A deep understanding of how and why students struggle in core courses in science and math when they enter engineering programs helps us respond to demands for academic support services. The success in applying student centered instructional approaches, in particular, the supplementary instruction (SI) program in the College of Engineering, teaches us important lessons in engineering education: to teach is to engage, and, to engage is to connect. Peer-led SI sessions integrate features of subject- and problem-based learning to foster a supportive learning community. SI has not only facilitated the learning of course material but also promoted a spirit of inquiry and a culture of joyful learning. The learning outcomes show that SI has made a positive impact on studentspsila learning, which in turn has helped to increase engineering retention. Future plans to incorporate technology and advance SI are presented.
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