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The Effect of Supplemental Instruction on Transfer Student Success in STEM Courses

The Effect of Supplemental Instruction on Transfer Student Success in STEM Courses. National Institute for the Study of Transfer Students January 26, 2012 Marty Bonsangue, Mark Filowitz , James Hershey, Hye Sun Moon, Ed Sullivan, and Sean Walker

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The Effect of Supplemental Instruction on Transfer Student Success in STEM Courses

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  1. The Effect of Supplemental Instruction on Transfer Student Success in STEM Courses National Institute for the Study of Transfer Students January 26, 2012 Marty Bonsangue, Mark Filowitz, James Hershey, Hye Sun Moon, Ed Sullivan, and Sean Walker This study was funded in part by the National Science Foundation

  2. California State University Fullerton • Second largest univ. in the 23-campus CSU system • >35,000 students enrolled • 57% Female • HSI Status • Ethnic Distribution- Fall 2011 • Hispanic 32% • White 30% • Asian/Pacific Islander 22% • African American 3% • Indian, Multiple Race Non-Hispanic, International Students and Unknown 13% • Admit approx. 5,000-6,000 transfer students per year

  3. Biology 171 Evolution and Biodiversity • First course in the Biology Major at CSUF • Large lecture – 180 to 240 students per class • 40 – 60% Success Rate • Topics & Skills • Organismal Diversity • Microevolution • Macroevolution • Descriptive Statistics, Presentations, Scientific Writing

  4. Math 150A – Calculus I • First course in the Math, Computer Science, and Engineering Majors at CSUF • Small classes – 25 to 40 students per class • 30 – 60% Success Rate • Topics & Skills • Functions • Derivatives and Integrals • Applications • Presentations, Mathematical Writing

  5. What is Supplemental Instruction? • Developed at University of Missouri at Kansas City • Targets Tough Classes, NOT Students or Professors (< 70% passing rates) • Difficult Material, not Evil Professor

  6. More on SI • Four Key Players • SI Supervisor • Faculty • SI Leaders • Students • Leaders are trained, go to class and model good student behavior, and meet regularly with supervisor and faculty

  7. Bio 171 SI Leaders Fall 2011

  8. SI at CSUF • Began in 2008 with four classes (2 secs Calculus I, 2 secs Biodiversity) • In Spring 2012, approx 800 STEM students participating across 45 sections • Forty-five undergrad SI leaders involved • CollAlg, Precalc, BusCalc, Calc 1 & 2, Biodiversity, GenChem, OChem, & CompSci • All students enrolled in course are actively invited and recruited

  9. Summary of SI Results • Success rates around 80 % (SI) v. 50 % (non-SI) • GPA around 2.5 (SI) v. 1.7 (non-SI) • Significant results for each ethnic and gender group • Strongest effects observed for URM students and transfer students • No differences in academic predictors for SI and non-SI students (overall & within groups)

  10. Focus on Calculus ICalc I Data: Fall 2008-Spr 2011

  11. Native Students Course GradeCalc I Course Grade: URM by SI Partic.

  12. Native Students Calc I Success Rate: URM by SI Partic.

  13. Transfer StudentsAcademic Predictors Non SI SI No. of Students 40 34 Transfer GPA 2.95 2.97

  14. Transfer Students OnlyCalculus I Results Non SI SI Course Grade 1.43 2.40 Success Rate 45 % 79 %

  15. Transfer StudentsCalc I Course Grade: URM by SI Partic.

  16. Transfer StudentsCalc I Success Rate: URM by SI Partic.

  17. Transfer Students Calc I Course Grade: Ethnic. by SI Partic.

  18. Transfer StudentsCalc I Success Rate: Ethnic. by SI Partic.

  19. Transfer StudentsCalc I Grade: Gender by SI Partic.

  20. Transfer StudentsCalc I Succ. Rate: Gender by SI Partic.

  21. Summary • Si participation linked with higher passing rate and course grade for all groups (ethnicity, gender, transfer status) • No academic predictor differences between SI and non-SI students • Most dramatic results observed for URM transfer students (based on limited sample) • Exit survey shows 90 % + students overall feel SI was helpful or extremely helpful

  22. Future Directions • SI Helps Level the Playing Field for Students by Gender, Ethnicity, and Transfer Status • SI is Building an Academic Program for Future Teachers (SI Leaders) • The Results Make a Strong Case for Institutional Funding

  23. Issues and Challenges • Efficiently Identifying Transfer Students Enrolled in a STEM course • Effectively Recruiting Transfer Students in a Timely Way • Consistently Funding and Staffing Strong SI Programs in STEM

  24. Thank You!mbonsangue@fullerton.edu

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