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This study tested the impact of a course redesign of a bottleneck General Chemistry course. The new design incorporated more group work, the use of classroom response systems, peer mentors, and a stronger online presence via the learning management system. Five years of post-redesign data were compared to the course data five years prior to the redesign. The redesigned course significantly improved student success as measured by the average GPA and lower withdrawal rates. Student achievement in the subsequent General Chemistry also improved.

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