Enhancing Student Engagement and Success in General Chemistry Through Supplemental Co-Class Models

The onset of the COVID-19 pandemic in the spring of 2020 led to a widespread transition from traditional face-to-face instruction to remote learning during the 2020-2021 academic year. The lack of in-person instruction posed unique challenges, particularly for students transitioning from high school to college, exacerbating existing educational disparities for those already experiencing opportunity gaps. In response to these challenges, we developed an in-person supplementary course (CHE 98) aimed at improving student outcomes and facilitating the transition from virtual to in-person learning, particularly for first-generation andlow-income students. CHE 98 was implemented at the University of California, Davis, to offer both academic and social support to students enrolled in General Chemistry. The course offered small group sessions (10-20 students), fostering engagement and participation, unlike the larger General Chemistry lectures (500-600 students), which often felt more competitive. These smaller settings fostered greater engagement and participation while also boosting self-esteem, in contrast to the competitive environment of larger class formats. Data showed that approximately 63% of CHE 98 students earned a grade of C or higher compared to only 26% in the control group. CHE 98 students not only showed better academic performance but also experienced increased self-esteem and participation due to the smaller, more supportive learning environment. The success of CHE 98 demonstrates the effectiveness of targeted academic support in improving outcomes in STEM, particularly in their transitions from high school to college.