Successfully applying the supplemental instruction model to sophomore-level engineering courses

Abstract

Supplemental Instruction (SI) is a non-remedial program that utilizes peer-assisted review sessions and targets historically difficult academic courses. Although SI has been used nationally for decades, there is very little literature on its application in engineering courses. There is widespread evidence of its use in non-engineering and pre-engineering courses with varying degrees of success. Previous attempts to apply SI to mathematics courses at UNC Charlotte have proven difficult and were met with limited results. For over the past 15 years, SI has been offered at the university level. Only during the last four years has it become available in the College of Engineering. Students believe that SI plays a key role in helping them build learning communities and study groups. Multiple assessment processes are balanced between quantitative and qualitative analyses including student, SI leader, and faculty feedback; attendance rates; final course grades; DFW rates (percentage of students receiving a course grade of D or F, or withdrawing from the course); and retention. Assessment results indicate that SI is making a statistically significant positive impact on final course grades and on DFW rates. Initial retention results also indicate that College of Engineering students who attended SI at least five or more times during a semester are more likely to be retained. Qualitative feedback from faculty suggests that SI participation is often the determining factor in whether or not a student repeats a course. This paper focuses on the development, implementation, assessment, and continuous improvement of the program. Actual assessment results and lessons learned are presented.