1. BUILDING BLOCKS OF A SUCCESSFUL SUPPLEMENTAL INSTRUCTION PROGRAM TWU Regional Supplemental Instruction Conference May 1, 2015 Bev Carlsen-Landy, PhD

2. What is Supplemental Instruction? TraditionalTWU’s Hybrid Model 1 SI Leader per class – Attends class – Take notes – Reads all readings – Creates lesson plans Voluntary Attendance SI Leaders are responsible for SI only 3-5 SI sessions 1 Office Hour Attend training 1 CA:50 Students Mandatory Attendance Increased Requirements if Academically At-Risk Look at risk-factors in addition to academic CA may provide other support Numerous sessions weekly Attend training

3. Moving from

5. Foundation Building Gather information Ask questions Listen to the answers Do not make assumptions Identify your supporters Identify those who need to buy-in Start building a team Clarify and Seek Agreement Administration Faculty & Department Chairs Students Staff

6. Clarification Through Simplification

7. Creating a Working Model Similar requirements needed in all courses Solidifying the SI model Training Clarifying the responsibilities of the Course Assistant The introduction of CAMs (Course Assistant Mentors) The evolution of the hybrid model: SIT

8. Consensus on Requirements All Students: – Will attend 4 supplemental instruction/tutoring sessions with a CA (one before each exam) – Participation in required activities (including survey completion) is 10% of the student’s grade in class After the first exam: – Students at-risk academically will attend SIT weekly and meet with the Coordinator – Once identified as at-risk academically a student remains at risk until the end of the semester – Academically at-risk students will attend weekly SIT sessions

9. The Puzzle Pieces

10. Buy-in & Evaluation Understand that Buy-In is an ongoing process Perhaps best source of buy-in is students – Students with improved grades – Recruitment of Course Assistants who attended SIT in previous class – CAs recruiting CAs Feedback from Faculty and CAs Altering the model of SI to fit the needs of TWU students

11. 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 aspects of MAP-Works – Oversees all aspect of Program – Trains Course Assistants, Mentors, and Faculty/staff Faculty – Positive Promotion of SIT MAP-Works – Identifies additional risks – Supplements current Early Warning System – Facilitates a campus-wide, interactive network of support for students

12. Course Assistants

13. Looking for a “type” Peer Mentoring Lesson Plans for SIT Tracking Training Evaluation Accountability Introduction of Course Assistant Mentors (CAM’s)

14. Students

15. The Positive I am so thankful that this class offers SIT. It has help 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 there for Anatomy

16. And 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.

17. Faculty

18. Faculty & Staff Development Hosts numerous faculty/staff development webinars 2012-2013: – Facilitated trainings for “Flipping the Classroom” with Julie Schell, and “Interactive Teaching Techniques” with Brian Lukoff 2013: Hosted UMKC SI specialist Kate Gold – 7 universities and colleges in attendance UNT Denton UNT Dallas UT Arlington TAMU Commerce NCTC DCCCD Texas Woman’s University

19. Coordinator

20. Growth 2012-20132014-2015 Courses: Algebra, Statistics, and Chemistry Served about 225 students per semester 12 Course Assistants Courses: Algebra, Statistics, Chemistry, and Microbiology Served about 1000 students per semester 21 Course Assistants 4 Lead Course Assistants (Mentors) Weekly SIT in the Dorms SUN SIT Exam Reviews

21. Lessons Learned Requirements must be consistent Course Assistants and Faculty needed SI training Needed to eliminate the informed consent Reduce emails to students Tracking needed streamlining Buy-In from students, faculty, staff, and CA’s needed CA’s job needed clarification Program Evaluation is ongoing

23. Results

24. Fall 2012 Comparison of Success CourseClass GPA*Class GPA with Ws Successful (A, B, or C) Not Successful (D, F,W/X) MATH 1303 (T) N=56 2.262.1475.0%25.0% MATH 1303 (C) N=58 2.252.1469.0%31.0% MATH 1703 (T) N=50 2.622.4672.00%28.00% MATH 1703 (C) N=47 2.181.851.06%48.9% CHEM 1013 (T) N=122 1.991.8352.46%47.54% CHEM 1013 (C) N=112 2.222.1673.21%26.79% *Does not include Ws

25. Spring 2013 Comparison of Success CourseClass GPA*Class GPA with Ws Successful (A, B, or C) Not Successful (D, F,W) MATH 1303 (T) N=58 2.612.2970.69%29.31% MATH 1303 (C) N=58 2.492.1965.52%34.48% MATH 1703 (T) N=57 2.361.8659.65%40.35% MATH 1703 (C) N= 54 2.121.6153.70%46.29% CHEM 1013 (T) N=142 1.731.4547.18%52.82% CHEM 1013 (C) N=144 2.222.0762.50%37.50% *Does not include Ws

26. Fall 2013 Comparison of Success CourseClass GPA*Class GPA with Ws Successful (A, B, or C) Not Successful (D, F,W) MATH 1303 (T) N=58 2.452.3374.14%25.86% MATH 1303 (C) N=58 2.312.0760.34%39.66% MATH 1703 (T) N=53 2.222.0666.04%33.97% MATH 1703 (C) N= 43 1.731.6053.49%46.51% CHEM 1013 (T) N=121 2.482.3467.77%32.23% CHEM 1013 (C) N=94 2.292.1664.89%35.11% BACT 1003 (T) N=127 2.191.9160.63%39.37% BACT 1003 **(C) N=114 (not reliable) 3.022.8382.46%17.54% BACT 1003 (Fall 2012) N=106 1.961.4442.45%57.55% Does not include Ws **Bact 1003 (C) had online final exam

27. Chemistry Treatment Variable BS.E.WalddfSig.Exp(B) 95% CI Exp(B) LowerUpper ReRaceAsian-.4181.021.1681.682.658.0894.865 ReRaceBlack-1.873.6707.8051.005.154.041.572 ReRaceHis-2.115.7288.4321.004.121.029.503 ReGender.628.763.6771.4111.874.4208.362 AgeGroupedTwenties-1.998.54013.7041.000.136.047.390 ThirtiesPlus-1.590.9422.8491.091.204.0321.292 MetSImin1.723.5659.3051.0025.6021.85116.952 Constant1.633.6725.9031.0155.120 2 = 142.222, df 7, p <.001 (.000), Nagelkerke’s R 2 =.418

28. Spring 2014 Comparison of Success CourseClass GPA*Class GPA with Ws Successful (A, B, or C) Not Successful (D, F,W) MATH 1303 (T) N=58 2.692.4179.31%20.69% MATH 1303 (C) N=57 2.522.3970.18%29.82% MATH 1703 (T) N=54 2.332.2072.22%27.78% MATH 1703 (C) N= 55 1.771.7156.36%43.64% CHEM 1013 (T) N=146 2.532.4273.29%26.71% CHEM 1013 (C) N=148 2.011.8759.18%41.50% BACT 1003 (T) N=111 2.322.0962.16%37.84% BACT 1003 (C) N=98 1.731.2338.78%61.22% * Does not include Ws

29. Fall 2014 Comparison of Success CourseClass GPA*Class GPA with Ws Successful (A, B, or C) Not Successful (D, F,W) MATH 1303 (5 sections) N=279 2.692.5278.85%21.15% MATH 1703 (5 sections) N=269 2.362.1465.43%34.57% CHEM 1013 (2 sections) N=243 2.532.4273.29%26.71% BACT 1003 (2 sections) N=222 2.211.8357.66%42.34% * Does not include Ws

30. Sustaining & Expanding the TWU CSSP Move to 1-50 CA to Student ratio Share SIT sessions across sections of a course Maintain the hybrid model Maintain CA requirements Mandatory requirements Permanent location for SI within departments or vicinity of classes Managing the costs and selecting the courses

31. The Past…

32. The Present: SIT (combined supplemental instruction and tutoring)

33. The Present…