Beyond the Implementation of a Supplemental Instruction Program Lie the Challenge to Determine Course-Level Gains in Learning and Longitudinal Success like Retention
Session Format
Presentation Session (20 minutes)
Session Format
Presentation Session (45 minutes)
Target Audience
K12 Educators
Location
Room 1909
Abstract for the conference program
Georgia College is in its third year of an institutionally supported program of Supplemental Instruction (SI). From meager beginnings ten years ago the use of SI now encompasses dozens of guided peer-mentors whose role is to supplement classroom instruction to achieve additional learning gains. The program, guided by a coordinator and a group of faculty partners, is assessing hundreds of students each year as they address the challenge of gauging program success for our students at the course-level and longitudinally to graduation.
Proposal Track
Non-research Project
Proposal Track
T2: Applied STEM Education
Start Date
3-7-2014 11:30 AM
End Date
3-7-2014 11:50 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Haslam, Jeanne; Gleason, Mike; Phelps, Gita; Mohr, Darin; Karen, Kasey; Lisse, Catrena; and Richards, Rosalie, "Beyond the Implementation of a Supplemental Instruction Program Lie the Challenge to Determine Course-Level Gains in Learning and Longitudinal Success like Retention" (2014). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 68.
https://digitalcommons.georgiasouthern.edu/stem/2014/2014/68
Beyond the Implementation of a Supplemental Instruction Program Lie the Challenge to Determine Course-Level Gains in Learning and Longitudinal Success like Retention
Room 1909
Georgia College is in its third year of an institutionally supported program of Supplemental Instruction (SI). From meager beginnings ten years ago the use of SI now encompasses dozens of guided peer-mentors whose role is to supplement classroom instruction to achieve additional learning gains. The program, guided by a coordinator and a group of faculty partners, is assessing hundreds of students each year as they address the challenge of gauging program success for our students at the course-level and longitudinally to graduation.
