For students concurrently enrolled in CHEM 31A, STEMentors is designed to provide timely support with study and problem-solving skills applicable in both chemistry and STEM courses in general. Students will join a small cohort of other CHEM 31A students looking to build community with and support other students in STEM. Weekly sections will focus on group activities and individual check-ins facilitated by a peer mentor who has previously taken the CHEM 31A/B sequence. These activities are designed to normalize challenging experiences within a college science course, build key study skills such as how to effectively review lecture notes and practice problems, prepare for and reflect on exams, and develop a consistent problem-solving process that will build student confidence over the quarter. Students should enroll in a weekly mentor section, occurring on Thursdays. You can read more about our mentor program here: https://chemistrystementors.sites.stanford.edu. Co-Requisite: CHEM 31A
1 units · Satisfactory/No Credit
For students concurrently enrolled in CHEM 31A, STEMentors is designed to provide timely support with study and problem-solving skills applicable in both chemistry and STEM courses in general. Students will join a small cohort of other CHEM 31A students looking to build community with and support other students in STEM. Weekly sections will focus on group activities and individual check-ins facilitated by a peer mentor who has previously taken the CHEM 31A/B sequence. These activities are designed to normalize challenging experiences within a college science course, build key study skills such as how to effectively review lecture notes and practice problems, prepare for and reflect on exams, and develop a consistent problem-solving process that will build student confidence over the quarter. Students should enroll in a weekly mentor section, occurring on Thursdays. You can read more about our mentor program here: https://chemistrystementors.sites.stanford.edu. Co-Requisite: CHEM 31A
Offered in Autumn 2026 at Stanford University.