The Secret Ingredient to Student Success: SLG in Dr. Beshara’s Class

For over a decade, Dr. Cory Beshara has been inspiring UFV chemistry students to see beyond the formulas and reactions and discover the joy of learning through curiosity and collaboration. As one of the longest-standing faculty partners in the Supported Learning Groups (SLG) program, Dr. Beshara has witnessed firsthand how peer-led learning transforms the classroom dynamic—turning fear of organic chemistry into confidence, connection, and even a bit of fun. We asked him to reflect on his experiences and the impact SLG has had on both his teaching and his students.

How long have you been involved with the SLG program?

Honestly, I don’t know. Navneet tells me I’ve been involved since 2013 (12 years) and since she has all the data, I’m inclined to believe her.

What has your experience been with the program?

I have nothing but good things to say about SLG. The lens through which I view my experience with SLG is the courses I typically ask to have supported: Organic chemistry. O chem has a bad reputation with students, so they always come into class with a little fear and trepidation. This is the most important reason for my involvement with SLG: Having positive social environment that allows students to forget why they may be anxious about taking my courses. My experience with teaching is more positive because the SLG leaders have always helped participating students to forget to fear the topic.

What are some benefits of having an SLG leader embedded in the course?

I have noticed through my time at UFV that there are just circumstances under which students find their peers infinitely less intimidating and would sooner evaporate than let me know their concerns. Or they want to make sure their questions are a little more polished before they come to see me. The extra support offered through peer-led learning is invaluable to student confidence as they risk more and make mistakes! Mistakes are the most important part of learning O Chem, and SLG leaders make finding them fun. I have also noticed that SLG leader interaction with me seems to catalyze student/instructor interaction as well. My office hours are busier in classes with SLG support. I also know that not everyone likes chemistry and the opportunity to attend separate SLG sessions have made the course less of a grind.

What are some ways in which you have involved SLG leaders in your class?

I’m pretty hands off. I let the SLG leader decide how they want to utilize me. I usually double check SLG activities for accuracy, but leaders get full autonomy as to how they want to present it. Some SLG leaders make extensive use of whiteboard work, and I had another industrious leader who gamified her sessions. I still haven’t played the potato game she so successfully played , but it looked quite fun and engaging.

To learn more about SLG and how to get involved, visit www.ufv.ca/slg.