Proposal Title

Evaluation of Supplemental Instruction Program Learning Outcomes through Student Assessment

Co-Authors

Kristen R. Miller, University of Georgia

Track

Research Project / Assessment of Student Learning

Proposal Abstract

Supplemental Instruction (SI) programs are a series of peer tutoring review sessions designed to help students in historically challenging undergraduate courses. They are utilized within and outside of STEM disciplines and focus on integrating how to learn with what to learn. At the University of North Carolina Wilmington (UNCW), SI is a normal part of course structure for undergraduate courses in life sciences, business and nursing. The learning outcomes for the SI program at UNCW are to facilitate collaborative analysis, to stimulate student engagement and to enhance educational development through social learning. In spring 2014 we developed a student assessment survey to analyze the efficacy of UNCW’s SI program at meeting its learning outcomes and to examine student satisfaction with the program. Students that attended SI sessions that semester completed the survey voluntarily and anonymously. Preliminary results suggest that approximately 85% of students across all disciplines were satisfied or highly satisfied with the SI program and its learning outcomes, although statistically significant differences exist across some disciplines. The poster will present this analysis and qualitative summaries of student reported benefits. Findings from this survey provide an evidence-based assessment of learning outcomes that can be applied to similar peer tutoring programs.

Session Format

Student Voices in SoTL

Location

Room 210

Publication Type and Release Option

Presentation (Open Access)

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Mar 31st, 3:00 PM Mar 31st, 3:45 PM

Evaluation of Supplemental Instruction Program Learning Outcomes through Student Assessment

Room 210

Supplemental Instruction (SI) programs are a series of peer tutoring review sessions designed to help students in historically challenging undergraduate courses. They are utilized within and outside of STEM disciplines and focus on integrating how to learn with what to learn. At the University of North Carolina Wilmington (UNCW), SI is a normal part of course structure for undergraduate courses in life sciences, business and nursing. The learning outcomes for the SI program at UNCW are to facilitate collaborative analysis, to stimulate student engagement and to enhance educational development through social learning. In spring 2014 we developed a student assessment survey to analyze the efficacy of UNCW’s SI program at meeting its learning outcomes and to examine student satisfaction with the program. Students that attended SI sessions that semester completed the survey voluntarily and anonymously. Preliminary results suggest that approximately 85% of students across all disciplines were satisfied or highly satisfied with the SI program and its learning outcomes, although statistically significant differences exist across some disciplines. The poster will present this analysis and qualitative summaries of student reported benefits. Findings from this survey provide an evidence-based assessment of learning outcomes that can be applied to similar peer tutoring programs.