Supplemental Instruction (SI)

Supplemental Instruction (SI) Supplemental Instruction (SI) - Start

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at Riverside City College. Unlocking the 21. st. Century Learner. Introductions. Rebecca . Moon-Stone, . Supplemental Instructional . Coordinator. Myung . Hwa. Koh, Ph.D., Outcomes Assessment Specialist. ID: 562269 Download Presentation

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Supplemental Instruction (SI)




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Presentations text content in Supplemental Instruction (SI)

Slide1

Supplemental Instruction (SI)

at Riverside City College

Unlocking the 21

st

Century Learner

Slide2

Introductions

Rebecca Moon-Stone, Supplemental Instructional CoordinatorMyung Hwa Koh, Ph.D., Outcomes Assessment Specialist

Slide3

Supplemental Instruction (SI) is an academic assistance program that utilizes regularly scheduled, peer-facilitated study sessions. Sessions are informal; students compare notes, discuss readings, develop organizational tools, and predict test items. Students learn to integrate course content and study skills while working collaboratively. Students learn skills that allow them to be successful in their current courses and throughout their academics.

UMKC Model for Supplemental Instruction (SI)

www.umkc.edu/cad/si/overview.html

Slide4

Sessions are led by SI leaders--those students who have previously done well in the course and attend all class lectures, take notes, and act as “model” students at all times. Trained in collaborative learning techniques and in the integration of content and study skillsStudents’ “near peers”SI sessions are voluntary and free to students

UMKC Model for Supplemental Instruction (SI) – cont.

Slide5

To increase retention, to improve student grades, and to raise student graduation rates within targeted historically difficult coursesat-risk students vs. at-risk coursesearly implementation avoids remedial stigma“each institution may develop its own definition of ‘high-risk courses’” (Martin & Arendale, 1994)theoretical framework based on seminal learning theoriesVgotsky – Social Interdependence TheorySkinner – Behavior TheoryPiaget – Cognitive Development TheoryKozol – Interpretive/Critical Theory

The Purpose of SI is…

Slide6

SIs are placed in developmental education courses in English, Reading, Math and English as a Second Language (ESL)SIs are also placed in all of our basic skills Community for Academic Progress (CAP) Learning Communities, and CTE courses. Study Group Leaders (SGLs) work with multiple sections of a single course level and utilize the same collaborative group strategiesTypically Math or Science disciplines

SI

at

RCC

Slide7

Funding for SI:Funding provided through CCRAA and/or BSI InitiativeTechnology component:Both SIs and SGLs participate in iTunes U podcasting projects (ADA Compliant)In addition to a comprehensive two-day training and ongoing in-services, RCC offers a forum for SIs to discuss strategies and collaborate via FacebookMarketing tool via email, individual SIL websites (TeacherWeb), social networking sites (MySpace, Facebook, etc.), text messaging

SI at

RCC - cont.

Slide8

http://itunesu.rcc.edu

– Click on Public Access

Slide9

Reading SI Session

Mock SI Session

Slide10

RecruitmentFaculty recommendation formsSI Leader recommendationEnd-of-Term survey AdvertisingHiringPanel InterviewApplication (required faculty recommendation) Demonstration lesson on special topic (faculty-driven)General HR requirements

Recruitment & Hiring

Slide11

Beginning of Term SurveyAssesses student’s initial impression of SI and student self-assess their behavior (note-taking, etc.)Beginning-of-Term BenchmarkMeasures student initial behavior and NOT academic performanceMid - Term BenchmarkMeasures changes in student behavior and initial academic performance/grade

Data Collection/Forms

Week 3

Week 8

Slide12

End-of-Term SurveyAssesses student’s overall impression of SI and student self-assess their behavior (note-taking, etc.) - measures changes from Week 3End-of-Term Post SI Survey (for SI group only)Measures students self-reported classroom behavior and nature of services provided through SI sessionsEnd-of-Term Benchmark (Mid-point @ 6wks.) Measures changes in student behavior and academic performance/grade to assess academic growth

Data Collection/Forms – cont.

Finals Week

Slide13

Forms Collected by SI leaders:Schedule Request FormPlanning FormCourse/Section informationImplementation plan/nature of services renderedSign-In FormTiming of services Other data ElementsDemographics (age, gender, ethnicity, special groupsCourse grade/semester GPASuccess rateAverage attendance rateTerm-to-term persistenceControl group (w/in group) – eliminates faculty variable

Other Data Collection/Forms

Slide14

During fall 2008 and spring 2009 academic year, 591 SI sessions were offered in 58 courses across five disciplines (English, ESL, Mathematics, Reading and Speech) to 660 students. Forty-six (46) students participated in SGL sessions in Mathematics. During fall 2009 and spring 2010 academic year, 2,694 SI sessions were offered in 58 courses across 10 disciplines (English, ESL, Mathematics, Reading, Speech, Humanities, Library, Sociology, Automotive Technology and Film Television) to 643 students. Two hundred forty-one (241) students participated in SGL sessions offered in four disciplines (ESL, Mathematics, Reading and Speech).During the fall 2010 and spring 2011 academic year, SI sessions were offered in 60 courses across 15 disciplines. Disciplines added to previous offerings include Administration of Justice, Applied Digital Media, Automotive, American Sign Language, History, Microbiology and Welding. SGL sessions were offered in four disciplines (Biology, Chemistry, Mathematics and Physics). The SI program expanded to the Science Technology Engineering and Math (STEM) and Career Technical Education (CTE) Programs

Students Served

Slide15

Students Served - cont

Two thousand six hundred and twenty seven (2627) students participated in SI program between Fall

2008

and Spring 2010 (duplicated head count). In the Fall

2008

SI program, 268 students participated. In the Spring

2009

SI Program, 248 students participated. In the Fall of

2009,

373 students participated. In the Spring of

2008,

302 students participated. In the Fall of

2010,

561 students participated. Finally, 875 students participated in the Spring of

2011

indicating the program has quadrupled in size since is inception.

Five hundred and five students (505) participated in the SGL program between the Spring 2008 and Spring 2010 semesters (duplicated head count). In the Spring 2008 SGL Program, 46 students participated. If the Fall of 2008, 155 students participated in SGL and in the Spring of 2009, 93 students participated in SGL. In Fall of 2009, 91 students participated in the SGL program and by Spring of 2010 the SGL program grew and served 120 students.

Slide16

Demographics – Age

In comparison to RCC 2009 data, SI/SGL serves a much younger student population. RCC data shows 31% under 20 and 33% in 20-24 age group

Slide17

Demographics – Gender

In comparison to RCC 2009 data, the gender composition of SI/SGL students is similar to that of RCC students in general. RCC data show 41% male and 58% male.

Slide18

Demographics – Ethnicity

In comparison to RCC 2009 data, SI/SGL serves a larger percentage of African American and Hispanics students. RCC data shows 10% African American and 37% Hispanics.

Slide19

Does the Supplemental Instruction (SI) program impact student retention and student success and/or academic growth? Is student success associated with the amount of time spent in SI sessions?At “what point” does SI make a difference?If n (minutes) of SI is related to growth or success, then do students who attain n minutes have an increase in terms of GPA?Do the Study Group Leader (SGL) sessions impact student success and retention?

Guided Research Question

Slide20

Overall Success Rates

Note: Values significant p<.05 are indicated by *. The Chi-Square test was used to determine the statistical significance.

Slide21

Overall Retention Rates

Slide22

Overall – Mean # of hours and Relationship to Success Rate

 Success SubgroupFailure SubgroupNMean (hours)NMean (Hours)Year 1 4654.72322.9Year 25545.62264.0Year 311097.44364.7

Overall, students who were successful in a course in terms of grade spent significant more time in SI instructions.

In Year 1, on average they spent 62 % more time SI session compared with those who were not successful in terms of grade.

In Year 2, on average they spent 40% more time SI session compared with those who were not successful in terms of grade.

In Year 3, , on average they spent 57 % more time SI session compared with those who were not successful in terms of grade.

Slide23

Success Rate +/- 5 to 6 hours

Slide24

Average GPA

TermSI + 6 hoursSINon-SIFall 20092.452.351.79Spring 20102.542.452.04

Difference of .66 in Fall 2009 from SI + 6 hrs. and Non-SI.

Difference of .50 in Spring 2010 from SI + 6 hrs. and Non-SI.

Slide25

Fall 2009SI + 6 hoursSINon-SIAUT83%83%74%FTV95%93%70%ADJ91%39%

CTE Success

Spring

2010

SI + 6 hours

SI

Non-SI

AUT

100%

71%

54%

FTV

100%

91%

71%

ADJ

83%

36%

18%

WEL

100%

84%

75%

ADM

100%

100%

61%

Slide26

What is the impact of SI on the SI leader?Is there evidence that SI or SGL works best in specific disciplines and/or academic levels within a single discipline?Is there a relationship between academic growth (grades and level of responsibility) and SI?Level of responsibility includes (but is not limited to) successful completion of assignments, clear communication with the course instructor, respectful behavior, timeliness and preparation for class.

Future Data Collection and Analysis

Slide27

For more information you may contact:rebecca.moonstone@rcc.edu

Questions?


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