Evolution of the Supplemental Instructor

Changing Roles for Changing Times: Social Media and the Evolution of the Supplemental Instructor. A talk from BCCE 2016

Transcript

1. Changing Roles for Changing Times: Social Media and the Evolution of the Supplemental Instructor EMILY ALDEN
2. Emily Alden u Recent Graduate of the University of New Mexico u Current Post Baccalaureate student at the University of New Mexico u Pursing a career in Biomedical Research u Professional Chemistry & Biology tutor since 2014
3. Types of Courses Traditional 100% in person Face to Face lecture Students complete homework outside of the classroom Exams are given during the lecture time slot Hybrid 50% in person 50% online Students watch video lectures and complete homework assignments online. Students attend class one day a week to participate in group quizzes and activities to emphasize key points Exams are provided in a testing center for a set number of days Blended 99% online 1% in person Students watch video lectures and complete homework assignments online Students come to campus only to take exams that are available for a set number of days
4. Traditional Supplemental Instruction Model (SI) IS AN ACADEMIC SUPPORT MODEL DEVELOPED BY DR. DEANNA MARTIN AT THE UNIVERSITY OF MISSOURI- KANSAS CITY (UMKC) IN 1973 THAT USES PEER-ASSISTED STUDY SESSIONS TO IMPROVE STUDENT RETENTION AND SUCCESS WITHIN TARGETED HISTORICALLY DIFFICULT COURSES http://www.umkc.edu/asm/umkcsi/faq.cfm
5. Lecture • Students attend a traditional face to face lecture. SI generally is not present. Supplemental Instruction • Students attend a peer lead supplemental instruction session weekly Retention and Success • Students are more likely to complete the course as well as perform better than their peers who did not attend any SI sessions
6. Pros & Cons pros u Peer lead study sessions do not require a professional tutor to be hired or trained u SI leaders are assigned to a single instructor u Bridges gap between students and instructors cons u The Si leader has limited knowledge of the subject u Little face to face contact with students in lecture to encourage them to attend SI sessions u SI sessions are limited to answering questions, and going over general topics.
7. The Active Learning Model of SI AN ACADEMIC SUPPORT MODEL THAT UTILIZES PROFESSIONAL*-TUTORS INSIDE AND OUTSIDE OF THE LECTURE CLASSROOM TO IMPROVE STUDENT RETENTION AND SUCCESS WITHIN TARGETED HISTORICALLY DIFFICULT COURSES THROUGH IN- CLASS FORMATIVE LEARNING AND POST-CLASS INSTRUCTIONAL SESSIONS
8. In Class SI Sessions SI Supported Course • SI Present to answer questions and aid instructor during lecture • Take notes/pictures of important lecture notes to provide to students not present • SI sessions held on campus twice a week • Provide handouts, quizzes, practice exams • Prepare students for materials prior to being covered in lecture • Clarify previous class material
9. Pros & Cons pros u Higher level of aid provided by a professional tutor u More face-to-face contact between the students and tutors u SI sessions are catered to individual instructors teaching styles cons u Extensive coursework required to be completed to be a professional tutor u Schedule restrictions to be available during the lecture u Geared towards non-traditional lecture classrooms
10. The Integrated Model AN ACADEMIC SUPPORT MODEL THAT UTILIZES PROFESSIONAL*-TUTORS INSIDE AND OUTSIDE OF THE LECTURE CLASSROOM TO IMPROVE STUDENT RETENTION AND SUCCESS WITHIN TARGETED HISTORICALLY DIFFICULT COURSES THROUGH IN-CLASS FORMATIVE LEARNING AND POST-CLASS INSTRUCTIONAL SESSIONS HELD BOTH IN PERSON AND ONLINE THROUGH THE USE OF SOCIAL MEDIA PLATFORMS.
11. Social Media Platforms University Supported Blackboard Google Apps for Education Academically Geared Piapp Slack Universally Accepted Facebook Twitter GroupMe Why move away from asynchronous communication in Blackboard learn? BB Learn is not user friendly, has a poorly developed app, not as ADA compatible as other apps, users cannot easily post photos or videos, and too many potential threads within discussion boards.
12. In Class In Person SI Sessions Online SI Sessions SI Supported Course • SI Present to answer questions and aid instructor during lecture • Take pictures of important lecture notes to post to online students • SI answers questions posted via social media by students • Promote collaboration among students to answer each others questions and verify student responses • Organize study sessions, mock finals, etc. • Provide supplemental materials and lecture materials in digital format (photos, videos, notes, handouts). • Optional SI sessions held on campus twice a week • Provide handouts, quizzes, practice exams • Prepare students for materials prior to being covered in lecture • Clarify previous class material
13. Pros & Cons pros u Bridging gap between F2F and online sections of the same course u Increased contact with supplemental instructor both in class and via social media u Online location for course materials and supplemental materials cons u Some students prefer to keep their social media account separated from school u Limited access to technology u Confusion with too many access points to the classroom
14. Changing Roles for Changing Times Professional* Tutor Supports multiple courses Present in the classroom Access to online classroom Geared towards a specific professor Integrated Model Active Learning Model Communicates with students via social media Provides materials in digital format (photos, videos, etc) via social media Student interaction with one another was increased Students have access to tutor for a wider range of hours Access to supplemental instructor limited to SI sessions and in class (F2F) Online presence on Bb Learn and email was limited to individual contact Materials provided in digital format limited to word files and pdfs
15. Case Study A deeper look at the implementation of the integrated supplemental instruction model by following a cohort of students through general chemistry I & II during the Fall 2015 and Spring 2016 semesters.
16. Fall/Spring 2016 Cohort General Chemistry I Students were in a hybrid general chemistry I course requiring that 50% of the course materials be completed online. Students attended at least one of the two optional SI sessions offered each week. Students actively participated in the online classroom utilizing Piapp by posting original questions as well as answering each others questions. General Chemistry II The same cohort of students continued on to the second semester of general chemistry together. This course was a blended 99% online course. Students still attended at least one of the two optional SI sessions offered each week. Students actively participated in a new online classroom using Facebook. Organic Chemistry Students chose to continue on to take both semesters of organic chemistry together. They have organized their own weekly study sessions, created a google drive to share documents and have attained a tutor to attend their weekly study sessions.
17. Student Retention and Persistence Of the 36 students who continued from general chemistry I on to general chemistry II (many with the same instructor, and supplemental instructor) 76% passed the course and 85% were retained including the 4 students who audited the course.
18. 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 Gen Chem I Blended Fall 2015 Gen Chem II Hybrid Fall 2015 Gen Chem I Blended Spring 2016 Gen Chem II Blended Spring 2016 Persistence and Retention for General Chemistry Fall 2015 and Spring 2016 Pass Rate Retention
19. Ideal 2 Semester General (or Organic) Chemistry Model General Chemistry I (F2F or Hybrid) General Chemistry II (Hybrid or Blended) • SI present in Lecture • Biweekly SI sessions are held • SI is present in the online classroom to provide tutoring & mentoring • Students agree to move on to the second semester of general chemistry with the same instructor and SI • Students move to second semester together and already have a relationship with the SI • SI no longer present in a face-to-face classroom • SI presence in the online classroom for tutoring & mentoring • Students still attend F2F SI sessions
20. Student Growth • These students not only attended a study session to better their chemistry skills but also created study skills to utilize throughout their educational careers. • By sticking together through multiple semesters the students formed a support system which has allowed them to excel in their coursework. • This group has been able to influence one another by sharing study techniques, organizational skills, and networking opportunities. • They made efforts to bring new students into the cohort to expand their group as well.
21. Future Goals Improving the online classroom Dedicated user friendly app Data analysis built in Streamlined Communication methods Platforms Variability mac vs windows desktop, tablet, phone Peer Tutoring model How to prevent gaps when good tutors graduate and move on Tutor shadowing to ensure new tutors are fully prepared by previous tutors Incentives for students to become PLFs, professional tutors, or peer tutors Potential to target successful students as future tutors Gaining Support Faculty utilizing a non traditional classroom and open to the use of social media University support of the new SI model and encouraging staff to incorporate these ideas into their curriculum Funding for app development, tutors and materials
22. Acknowledgements Clarissa Sorensen-Unruh, my incredible mentor who allowed me to be her SI leader for many many years and who always supported and encouraged the ideas that made todays presentation possible.
23. Contact Information u ealden2@unm.edu
24. Extra Slides
25. *Professional Tutor While the models we are presenting were accomplished through the use of a professional tutor (hired through the college, having taken at least four semesters of chemistry and passing a pre-hire examination) we believe the models can be successful under different circumstances. Peer Learning Facilitators who are being compensated for their time and are at least two semesters removed from the course they are assisting have the potential to successfully handle both the tutoring and mentoring aspect of the models provided.
26. Changing Roles for Changing Times Professional tutor Supports multiple courses Present in the classroom Access to online classroom Near-Peer Tutor Supports one course Weekly help sessions No online support Free Service Group Environment Geared towards a specific professor Active Learning Model Traditional Model
27. Requirements of SI Leader u Pursuing a STEM degree u Successful completion of SI courses u General Chemistry I u General Chemistry II u Organic Chemistry I u Organic Chemistry II u Biochemistry u Flexible Schedule u Ability to mentor students
28. Requirements of Faculty u Support of the SI model u Use of online classroom u Learning model where students have some responsibly for their education
29. Definition of Success To measure the success of the SI model student persistence and retention are monitored as well as exam scores in comparison to number of SI sessions attended.
30. Traditional Active Learning Integrated
31. Ideal candidates Is there are particular type of student who excels with hybrid learning and the integration of social media?
32. Ideal candidates Students already using social media or with backgrounds using technology seem to excel in integrated model courses. A level of self sufficiency is needed for hybrid learning. Students who are willing to help others through social media tend to grasp concepts better.
33. Platforms Geared Towards Individual Instructors Needs u With so many options for social media platforms it is possible to find one geared towards each classrooms goals: u Integration of hybrid and blended classrooms u Desire for discussion boards u Statistics and data analysis u Organization of files and timelines u Public vs. Private u Concern of FERPA violations u Personal Security
34. Platforms Geared Towards Varying Levels of Chemistry Introductory Chemistry Students main desire was open communication, answering one another's questions, and keeping track of due dates and exams. General Chemistry I & II Students best utilized a multifunctional platform to post photos, links, and videos. Students were able to ask and answer questions as well as gain validation by the instructor or SI leader Organic Chemistry I & II Students main concern seemed to be file sharing for group collaboration on assignments. Less desire for discussion outside of preformed study groups.