strengthening student achievement in stem courses using supplemental instruction marty bonsangue,...
Post on 21-Dec-2015
221 Views
Preview:
TRANSCRIPT
Strengthening Student Achievement in STEM Courses Using Supplemental Instruction
Marty Bonsangue, Mark Filowitz, Phil Janowicz, Trista O’Connell, Ashley Thune-Aguayo, Sean Walker, & Rochelle Woods
SI Leaders: Yosuf Alam & Asha Cyrs, Naila Ferdousi
February 9, 2015
Session Agenda
• The core elements of the UMKC SI model
• History of SI at Cal State Fullerton• The importance of cross campus
collaboration• How to implement, develop, and grow a
successful SI program on your campus
The Primary Purpose of Supplemental Instruction
To strengthen student achievement in key bottleneck and gateway courses by participating in interactive peer facilitated sessions that are
linked directly to the course.
Part I: What Is (and Isn’t) SI? Phil Janowicz, Sean Walker, & Trista O’Connell
• Developed 40 yrs ago at the University of Missouri-Kansas City.
• Peer facilitated sessions that integrate course content and learning skills (“what to learn” with “how to learn”).
• Is not tutoring or extra time for homework. • Targets key bottleneck and gateway
courses with historically high
non-passing rates.• Does not target specific groups
of students.
5
History of SI at CSUF
• Started in 2007 with 4 secs in Calculus and Bio
• Grew steadily each year funded by grants
• Institutionalized in 2013• In Spring 2015, we have SI in 35
courses with 130 SI undergraduate student leaders
SI Courses at CSUF• Accounting: Intermediate Accounting I & II• Anthropology: Introduction to Anthropology • Biology: Introduction to Biology, Evolution and Biodiversity, & Cellular Basis of
Life • Business Administration: Business Writing • Chemistry: General Chemistry, Organic Chemistry I and II, & Theory of
Quantitative Chemistry • Computer Science: Introduction to Programming & Programming Concepts • Economics: Intermediate Business Microeconomics • Geology: Physical Geology • History: World Civilizations to the 16th Century & World Civilizations Since the 16th
Century • Information Systems & Decision Sciences: Quantitative Business Analysis:
Probability and Statistics & Statistics and Decision Sciences • Mathematics: College Algebra, Precalculus, Business Calculus, Life Science
Calculus, & Calculus I, II and III• Philosophy: Introduction to Philosophy, Critical Thinking, & Logic • Physics: Elementary Physics, Mechanics, & Electricity and Magnetism• Political Science: Introduction to Political Science • Psychology: Introduction to Psychology
Impact of SI at CSUF• Overall Passing Rates & Course GPA
SI vs Non-SI: 80 % compared to 55 % SI vs Non-SI: 2.60 compared to 1.80
• Student Perception *88% reported SI was very/extremely helpful * 95% would tell their friends to do SI
• Evidence of Limited Self-selection Effects
8
Secondary Effects of SI
• Impact on timely graduation rates
• Impact on course repetition• Impact on SI leaders
Secondary Effects of SI
• Impact on timely graduation rates
• Impact on course repetition• Impact on SI leaders• Impact on departmental
and college culture
SI Effectively and directly addresses CSUF’s Strategic
Planning Goal No. 2: To improve student persistence, increase graduation rates University wide, and narrow the achievement gap for underrepresented students.
Challenges of SI
• Funding the program• Running the program• Identifying and recruiting good SI
leaders• Training and monitoring SI
leaders
Challenges of SI
• Funding the program• Running the program• Identifying and recruiting good SI
leaders• Training and monitoring SI leaders• Finding good usable space
Challenges of SI
• Funding the program• Running the program• Identifying and recruiting good SI
leaders• Training and monitoring SI leaders• Finding good usable space• Recruiting SI students
Challenges of SI
• Funding the program• Running the program• Identifying and recruiting good SI
leaders• Training and monitoring SI leaders• Finding good usable space• Recruiting SI students• Dealing with faculty/admin.
pushback
Planning for SI: Three Suggestions
1. Frontload for Success*Start small*Recruit strong potential SI leaders*Recruit supportive faculty to teach
linked SI classes
Planning for SI: Three Suggestions
1. Frontload for Success*Start small*Recruit strong potential SI leaders*Recruit supportive faculty to teach
linked SI classes2. Maintain Close Contact With SI
Leaders*Have weekly training sessions*Visit SI leaders early
Planning for SI: Three Suggestions
1. Frontload for Success*Start small*Recruit strong potential SI leaders*Recruit supportive faculty to teach
linked SI classes2. Maintain Close Contact With SI
Leaders*Have weekly training sessions*Visit SI leaders early
3. Keep Really, Really Good Records!
Poll Question #2
Do you feel that you are clear on the difference between SI and tutoring?
1.Not Clear
2.Somewhat Clear
3.Clear
4.Very Clear
Key Players
• SI Coordinator• Faculty Liaisons• Faculty tchng. courses supported by SI• SI Leaders • SI Students
SI Student Leaders . . . • Attend pre-semester
orientation and training• Attend weekly meetings/trainings with
department faculty liaison • Attend all scheduled class lectures with
students; act as “model student”• Prepare timely materials for SI sessions• Facilitate regularly scheduled SI sessions• Perform additional admin. duties as necessary
The SI Coordinator . . . • Provides leadership in developing,
implementing and promoting an exemplary and comprehensive SI program
• Coordinates and promotes program • Assesses program and makes recommendations for
improvement • Works closely with admins. and
fac. liaisons in various colleges across campus to implement SI in high-risk & bottleneck courses
• Brings together the divisions of Academic Affairs and Student Affairs to meet the needs of the greater campus community
Faculty Liaisons . . . Are important!
– Excited and passionate about SI – Weekly meetings with SI leaders in their
department – Provide subject/dept. specific skills, trainings,
issues – Assist SI Coordinator in collection of materials and
dissem. of info. to students, faculty, & chairs– Part of the on-going dialogue between Academic
Departments and Student Affairs
Faculty (courses supported by SI)
• Selecting Courses and Faculty – Bottleneck/gateway course? – How do they feel about SI? – What types of exams, assignments, etc. – Will they promote it? – Do they have a student they can recommend as
SI leader?
• Important as they will help sell the program – Students – Colleagues, chair, dean, and more
Poll Question #3What do you think your campus’ greatest strength to support SI might be?
1. Student Participation
2. Faculty Buy-in
3. Administrative Buy-in
4. Funding
5. Other
Cost of SI Program at CSUF
• SI Leader is paid $ 2,360 per SI course ($14.50/hr, 10 hrs/week x 16 weeks)
• SI Faculty Liaisons receive
3-unit release time per semester
Poll Question #4What do you think might be the biggest barrier to implementing an SI on your campus?
1. Student Participation
2. Faculty Buy-in
3. Administrative Buy-in
4. Funding
5. Data Collection
Part III: Working with Student Support Centers
Rochelle Woods and Mark Filowitz
• Collaboration between Academic Departments and Student Affairs
• Building trust and getting buy-In
What Students Gain
• The opportunity to earn
a higher grade in a class
that is historically difficult to pass.• Access to trained peer-leaders who have
completed the class successfully. • With every class passed successfully the first
time, time to complete a degree and overall college costs are reduced.
• Deeper connection to their peers and STEM major.
Part IV: ConclusionSean Walker and Trista O’Connell
• Questions and Next Steps on implementing Supplemental Instruction on your campus
top related