John Lorz, Utah Valley University
How about a 20% increase in the class average on the mid-term exam compared with the previous two academic years of the same course? In this session two students share their experiences as (newly piloted) peer mentors in a low-performing, upper division genetics class. Student attitudes towards genetics improved and both mid-term and final grades increased by double-digit percentages. Not only did these peer mentors increase student success, but also experienced a personal developmental opportunity in preparation for graduate school, including this conference presentation and an anticipated peer-reviewed publication to follow.