Ph.D., Michigan State University

Chemical Education

The Peer-Led Team Learning Model (Workshop Model) has been incorporated into the General Chemistry and Organic Chemistry sequences. In the Workshop Model, small groups of 6-8 students meet for two hours a week with a peer mentor. The peer mentor is a trained student with excellent facilitation skills, who has taken the course and done well. The students work together on a set of challenging problems provided by the professor. The model removes the passive observer and encourages active participation and therefore active learning. Student participants are expected to construct their own knowledge and understanding of chemical concepts and principles. Students gain experience and confidence in problem solving, reasoning and communication skills. Initial studies indicate that students participating in the Workshop Model on average perform better than those students not participating in the Workshop Model.

Barlag, R.; McMills, L.; Nyasulu, F. Upgrading General Chemistry Laboratory Equipment and Laboratory Procedures for Improved Efficiencies and Savings. Journal of Laboratory Chemical Education, 2014, 2, 15-17.

McMills, L.; Nyasulu, F.; Barlag, R. Magnetic Susceptibility of Coordination Compounds in the General Chemistry Laboratory. Journal of Laboratory Chemical Education, 2014, 2, 11-14.

McMills, L.; Nyasulu, F.; Barlag, R. Weak Acid Ionization Constants and the Determination of Weak Acid-Weak Base Reaction Equilibrium Constants in the General Chemistry Laboratory. Journal of Chemical Education, 2013, 90, 768-770.

Nyasulu, F.; Barlag, R.; Wise, L.; McMills, L. The H3PO4 Acid Ionization Reactions; A Capstone Multi-Concept Thermodynamics General Chemistry Laboratory Exercise. Journal of Chemical Education, 2013, 90, 642-645.

McMills, L.; Nyasulu, F.; Barlag, R. The H3PO4 Comparing Mass and Volumetric Titrations in the General Chemistry Laboratory. Journal of Chemical Education, 2012, 89, 958-959.