What is Supplemental Instruction?
Traditional
• 1 SI Leader per class
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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
TWU’s Hybrid Model
• 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
Moving from
Foundation Building
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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
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Administration
Faculty & Department Chairs
Students
Staff
Clarification Through Simplification
Creating a Working Model
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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
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
The Puzzle Pieces
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
SIT’s Key Elements
•
Course Assistants
– SIT (Supplemental instruction/tutoring) and peer mentoring
– Wear many hats
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Students
– Success = positive perceptions
– Successful students may be best source of promotion
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Coordinator
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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
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MAP-Works
– Identifies additional risks
– Supplements current Early Warning System
– Facilitates a campus-wide, interactive network of support for students
Course Assistants
Course Assistants
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Looking for a “type”
Peer Mentoring
Lesson Plans for SIT
Tracking
Training
Evaluation
Accountability
Introduction of Course Assistant Mentors (CAM’s)
Students
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
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.
Faculty
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
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UNT Denton
UNT Dallas
UT Arlington
TAMU Commerce
NCTC
DCCCD
Texas Woman’s University
Coordinator
Growth
2012-2013
• Courses: Algebra, Statistics,
and Chemistry
• Served about 225 students
per semester
• 12 Course Assistants
2014-2015
• 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
Lessons Learned
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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
Results
Fall 2012 Comparison of Success
Class GPA*
Class GPA with Ws
Successful (A, B, or
C)
Not Successful
(D, F,W/X)
MATH 1303 (T)
N=56
2.26
2.14
75.0%
25.0%
MATH 1303 (C)
N=58
2.25
2.14
69.0%
31.0%
MATH 1703 (T)
N=50
2.62
2.46
72.00%
28.00%
MATH 1703 (C)
N=47
2.18
1.8
51.06%
48.9%
CHEM 1013 (T)
N=122
1.99
1.83
52.46%
47.54%
CHEM 1013 (C)
N=112
2.22
2.16
73.21%
26.79%
Course
*Does not include Ws
Spring 2013 Comparison of Success
Class GPA*
Class GPA with Ws
Successful (A, B, or
C)
Not Successful
(D, F,W)
MATH 1303 (T)
N=58
2.61
2.29
70.69%
29.31%
MATH 1303 (C)
N=58
2.49
2.19
65.52%
34.48%
MATH 1703 (T)
N=57
2.36
1.86
59.65%
40.35%
MATH 1703 (C)
N= 54
2.12
1.61
53.70%
46.29%
CHEM 1013 (T)
N=142
1.73
1.45
47.18%
52.82%
CHEM 1013 (C)
N=144
2.22
2.07
62.50%
37.50%
Course
*Does not include Ws
Fall 2013 Comparison of Success
Course
MATH 1303 (T)
N=58
MATH 1303 (C)
N=58
MATH 1703 (T)
N=53
MATH 1703 (C)
N= 43
CHEM 1013 (T)
N=121
CHEM 1013 (C)
N=94
BACT 1003 (T) N=127
BACT 1003 **(C) N=114
(not reliable)
BACT 1003
(Fall 2012)
N=106
Class GPA*
Class GPA with Ws
Successful (A, B, or
C)
Not Successful
(D, F,W)
2.45
2.33
74.14%
25.86%
2.31
2.07
60.34%
39.66%
2.22
2.06
66.04%
33.97%
1.73
1.60
53.49%
46.51%
2.48
2.34
67.77%
32.23%
2.29
2.16
64.89%
35.11%
2.19
1.91
60.63%
39.37%
3.02
2.83
82.46%
17.54%
1.96
1.44
42.45%
57.55%
Does not include Ws
**Bact 1003 (C) had online final exam
Chemistry Treatment
Variable
95% CI Exp(B)
Wald
df
Sig.
Lower
Upper
.089
4.865
B
S.E.
ReRaceAsian
-.418
1.021
.168
1
.682
.658
ReRaceBlack
-1.873
.670
7.805
1
.005
.154
.041
.572
ReRaceHis
-2.115
.728
8.432
1
.004
.121
.029
.503
ReGender
.628
.763
.677
1
.411
1.874
.420
8.362
AgeGroupedTwenties
-1.998
.540
13.704
1
.000
.136
.047
.390
ThirtiesPlus
-1.590
.942
2.849
1
.091
.204
.032
1.292
MetSImin
1.723
.565
9.305
1
.002
5.602
1.851
16.952
Constant
1.633
.672
5.903
1
.015
5.120
𝞆2 = 142.222, df 7, p < .001 (.000), Nagelkerke’s R2 = .418
Exp(B)
Spring 2014 Comparison of Success
Course
MATH 1303 (T)
N=58
MATH 1303 (C)
N=57
MATH 1703 (T)
N=54
MATH 1703 (C)
N= 55
CHEM 1013 (T)
N=146
CHEM 1013 (C)
N=148
BACT 1003 (T) N=111
BACT 1003 (C) N=98
*Does not include Ws
Class GPA*
Class GPA with Ws
Successful (A, B, or
C)
Not Successful
(D, F,W)
2.69
2.41
79.31%
20.69%
2.52
2.39
70.18%
29.82%
2.33
2.20
72.22%
27.78%
1.77
1.71
56.36%
43.64%
2.53
2.42
73.29%
26.71%
2.01
1.87
59.18%
41.50%
2.32
2.09
62.16%
37.84%
1.73
1.23
38.78%
61.22%
Fall 2014 Comparison of Success
Class GPA*
Class GPA with Ws
Successful (A, B, or
C)
Not Successful
(D, F,W)
2.69
2.52
78.85%
21.15%
MATH 1703 (5 sections)
N=269
2.36
2.14
65.43%
34.57%
CHEM 1013 (2 sections)
N=243
2.53
2.42
73.29%
26.71%
BACT 1003 (2 sections)
N=222
2.21
1.83
57.66%
42.34%
Course
MATH 1303 (5 sections)
N=279
*Does not include Ws
Sustaining & Expanding the TWU CSSP
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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
The Past…
The Present:
SIT (combined supplemental
instruction and tutoring)
The Present…