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Build a High Impact Program through the 3 Rs – Research, Resources, and Rubrics Kendall Andersen Friedman Director, Student Success Center

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Presentation on theme: "Build a High Impact Program through the 3 Rs – Research, Resources, and Rubrics Kendall Andersen Friedman Director, Student Success Center"— Presentation transcript:

1 Build a High Impact Program through the 3 Rs – Research, Resources, and Rubrics Kendall Andersen Friedman Director, Student Success Center kfriedman@rider.edu

2 Academic Support at Rider University Tutoring Services peer tutors professor and course- specific supports Writing Lab peer tutors writing support across the disciplines professional tutors reading, writing, ESL, and disability specialists Supplemental Instruction peer SI Leaders attend and take notes in supported class confer with professor and SI staff to plan review sessions integrate course content with study strategies Individual or Group appointments Drop in collaborative learning groups

3 Research SI avoids the remedial stigma often attached to traditional academic assistance programs since it does not identify high-risk students but identifies high risk classes – David Arendale The activities of the supplemental instruction study groups are aligned with those in the classroom to which SI is attached...alignment enables the students to immediately apply the support they receive in the SI groups to the task of succeeding the class to which it is attached – Vincent Tinto Supplemental Instruction has been found to be particularly effective with developmental students. For example, developmental students who participate in Supplemental Instruction during their early years in college are retained at far higher rates than those who do not participate – Hunter Boylan

4 Supplemental Instruction at Rider University SI was introduced on the Lawrenceville campus in 2001 and has been attended by over 4000 students who comprise 45% of the combined course enrollment. Goals of Supplemental Instruction: improve student grades in targeted historically difficult courses reduce the attrition rate within those courses increase student persistence and graduation During the SI session, the SI Leader reviews course content develops critical thinking skills extends problem solving skills through collaborative learning SI levels the playing field for weaker students

5 Resources Hypothesis SI levels the playing field for weaker students Evidence Work with Office of Institutional Analysis assess predictors of success (SAT, GPA, re- enrollment)

6 SI improves grades in targeted courses Course 0 SI Visits SAT 0 SI Visits Course Grade 0 SI Visits Cum. GPA > 4 SI Visits SAT > 4 SI Visits Course Grade >4 SI Visits Cum. GPA PSY 10010002.742.958702.862.95 SOC 10110532.352.989252.713.03 Effects of SI on Freshman Success, Fall 2010

7 SI improves grades, reduces attrition rate, increases persistence 7 AY2010-2011

8 Assessment Continues: SI and University Student Learning Outcomes Supplemental Instruction Goals SI Student Learning Outcomes University Student Learning Outcomes Students will learn course content Construct knowledge within the domain of a particular discipline Solve problems or answer questions using methods appropriate to a disciplines way of constructing knowledge Students will develop critical thinking skills Improve critical thinking using discipline-specific methods Critically read... and apply the methodology appropriate to the subject Students will collaborate to practice problem-solving skills and to learn effective study strategies Acquire effective study, reading, and/ or writing strategies Create review materials relevant to authentic testing situations, using appropriate strategies Encourage transference of strategies acquired through tutoring to other relevant coursework Utilize strategies acquired through tutoring in other relevant coursework Make meaningful connections between areas or topics of study

9 Assessment Rubrics SI Leader Portfolios session plans review materials formal observations student evaluations faculty evaluations SI mentor evaluation self evaluation all forms replicate SLO language assessed with rubrics

10 Example: Students will extend problem solving skills through collaborative learning activities FormLanguage Session Plan RequirementCollaborative learning techniques you plan to use during this review session Session Plan Rubric ComponentFacilitate collaborative learning strategies or activities Materials Rubric ComponentEncourage collaboration Observation RecordCollaborative learning techniques you plan to use during this review session Student Evaluation FormThe most effective strategies used by the SI Leader were (choices include: group activities and games) Overall RubricFacilitate collaborative learning strategies or activities

11 Example: Students will review course content FormLanguage Session Plan RequirementsObjective (What does the group need to accomplish?) What questions do you anticipate from students? Session Plan Rubric ComponentsStructure session Establish learning objective(s) Materials Rubric ComponentFurthers students ability to accomplish course learning objectives Materials reinforce course concepts or promotes problem-solving Observation RecordStructure the learning session (see choices) Student Evaluation FormMy participation in SI has helped me learn course content Overall RubricReinforce classroom instruction (course content0

12 Assessment of SLOs through SI: The SI Supervisors perspective Portfolio Analysis, Fall 2011 SI Student Learning Outcome Strong/AdequateNeeds Improvement Construct knowledge within the domain of a particular discipline 94% 6% Acquire effective study, reading, and/ or writing strategies 96%4% Utilize strategies acquired through tutoring in other relevant coursework 81%19% Action Plan: Revise SIL training to emphasize review of transferable strategies. Specify applicability to other courses.

13 Results of Action Plan: The SI students perspective Student Learning OutcomeEvaluation QuestionFall 2010 n=93 % Agree Fall 2011 n=181 % Agree Fall 2012 n=398 % Agree Construct knowledge within the domain of a particular discipline My participation in Supplemental Instruction has helped me learn course content 91%96%99% Acquire effective study, reading, and/ or writing strategies My participation in Supplemental Instruction has helped me to develop effective learning strategies and study skills 90%93%99% Utilize strategies acquired through tutoring in other relevant coursework I have used some of the strategies that I learned in SI sessions in my other courses 69% 78%

14 Links to Evaluations and Rubrics SI Leader Session Plans SI Observation Record Student Evaluation of Supplemental Instruction SI Session Plans Rubric SI Leader-Created Materials Rubric SI Overall Portfolio Analysis Rubric

15 References Arendale, David R. Understanding the Supplemental Instruction (SI) Model. New Directions for Teaching and Learning, 1994 Boylan, Hunter. Exploring Alternatives to Remediation. Journal of Developmental Education, Volume 22 Issue 3, Spring 1999 Tinto, Vincent, Access Without Support is not Opportunity. Keynote speech, 7 th International SI Conference, San Diego, California, June 21, 2012. Photo credits: Slide 5: http://australianclimatemadness.files.wordpress.com/2011/11/sloping_field1.jpg


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