Launching a Peer Supplemental Instruction Program for an Introductory Biology Course
Session Format
Poster Session (60 minutes)
Session Format
Presentation Session (45 minutes)
Target Audience
K12 Educators
Location
Holiday Inn
Second Time and Location
Friday, March 6 from 11:35-12:00 p.m.
Abstract for the conference program
For the first time at Georgia Gwinnett College, a supplemental instruction (PSI) program was designed to provide peer-led instruction on a) principles of biology, chemistry, mathematics and b) academic skills e.g. self-regulated learning, strategies in studying and test-taking. PSI for Principles of Biology (BIOL1107K) was carried out by PSI leaders who previously earned a grade of ‘A’ or ‘B’ in BIOL1107K, received training on tutoring practices and worked with faculty to develop active learning exercises/worksheets for PSI sessions. PSI was open only to students who earned a grade of ≤ 75% on the first exam across four BIOL1107K sections. Comparison of exam grades revealed that PSI student performance was not significantly different from control (students who earned a grade of ≤ 75% on the first exam but did not enroll in PSI). The challenges at an institution lacking a PSI culture and strategies to encourage student commitment will be discussed.
Proposal Track
Research Project
Proposal Track
T1: Teaching and Learning in the STEM Field
Start Date
3-5-2015 12:00 AM
End Date
3-5-2015 12:00 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Achat-Mendes, Cindy; D'Costa, Allison; Hammonds-Odie, Latanya; and Hurst-Kennedy, Jennifer, "Launching a Peer Supplemental Instruction Program for an Introductory Biology Course" (2015). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 51.
https://digitalcommons.georgiasouthern.edu/stem/2015/2015/51
Launching a Peer Supplemental Instruction Program for an Introductory Biology Course
Holiday Inn
For the first time at Georgia Gwinnett College, a supplemental instruction (PSI) program was designed to provide peer-led instruction on a) principles of biology, chemistry, mathematics and b) academic skills e.g. self-regulated learning, strategies in studying and test-taking. PSI for Principles of Biology (BIOL1107K) was carried out by PSI leaders who previously earned a grade of ‘A’ or ‘B’ in BIOL1107K, received training on tutoring practices and worked with faculty to develop active learning exercises/worksheets for PSI sessions. PSI was open only to students who earned a grade of ≤ 75% on the first exam across four BIOL1107K sections. Comparison of exam grades revealed that PSI student performance was not significantly different from control (students who earned a grade of ≤ 75% on the first exam but did not enroll in PSI). The challenges at an institution lacking a PSI culture and strategies to encourage student commitment will be discussed.
