Students Helping Students Through ...

Tell me, & I forget,  Show me, & I remember,

  Involve me, & I understand.  -Chinese Proverb

Jaclyn Hardy & Janine Nkosi

Preliminary Report for Spring 2009

80% of the students in ETC are classified as Basic skills students

Based on a sample size of 236 students in:

Chemistry 3APolitical Science 2Sociology 1A

ETC is based on the Supplemental Instruction Model

Developed by Dr. Deanna Martin at the University of Missouri at Kansas City in 1973

Confirmed by research to help students succeed

Over 900 SI Programs World-wide

Non-remedial program Focuses on high risk courses (~40%

students receive a D,F, or W) Peer-assisted review sessions:

Provides regularly scheduled, out-of- class, peer facilitated study sessions in which students compare notes, discuss readings, develop organizational tools, and predict test items

Facilitates collaborative learning Students learn how to integrate course content

and study skills while working together

How does ETC differ from tutoring?

Tutoring ETC

Focus Center on a particular subject (Example: Biology)

Supports a specific course (Example: Soc1A #34567)

Group Size Usually one-on-one Group sessions

Approval Instructor’s approval is not mandatory

Requires instructor’s support

Experience Course experience is not mandatory

Demonstrated course competency-practice and application of concepts

Attendance Class attendance is not required

Attendance voluntary but supported by instructor (i.e. extra credit)

Learning style Passive Learning (Tutor does most of the talking)

Collaborative Learning

Location Held in Tutorial Centers Held in Tutorial Centers and/or selected classrooms

Instructional style Students explain where they are with the lectures and what course material they would like to tackle.

ETC Leader prepares in advance and implements session plans that follow the course lectures and incorporate study skills

Training Not necessarily required Extensive and mandatory training (ongoing)

To reduce rates of attrition within targeted historically difficult courses

To improve student grades in targeted historically difficult courses

To increase the graduation rates of students

Learning TheoryBehaviorism

Cognitivism

Constructivism

Extending The Class (ETC)

Supervisor Planning PromotionEvaluation

ETC LeaderMentor

Facilitate LearningProvide Study

Skills

FacultyCollaboration

CommunicationSupport

Lead ETC Leader

Planning Observation

Feedback

ETC Partnership

StudentsAttend ClassTake Notes

Study

1.) Faculty onboard with program

2.) Outgoing ETC leaders 3.) ETC Program Supervisor

4.) Active Student Participation 5.) Basic Skills Funding

Components to a Successful Program

• Open session will be attended by 25 staff, faculty, and administrators; a core group of 5 instructors will be trained in closed sessions

Two day Supplemental Instruction Conference

@ FCC

• Staff development activities promote interactions among instructors

Effective Practice & Strategy

C.2.6

• Retention • Successful Completion• GPA

Supplemental Instruction Pilot

• Various learning support services provide active learning experiences (e.g., Supplemental Instruction, workshops, and study groups)

Effective Practice & StrategyD.10.3

Fall 2006-Fall 2008 Action Plan for SI

Semester ETC Sections ETC Leaders Spring 2007 8 (7 instructors) 6Fall 2007 12 (5 instructors) 4Spring 2008 12 (8 instructors) 7Fall 2008 20 (8 instructors) 8Spring 2009 20 (10 instructors) 9

Please note:

SP07-FA07=SI

SP08-SP09=ETC

ETC Program Semester by Semester

Successfu l Completion

Retention

GPA

Grade Dis tribution

Measures Of

Success

Measured

Against

Total Enrollment80

ETC 31

Total Enrollment77

ETC 22

Spring 2008

Fall 2008

Dr. Vang’s Sociology 1A Courses* Sections 66119 & 66126

Note: Does not Include 7 W’s

Note: Does not Include 5 W’s

05 SP

05 FA

06 SP

06 FA

07 SP

07 FA

08 SP

08 FA

08 SP (E

TC)

08 SP (N

ON ETC)

08 FA (E

TC)

08 FA (N

ON ETC)0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

51.60%49.10%53.80%

47.90%54.40%

60.80%52.70%

61.30%

86.36%

72.92%

100.00%

75.00%

Trend Analysis for Sociology 1A onSuccessful Completion

Semester

Base Data

SP 08 66119

FA 08 66126

05 S

P05

FA06

SP

06 FA

07 S

P07

FA08

SP

08 FA

08 S

P (ETC)

08 S

P (NON E

TC)

08 FA (E

TC)

08 FA (N

ON ETC)

0.00%20.00%40.00%60.00%80.00%

100.00%81.40% 79.80%

87.50%82.00% 84.20% 87.00%

80.20%86.60%

100.00%

87.27%

100.00%89.90%

Trend Analysis for Sociology 1A onRetention Rate

Semester

Perc

ent

Baseline Data

SP 08 66119 ETC

FA 08 66126 ETC

05 SP

05 FA

06 SP

06 FA

07 SP

07 FA

08 SP

08 FA

08 SP (E

TC)

08 SP (N

ON ETC)

08 FA (E

TC)

08 FA (N

ON ETC)0.00%

40.00%

80.00%

81.40%

79.80% 87.50% 82.00% 84.20% 87.00% 80.20% 86.60%100.00%

87.27%100.00%

89.90%

Trend Analysis for Sociology 1A onRetention Rate

Semester

Perc

ent

Baseline Data

SP 08 66119 ETC

FA 08 66126 ETC

05 SP

05 FA

06 SP

06 FA

07 SP

07 FA

08 SP

08 FA

08 SP (E

TC)

08 SP (N

ON ETC)

08 FA (E

TC)

08 FA (N

ON ETC)0.00

1.00

2.00

3.00

4.00

1.91 1.87 1.92 1.782.04 2.22 2.1

2.3

3.14

2.42

3.48

2.59

Sociology 1A GPA Trends

Semester

GPA

A

B

C

D

F

A B C D F0%

10%

20%

30%

40%

50%

60%

70%

Sociology 1A Grade Distribution

Grade

Perc

ent o

f stu

dent

s

SP 08 66119 ETC

FA 08 66126 ETC

Sociology 1A SP 08Section 66119 (Completion)

Total Students: 77ETC Students: 22NON ETC Students: 48

Sociology 1A FA 08Section 66126 (Comple-tion)

Total Students: 80ETC Students: 31NON ETC Students: 44

Institutionalize

ETCProgram

Full Time Coordina

tor

Funding

ETC Attendance Growth ComparisonSemester Visits Hours Students Sections/coursesFall 2007 195 198.15 78 12 (5 instructors)

Spring 2008 706 831.78 143 14 (7 instructors)

Fall 2008 1196 1,519.24 274 20 (8 instructors)

Spring 2009 2165 2,673.85 470 20 (10 instructors)

SUCCESS

Ongo

ing

Chal

leng

es

Ongoing Challenges

Growing the programFinding space for ETC sessionsIncreasing Attendance (Certain Subjects)

What does ETC do for our institution?

ETC Increases the Rate of RetentionStudents in ETC stay in the class until the end

ETC Increases the Rate of Successful Completion

Students in ETC pass the class with an “A,” “B,” or “C”

ETC Helps Students Achieve Higher GradesMajority of students in ETC earn A’s & B’s

ETC Helps Students Succeed