Presentation on theme: "Course Assistants: Beginning to End TWU Regional Supplemental Instruction Conference May 1, 2015 Brandi Falley. PhD Ann Wheeler, PhD."— Presentation transcript:
Course Assistants: Beginning to End TWU Regional Supplemental Instruction Conference May 1, 2015 Brandi Falley. PhD Ann Wheeler, PhD
Background THECB Grant to promote student success Targets classes with traditionally high DFW rates Supplements university Early Warning System Places Course Assistants (CAs) in targeted classes Offers SIT and Peer Mentoring to students in targeted classes Coordinator facilitates creation of support network with students Looks holistically at students
Growth 2012-20132013-2014 Courses: Algebra, Statistics, and Chemistry Served about 225 students per semester 12 Course Assistants Courses: Algebra, Statistics, Chemistry, and Microbiology Served about 350 students per semester 19 Course Assistants 1-3 Lead Course Assistants (Mentors) SIT in the Dorms
TWU CSSP Key Elements Course Assistants ▫SIT (Supplemental instruction/tutoring) and peer mentoring ▫Wear many hats Coordinator ▫Meets with at-risk students ▫Trains Course Assistants, Mentors, and Faculty/staff Faculty ▫Positive Promotion of SIT Students ▫Success = positive perceptions
Variations from Traditional SI CSSPTraditional SI 1 CA:20 Students Mandatory Attendance Increased Requirements if Academically At-Risk Looked at individual student risk-factors CA may provide other support Numerous sessions weekly 1 SI Leader per class Voluntary Attendance SI Leaders are responsible for SI only 3-5 SI sessions 1 Office Hour
Course Assistants Assist with Data collection Are Model students May hold Individual tutoring Attend classes Monitor Grades and other risks Are responsible for Attendance Do some grading (in some classes) Conducting review sessions in class in some courses Interact with students during class in some courses
Selection Process What is the key criteria for selection? Who makes the “best” CA? How to reach or recruit applicants? Who chooses the CA?
& Things to Consider: Grades Employment and other involvement Experience Perspective
Training Training is formal and informal Training is ongoing Training is mentoring Training comes from supervisor, professors, CA’s, CAM’s, and students Regular meetings Responsibilities include tracking attendance at SIT sessions and turning in all paperwork on time each week.
Training Formal training at the beginning of the semester Bring in faculty, Student Life, and others who may help with training Much of training is how to be an effective CA. Etiquette sheet Ideal SIT sessions Use UMKC SI training materials including Lesson Planning Paperwork Contract Sample schedules Supply sign-out
Analysis Average Class GPA’s compared between Control and Treatment classes Within the treatment class, success of those who attended minimum number of SIT sessions was compared to success of those who did not. Success defined as ending the course with a letter grade of A, B, or C. Non-success defined as ending the course with a letter grade of D, F, or W.
Model 2: Chemistry Treatment Variable BS.E.WalddfSig.Exp(B) 95% CI Exp(B) LowerUpper ReRaceAsian-.4181.021.1681.682.658.0894.865 ReRaceBlack-1.873.6707.8051.005.154.041.572 ReRaceHis-2.115.7288.4321.004.121.029.503 ReGender.628.763.6771.4111.874.4208.362 AgeGroupedTwenties-1.998.54013.7041.000.136.047.390 ThirtiesPlus-1.590.9422.8491.091.204.0321.292 MetSImin1.723.5659.3051.0025.6021.85116.952 Constant1.633.6725.9031.0155.120 2 = 142.222, df 7, p <.001 (.000), Nagelkerke’s R 2 =.418
Moving Forward Move from 1-20 CA to Student ratio Shared SIT sessions for all sections of a course Maintain the hybrid model Maintain CA requirements Maintain mandatory requirements Permanent location for SI within departments or vicinity of classes Managing the costs and selecting the courses