Natural Science; Assistant Professor

Downloads

Published

2021-04-01

How to Cite

Broski, G., Pettry, A., Lowdermilk, K., Conley, K., Meadows, A., & Henson, K. (2021). Effects of Personalized Peer Tutoring with Students that are Under-Represented and/or in STEM Fields. Proceedings of the West Virginia Academy of Science, 93(1). https://doi.org/10.55632/pwvas.v93i1.765

Issue

Vol. 93 No. 1 (2021): 95th Annual Meeting Abstracts, virtual meeting

Section

Meeting Abstracts-Poster

License

Proceedings of the West Virginia Academy of Science applies the Creative Commons Attribution-NonCommercial (CC BY-NC) license to works we publish. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.