Transition to an Active Learning Model of Supplemental Instruction at Armstrong State University
Track
Research Project / Learning Theories and Pedagogy
Abstract
At Armstrong State University, Supplemental Instruction (SI) provides students an opportunity to receive additional help in a peer-led environment. SI serves approximately 500 students in the Principles of Biology (Biol-1107) course each semester. SI has become well known for improving grades, decreasing percentages of students receiving a D, F, or withdrawing (DFW), and increasing retention in many courses. Also, active learning is a standard of instruction that is being adopted by universities nationwide, particularly in STEM disciplines.
In this study, the former "tutoring" SI model of Biol-1107 was changed to a "true" model of SI, beginning in the fall semester of 2015. This was accomplished by providing models, training faculty and SI leaders in "true SI", and actively advertising SI sessions. Outcomes were measured via comparison of DFW rates, average test grades, and by attendance at SI sessions in sections with an SI leader present in the classroom (compared to parallel classes with no embedded SI leader). DFW rates and average attendance at SI sessions were compared before and after the SI model changes took place. The data indicate that these changes to the SI model resulted in higher test scores, decreased withdrawals, and increased SI session attendance.
Session Format
Poster Session
Location
Room 113
Recommended Citation
Barksdale, Keri A. and Mans, Robert A., "Transition to an Active Learning Model of Supplemental Instruction at Armstrong State University" (2016). SoTL Commons Conference. 22.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/22
Transition to an Active Learning Model of Supplemental Instruction at Armstrong State University
Room 113
At Armstrong State University, Supplemental Instruction (SI) provides students an opportunity to receive additional help in a peer-led environment. SI serves approximately 500 students in the Principles of Biology (Biol-1107) course each semester. SI has become well known for improving grades, decreasing percentages of students receiving a D, F, or withdrawing (DFW), and increasing retention in many courses. Also, active learning is a standard of instruction that is being adopted by universities nationwide, particularly in STEM disciplines.
In this study, the former "tutoring" SI model of Biol-1107 was changed to a "true" model of SI, beginning in the fall semester of 2015. This was accomplished by providing models, training faculty and SI leaders in "true SI", and actively advertising SI sessions. Outcomes were measured via comparison of DFW rates, average test grades, and by attendance at SI sessions in sections with an SI leader present in the classroom (compared to parallel classes with no embedded SI leader). DFW rates and average attendance at SI sessions were compared before and after the SI model changes took place. The data indicate that these changes to the SI model resulted in higher test scores, decreased withdrawals, and increased SI session attendance.
