Thursday, December 20, 2012

Abstract to STEM-SOTL 2013: final draft


The Impact of Supplemental Instruction on Teaching and Learning

Laurie Huffman, Catrena Lisse, Jeanne Haslam, Lisa Buttita, Rosalie Richards

 

Proposal Abstract (60 words or fewer)

This session is designed for participants new to Supplemental Instruction (SI) or already acquainted with non-remedial, peer-facilitated learning opportunities. After a brief introduction to our SI Program at Georgia College, members of an SI Teaching Circle will facilitate a discussion with conference participants on the benefits and challenges of the program from the perspective of our students, supplemental instructors and our faculty.

 
Proposal Description – Include session objectives, audience participation

At Georgia College, a robust STEM Supplemental Instruction Program is targeting entry level STEM courses, those traditionally identified as “gateway” courses to STEM and related careers. The Program provides non-remedial peer-facilitated tutoring/study sessions by qualified, trained undergraduate students (SI). SIs attend the classes of the students they encourage and mentor in a given course. During supplemental instruction, the student learners build new knowledge in collaboration with peers while the SI affirms her knowledge and builds confidence, leadership and communication skills. Georgia College has supported supplemental instruction over the years towards increasing retention in challenging STEM courses. In the biological sciences, 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. With the advent the Georgia College STEM Initiative and centralized supplemental instruction at the Learning Center, a group of faculty and staff created a teaching circle dedicated to integrating best practices in supplemental instruction into a vibrant program.

The primary goal for this session is to establish collaborations with campuses that have Supplemental Instruction Programs or those interested in building new ones. After a brief introduction to the Georgia College program, presenters will use case studies from their Supplemental Instructor Mini-Guide to stimulate discussion on the benefits and challenges of supplemental instruction from the perspective of students, supplemental instructors and faculty.  Presenters will also highlight a novel collaboration among faculty members, the Learning Center director, and the Georgia College STEM Initiative coordinators to demonstrate how faculty-led networks to champion best practices in supplemental instruction can be integrated into the culture of any institution.