Teaching Circle Proposal

 

Best Practices in Supplemental Instruction in the STEM Disciplines

Georgia College & State University

 

Circle Members: Lisa Buttitta (chemistry), Marcela Chiorescu (mathematics), Jeanne Haslam (Learning Center), Michael Gleason (biology), Laurie Huffman (mathematics), Catrena Lisse (chemistry): co-chair, and Rosalie A. Richards (science education): co-chair

 

Case for Need

Supplemental Instruction provides non-remedial peer-facilitated tutoring/study sessions by qualified, trained undergraduate students (SI) who attend the classes of the students they encourage and mentor in a given course. During supplemental instruction, the learner builds new knowledge in collaboration with peers while the SI affirms her knowledge and builds confidence, leadership and communication skills. Studies suggest that students participating in supplemental instruction benefit over non-participants by improved final course grades (Commander, Stratton, Callahan & Smith, 1996; Fayowski & McMillan, 2008; Moore & LeDee, 2006), cumulative GPA (Fayowski & McMillan, 2008), and graduation rates (Arendale, 1998; Bowles, McCoy & Bates, 2008). Georgia College has supported SIs over the years towards increasing retention in challenging courses. In general, students struggle with science, technology, engineering and mathematics (STEM) courses.¹ In the biological sciences at Georgia College, for example, supplemental instruction was identified as a leading factor in the 30% reduction in DFW rates in BIOL 2100 “Genetics” during an eight year study (Gleason, 2010). More recently, with the advent the GC STEM Initiative, support for SIs in introductory STEM courses has increased.  Between FY09-FY11, the project supported SIs through mini-grants. Beginning FY12, SIs in the STEM disciplines were funded primarily through the STEM Retention Initiative, accounting for the boost in numbers. In FY13, for example, among the 45 SIs supported across disciplines, 36 were dedicated to the STEM disciplines, potentially impacting over one-third of our first and second-year student population.

 

Several events have led to the crafting of this proposal. First, during the first-ever STEM SI Workshop for in November 2011, SIs overwhelming shared a deep passion for their work (excerpt) and a great need for exposure to strategies for facilitating student learning. Second, centralizing supplemental instruction at the Learning Center beginning Fall 2011 has allowed for better coordination of SIs and presents a rare opportunity to influence the academic component of supplemental instruction. Third and most importantly, SIs afford a critical link between classroom learning experiences and student reflection. With increased numbers of SIs in the STEM disciplines, Georgia College could realize a significant impact on improved learning by both student and SI. Consequently, prospective members of this teaching circle, many of whom have had or are supervising SIs, are deeply committed to enriching the Georgia College student and faculty experience by exploring, applying and disseminating best practice strategies for meaningful supplemental instruction.

 

Project Description

Towards the goal of improving student retention and success within targeted historically-difficult STEM courses, the circle will meet monthly from October 2012 to April 2013 to achieve the following outcomes:

Outcome 1: To compile a comprehensive review of best practices in supplemental instruction with respect to the SI, the students being peer-facilitated, and the faculty mentor. Our work will initiate with an assessment of models showcased at the International Center for Supplemental Instruction at University of Missouri-Kansas City (2012) and other sources on peer instruction. Thereafter, circle members will inventory GC models of supplemental instruction by examining our own methods of student engagement, SI mentoring practices identified from feedback gathered by the Learning Center. We will use this data to assess the strengths and challenges of our SI program and guide the development of a SI best practice document.

 

Outcome 2: To investigate strategies that measure and demonstrate impact of supplemental instruction.

We will invite experts, such as the Center for Program Evaluation and Development, to assist us in identifying strategies for evaluating the impact of STEM SIs on teaching/learning, including mechanisms for continuous feedback. In addition, we will examine other resources such as evaluation instruments developed by Iowa State's Academic Success Center (2012), Valdosta State University’s program (2012), and others. In order to integrate student feedback into our practice and for the improvement of the supplemental instruction program, we will invite input from current SIs. Several have already communicated interest in participating as guests during at least two circle meetings. We will also use aggregated student feedback from peer-facilitated sessions provided by the Learning Center. We envision that our findings will lay a foundation to advocate for elevated support of supplemental instruction at Georgia College, specifically within the context of a public liberal arts mission and our exemplary undergraduate learning experience strategic direction.

Outcome 3: To contribute best practice approaches in supplemental instruction to the development of SI training workshops facilitated by the Learning Center’s SI Program.  Our work will uncover best practices for (a) developing productive mentoring relationships that elevate the faculty/SI educational team; and (b) peer-facilitation techniques, specifically student engagement. The SI coordinator, J. Haslam, will be a circle member and a desired outcome for the center is specialized training modules for SIs and faculty mentors. To support the center’s work and impact our own practice, circle members will discuss common readings, such as Lipsky’s SI training guide (2011) and Barkley’s student engagement techniques handbook (2009).

Outcome 4: To disseminate the circle’s findings locally and state-wide. We will present our work at the STEM-SoTL Conference on March 8 at Georgia Southern University. The Georgia College STEM Initiative has already committed to funding conference travel. We also anticipate presenting our findings locally at the university-wide annual STEM Symposium  in March 2013.

Evaluation of the circle: The success of the teaching circle will be measured by (a) member participation rate; (b) pre-post survey circle member dispositions on supplemental instruction; (c) development of a best practice review on supplemental instruction; and (d) presentation/feedback from the SoTL conference and STEM Symposium.

Project Management: The teaching circle will be co-chaired by Rosalie Richards and Catrena Lisse.  Lisse will be responsible for coordinating circle activities and Richards will manage the budget and final report.  

Budget: A total of $500 is requested; some funds will be used to purchase common readings ($320) via Amazon.com. The remainder will be used to cover the cost of lunch for meetings throughout the year ($180).

 

References

Academic Success Center at Iowa State University. 2012. http://new.dso.iastate.edu/asc/supplemental

Arendale, D. (1998). Increasing efficiency and effectiveness of learning for freshmen students through Supplemental Instruction.  In P. Dwinell, & J. S. Higbee (Eds.). The role of developmental education in preparing successful college students.  Columbia, SC.: The National Association for Developmental Education and the National Center for the Study of the First Year Experience and Students in Transition.

Barkley, E. F. (2009) Student Engagement Techniques: A Handbook for College Faculty. San Francisco, CA: Jossey-Bass

Bowles, T., McCoy, A., & Bates, S. (2008). The effect of Supplemental Instruction on timely graduation. College Student Journal, 42(3), 853-859.

Commander, N. F., Stratton, C. B., Callahan, C. A., & Smith, B. D. (1996).  A learning assistance model for expanding academic support.  Journal of Developmental Education. 20(2), 8-16.

Fayowski, V., & MacMillan, P. (2008). An evaluation of the Supplemental Instruction programme in a first year calculus course. International Journal of Mathematical Education in Science & Technology, 39(7), 843-855.

Gleason, M.  (2010) Supplemental Instructors for lower-level biology courses. Georgia College STEM Mini-Grant Final Report.

Lipsky, S. A. (2011). A Training Guide for College Tutors and Peer Educators, Boston, MA: Pearson Education, Inc.

Moore, R., & LeDee, O. (2006). Supplemental Instruction and the performance of developmental education students in an introductory biology course.  Journal of College Reading and Learning, 38(2), 9-20.

Student Success Center at Valdosta State University. 2012. http://www.valdosta.edu/ssc/SupplementalInstruction.shtml

The International SI Center. 2012. http://www.umkc.edu/cad/si/overview.shtml

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¹STEM is defined here as biology, chemistry, computer science, environmental science, mathematics and physics.