Build a High Impact Program

through the 3 R’s –

Research, Resources, and Rubrics

Kendall Andersen FriedmanDirector, Student Success Center

kfriedman@rider.edu

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

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

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

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)

SI improves grades in targeted courses

Course0 SI

Visits SAT

0 SIVisits

Course Grade

0 SI VisitsCum. GPA

> 4 SIVisitsSAT

> 4 SI Visits

Course Grade

>4 SI VisitsCum. GPA

PSY 100 1000 2.74 2.95 870 2.86 2.95

SOC 101 1053 2.35 2.98 925 2.71 3.03

Effects of SI on Freshman Success, Fall 2010

SI improves grades, reduces attrition rate, increases persistence

7

AY2010-2011

Assessment Continues: SI and University Student Learning Outcomes

Supplemental Instruction Goals

SI Student Learning Outcomes

UniversityStudent 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 discipline’s 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

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

Example: Students will extend problem solving skills through collaborative learning activities

Form Language

Session Plan Requirement Collaborative learning techniques you plan to use during this review session

Session Plan Rubric Component Facilitate collaborative learning strategies or activities

Materials Rubric Component Encourage collaboration

Observation Record Collaborative learning techniques you plan to use during this review session

Student Evaluation Form The most effective strategies used by the SI Leader were (choices include: group activities and games)

Overall Rubric Facilitate collaborative learning strategies or activities

Example: Students will review course content

Form Language

Session Plan Requirements Objective (What does the group need to accomplish?)What questions do you anticipate from students?

Session Plan Rubric Components Structure sessionEstablish learning objective(s)

Materials Rubric Component Furthers student’s ability to accomplish course learning objectivesMaterials reinforce course concepts or promotes problem-solving

Observation Record Structure the learning session (see choices)

Student Evaluation Form My participation in SI has helped me learn course content

Overall Rubric Reinforce classroom instruction (course content0

Assessment of SLOs through SI: The SI Supervisor’s perspective

Portfolio Analysis, Fall 2011

SI Student Learning Outcome Strong/Adequate Needs 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.

Results of Action Plan: The SI students’ perspective

Student Learning Outcome Evaluation Question Fall 2010n=93% Agree

Fall 2011n=181% Agree

Fall 2012n=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% 69% 78%

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

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, 7th International SI Conference, San Diego, California, June 21, 2012.

Photo credits: Slide 5: http://australianclimatemadness.files.wordpress.com/2011/11/sloping_field1.jpg