Strengthening Student
Achievement in STEM Courses
Using Supplemental Instruction
Marty Bonsangue, Mark Filowitz, Phil Janowicz, Trista O’Connell,
Ashley Thune-Aguayo, Sean Walker, & Rochelle Woods
SI Leaders: Yosuf Alam & Asha Cyrs, Naila Ferdousi
February 9, 2015
Session Agenda
• The core elements of
the UMKC SI model
• History of SI at Cal State Fullerton
• The importance of cross campus
collaboration
• How to implement, develop, and grow a
successful SI program on your campus
The Primary Purpose of
Supplemental Instruction
To strengthen student achievement in key
bottleneck and gateway courses by participating
in interactive peer facilitated sessions that are
linked directly to the course.
Poll Question #1
Do you have some form of SI on your
campus?
1. Yes
2. No
3. Not sure
Part I: What Is (and Isn’t) SI?
Phil Janowicz, Sean Walker, & Trista O’Connell
• Developed 40 yrs ago at the University of MissouriKansas City.
• Peer facilitated sessions that integrate course content
and learning skills (“what to learn” with “how to learn”).
• Is not tutoring or extra time for homework.
• Targets key bottleneck and gateway
courses with historically high
non-passing rates.
• Does not target specific groups
of students.
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History of SI at CSUF
• Started in 2007 with 4 secs in Calculus
and Bio
• Grew steadily each year funded by
grants
• Institutionalized in 2013
• In Spring 2015, we have SI in 35
courses with 130 SI undergraduate
student leaders
SI Courses at CSUF
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Accounting: Intermediate Accounting I & II
Anthropology: Introduction to Anthropology
Biology: Introduction to Biology, Evolution and Biodiversity, & Cellular Basis of
Life
Business Administration: Business Writing
Chemistry: General Chemistry, Organic Chemistry I and II, & Theory of
Quantitative Chemistry
Computer Science: Introduction to Programming & Programming Concepts
Economics: Intermediate Business Microeconomics
Geology: Physical Geology
History: World Civilizations to the 16th Century & World Civilizations Since the 16th
Century
Information Systems & Decision Sciences: Quantitative Business Analysis:
Probability and Statistics & Statistics and Decision Sciences
Mathematics: College Algebra, Precalculus, Business Calculus, Life Science
Calculus, & Calculus I, II and III
Philosophy: Introduction to Philosophy, Critical Thinking, & Logic
Physics: Elementary Physics, Mechanics, & Electricity and Magnetism
Political Science: Introduction to Political Science
Psychology: Introduction to Psychology
Impact of SI at CSUF
• Overall Passing Rates & Course GPA
SI vs Non-SI: 80 % compared to 55 %
SI vs Non-SI: 2.60 compared to 1.80
• Student Perception
*88% reported SI was very/extremely helpful
* 95% would tell their friends to do SI
• Evidence of Limited Self-selection Effects
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Bio 171 Biodiversity: Mean Course Grade for
URM and non-URM Students – Raw Data
Bio 171 Biodiversity: Mean Course Grade for
URM and non-URM Students – Controlling for
Incoming GPA
Secondary Effects of SI
Secondary Effects of SI
• Impact on timely graduation rates
Secondary Effects of SI
• Impact on timely graduation rates
• Impact on course repetition
Secondary Effects of SI
• Impact on timely graduation rates
• Impact on course repetition
• Impact on SI leaders
Secondary Effects of SI
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Impact on timely graduation rates
Impact on course repetition
Impact on SI leaders
Impact on departmental and
college culture
SI Effectively and directly
addresses CSUF’s Strategic
Planning Goal No. 2:
To improve student
persistence, increase
graduation rates
University wide, and
narrow the
achievement gap for
underrepresented
students.
Challenges of SI
Challenges of SI
• Funding the program
Challenges of SI
• Funding the program
• Running the program
Challenges of SI
• Funding the program
• Running the program
• Identifying and hiring good SI leaders
Challenges of SI
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Funding the program
Running the program
Identifying and recruiting good SI leaders
Training and monitoring SI leaders
Challenges of SI
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Funding the program
Running the program
Identifying and recruiting good SI leaders
Training and monitoring SI leaders
Finding good usable space
Challenges of SI
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Funding the program
Running the program
Identifying and recruiting good SI leaders
Training and monitoring SI leaders
Finding good usable space
Recruiting SI students
Challenges of SI
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Funding the program
Running the program
Identifying and recruiting good SI leaders
Training and monitoring SI leaders
Finding good usable space
Recruiting SI students
Dealing with faculty/admin. pushback
Planning for SI: Three Suggestions
Planning for SI: Three Suggestions
1. Frontload for Success
*Start small
*Recruit strong potential SI leaders
*Recruit supportive faculty to teach linked SI
classes
Planning for SI: Three Suggestions
1. Frontload for Success
*Start small
*Recruit strong potential SI leaders
*Recruit supportive faculty to teach linked SI
classes
2. Maintain Close Contact With SI Leaders
*Have weekly training sessions
*Visit SI leaders early
Planning for SI: Three Suggestions
1. Frontload for Success
*Start small
*Recruit strong potential SI leaders
*Recruit supportive faculty to teach linked SI
classes
2. Maintain Close Contact With SI Leaders
*Have weekly training sessions
*Visit SI leaders early
3. Keep Really, Really Good Records!
Poll Question #2
Do you feel that you are clear on the
difference between SI and tutoring?
1.Not Clear
2.Somewhat Clear
3.Clear
4.Very Clear
Part II:
Organizing Roles and Support
Yosuf Alam, Asha Cyrs, Trista O’Connell & Ashley Thune-Aguayo
Key Players
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SI Coordinator
Faculty Liaisons
Faculty tchng. courses supported by SI
SI Leaders
SI Students
SI Student Leaders . . .
• Attend pre-semester
orientation and training
• Attend weekly meetings/trainings with
department faculty liaison
• Attend all scheduled class lectures with
students; act as “model student”
• Prepare timely materials for SI sessions
• Facilitate regularly scheduled SI sessions
• Perform additional admin. duties as necessary
The SI Coordinator . . .
• Provides leadership in developing,
implementing and promoting an exemplary
and comprehensive SI program
• Coordinates and promotes program
• Assesses program and makes recommendations for
improvement
• Works closely with admins. and
fac. liaisons in various colleges across campus to
implement SI in high-risk & bottleneck courses
• Brings together the divisions of Academic Affairs and
Student Affairs to meet the needs of the greater
campus community
Faculty Liaisons . . .
Are important!
– Excited and passionate about SI
– Weekly meetings with SI leaders in their
department
– Provide subject/dept. specific skills, trainings,
issues
– Assist SI Coordinator in collection of materials and
dissem. of info. to students, faculty, & chairs
– Part of the on-going dialogue between Academic
Departments and Student Affairs
Faculty
(courses supported by SI)
• Selecting Courses and Faculty
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Bottleneck/gateway course?
How do they feel about SI?
What types of exams, assignments, etc.
Will they promote it?
Do they have a student they can recommend as
SI leader?
• Important as they will help sell the program
– Students
– Colleagues, chair, dean, and more
Poll Question #3
What do you think your campus’ greatest
strength to support SI might be?
1. Student Participation
2. Faculty Buy-in
3. Administrative Buy-in
4. Funding
5. Other
Cost of SI Program at CSUF
• SI Leader is paid $ 2,360 per SI course
($14.50/hr, 10 hrs/week x 16 weeks)
• SI Faculty Liaisons receive
3-unit release time per semester
Poll Question #4
What do you think might be the biggest barrier
to implementing an SI on your campus?
1. Student Participation
2. Faculty Buy-in
3. Administrative Buy-in
4. Funding
5. Data Collection
Part III:
Working with Student Support Centers
Rochelle Woods and Mark Filowitz
• Collaboration between Academic
Departments and Student Affairs
• Building trust and getting buy-In
What Students Gain
• The opportunity to earn
a higher grade in a class
that is historically difficult to pass.
• Access to trained peer-leaders who have
completed the class successfully.
• With every class passed successfully the first
time, time to complete a degree and overall
college costs are reduced.
• Deeper connection to their peers and STEM major.
Part IV: Conclusion
Sean Walker and Trista O’Connell
• Questions and Next Steps on implementing
Supplemental Instruction on your campus
The CSUF SI Family