NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. CREATING SUCCESS USING HYBRID SUPPLEMENTAL INSTRUCTION Presentation for the THECB, July 23, 2015 Bev Carlsen-Landy, PhD, Texas Woman’s University Don Edwards, PhD, Texas Woman’s University

CSSP/SIT Background Target classes with traditionally high DFW rates Supplement Early Alert System Place Course Assistants (CAs) in targeted classes Offer supplemental instruction (SI), tutoring, and peer mentoring Look holistically at students Coordinator: Facilitate a support network for students Meet with all at-risk students

What is Supplemental Instruction (SI)? Traditional SI  1 SI Leader per class  SI Leaders responsible for SI only  1 Office Hour weekly  SI Leaders and CAs:  Attend class  Take notes  Read all readings  Create lesson plans  Hold 3-5 SI sessions weekly  Attend trainings  Students  Voluntary SI attendance TWU’s Hybrid Model  1 CA:50 students  Combined SI and tutoring  Monitor academic and other risk-factors  CAs may also be responsible for:  Peer mentoring  Track grades  Track academic risk  Alert to other risks (social, financial, emotional)  Interact in classroom  Students  Mandatory SIT attendance  Increased requirement if academically at-risk  Mandatory meeting(s) with Coordinator if at-risk

Program Growth Year 1 ( )  3 Courses (1 section of each per semester)  Algebra  Statistics  Chemistry  Served about 225 students per semester  12 Course Assistants Year 3 ( )  4 Courses (total of 14 sections in fall; 13 sections in spring)  Algebra  Statistics  Chemistry  Microbiology  Served 1000+/900+  18/21 CAs  2/4 Course Assistant Mentors (CAMs)  Weekly Saturday SIT in the dorms  Weekend exam reviews for Chemistry and Microbiology  Online SIT

SIT’s Key Elements  Course Assistants  SIT (supplemental instruction/tutoring) and peer mentoring  Wear many hats  Students  Success = positive perceptions  Successful students may be best source of promotion  Coordinator  Meets with at-risk students  Oversees all aspect of Program  Trains Course Assistants, Mentors, and faculty/staff  Faculty  Positive promotion of SIT  Institutional Buy-In and Support

Student Comments  Positive  I am so thankful that this class offers SIT. It has help [sic] tremendously!!  Actually being able to learn and understand the material makes me more confident in the topic I am going to be tested over, and if I learn it in SIT, I am more confident during exams.  I often feel more comfortable asking in a SIT session than in class because of the smaller groups.  SIT is important to me because it helps me pass my class and be successful in the course.  I have found the SIT program to be very helpful and hope to see this program continue.  I wish it [was] there for Anatomy [and Physiology]  Negative  The sessions are mandatory.  I would say the amount of people per session at times, it could get pretty crowded.  My least favorite is when there is not enough problems to practice with because I want to learn every method of getting to the right answer.  I don't feel like we can cover enough material in the time span of one hour.  The only thing that I don't like about the SIT sessions is that there are only 2 online sessions provided in a week. I think there should be more.  Nothing, I like it.

Indicators of Success  Students who attend SIT out perform those who do not  SIT-supported course GPAs are higher than Control Group GPAs  SIT-supported Statistics students significantly outperform non-SIT-supported Statistics students on the common final exam  Overall, success rates in SIT-supported classes have improved over the course of the program  Interest in becoming Course Assistants and helping peers increased  Holistic approach helps mitigate student risk-factors  Sharing of information and resources through presentations, creation of regional conference, and CSSP Toolkit  Support and positive feedback from The International Center for Supplemental Instruction at University of Missouri at Kansas City

Met Minimum SIT F13, SP14, F14, SP15 N=2663 (F13=371; SP14=369; F14=1016; SP15=907) Success (Final Grade of A, B, or C) and Non-Success (Final Grade of D, F, W, or I) Percentages for Attended Minimum Number of Four SIT Sessions by Semester

GPAs by Semester GPA by Attended Sit Minimum, Did Not Attend SIT Minimum, and Overall GPA by Semester with GPA of Control Sections Fall 2013 and Spring 2014

Dissemination of Results  Carlsen-Landy, Bev and Don Edwards. “The Creation and Growth of a Mandatory Hybrid Supplemental Instruction and Tutoring (SIT) Program.” Presentation at the 7 th Regional Conference on Supplemental Instruction, Texas A & M University in College Station, May 29,  Carlsen-Landy, Bev and Matt Lashlee. “PoSITive Peers in Action.” Presentation at the 7 th Regional Conference on Supplemental Instruction, Texas A & M University in College Station, May 28,  Carlsen-Landy, Bev. “Building Blocked of a Successful Supplemental Instruction Program.” Presentation at the Texas Woman’s University’s Regional Conference for Supplemental Instruction in Denton, Texas. May 1,  Carlsen-Landy, Bev and Keston Lindsay. “How Mandatory Hybrid Supplemental Instruction Improves Success Rates in Classes with Traditionally High Failure Rates.” Paper presented at Southwest Social Science Association, April 11,  Carlsen-Landy, Bev and Brandi Falley. “The Implementation of Hybrid Supplemental Instruction & Tutoring.” Texas Woman’s University Faculty Spotlight, April 7,  Carlsen-Landy, Bev and Don Edwards. “The Successes and Challenges of Implementing Hybrid Supplemental Instruction & Tutoring.” Presentation at the Educational Policy Institute’s Retention 2014 Student Success Symposium in San Antonio, TX October 2, 2014  Carlsen-Landy, Bev, Brandi Falley, and Don Edwards. “Course Assistants From Start to Finish.” Presentation at the 2014 Student Success Summit in Austin, TX, July 15 & 16,  Carlsen-Landy. Bev. “Creating a Culture of Success at Texas Woman’s University.” Paper presented at NISOD, May 27,  Carlsen-Landy, Bev and Brandi Falley. “Our Course Assistants Wear Many Hats.” Paper presented at the International Conference for Supplemental Instruction, May 24,  Carlsen-Landy, Bev and Brandi Falley. “Turning It Around: Increasing Success Rates in Classes with Traditionally High Failure Rates.” Paper presented at Southwest Social Science Association, April 17,  Carlsen-Landy, Bev. “Our Journey Thru the First Two Years of the TWU Comprehensive Student Success Program: Introducing and Getting Buy-In for the TWU CSSP.” Paper presented at the 2014 College and Career KEYSTONE Conference, March 28,  Publication: Carlsen-Landy, Bev, Brandi Falley, Ann Wheeler, and Don Edwards. “Adaptations of Supplemental Instruction: Our Course Assistants Wear Many Hats.” Supplemental Instruction Journal: 2014 International Conference Proceedings, 1(1).  Course Assistants’ TWU Research Symposium: 2014: “Role of the TWU CSSP in Conquering Science & Math; 2015: S.I.T. for Success