|
|
Science and Math Supplemental Instruction Program
Overview
The College of Science and Engineering's supplemental instruction program
(often referred to as the workshop program)
was started around 1999 with funding from the NIH to improve student success in science classes--biology, math, chemistry and physics--by providing focused, high quality interactive learning situations to reinforce students understanding of material presented in the primary lecture courses.
Initiated by Prof. Frank Bayliss and colleagues as an integral component of the enrichment and support activities provided by the Student Enrichment Opportunities office at SFSU, the program began as weekly "workshop" sessions that SEO-supported students were required to attend.
The program evolved to formal courses, offered under the AU (all university) or SCI (science) prefixes.
The courses are currently available to all SFSU students enrolled in the corresponding primary course, on a first-come, first-served basis.
The goal of the program is to provide an environment that enables students to pose questions, examine and explore logical approaches to solve problems and communicate succinct solutions in a comfortable, relaxed environment.
The workshop instructors are committed to student success, excited about science and enjoy the thrills of thinking about and solving challenging questions.
To create this environment, each supplemental instruction course is typically composed of a small group of students (max ~20) and an instructor who recently completed the primary course.
The structure promotes both good student-instructor interactions and student-student interactions, which are invaluable for learning.
The number of supplemental instruction courses offered has almost tripled from the initial year of operation, to meet student demand.
External evaluations of this program have been favorable.
The analysis suggests that students who attend the workshops earn a grade in the primary course about one-half grade unit higher than would be predicted from their academic records.
There is also evidence that participation in the supplemental instruction program increases student retention.
(Rath, et. al., 2007; Peterfreund, et. al., 2007)
SCI SI Course Schedules
Spring 2008 SCI SI Course Schedule
Fall 2007 SCI SI Course Schedule
SCI SI Course Instructors:
Are you interested in helping other aspiring science students? Gain teaching experience? Increase your science or math knowledge? Consider becoming a SCI SI instructor! A former instructor writes:
I assure you, teaching the SCI courses is an extremely rewarding experience.
To apply, please complete the
SCI instructor application (MS Word doc) and return to the CSME office, SCI 211.
References:
Supplemental Instruction in Introductory Biology I: Enhancing the Performance and Retention of Underrepresented Minority Students, Kenneth A. Rath, Alan R. Peterfreund, Samuel P. Xenos, Frank Bayliss, and Nancy Carnal,
CBE-Life Sciences Education,
6, 203-216 (Fall 2007).
Abstract:
Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates.
Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds.
At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority
populations than the gains found among their peers.
These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors.
The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections.
Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology.
In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers.
The Impact of Supplemental Instruction on Students in STEM Courses: Results from San Francisco State University, Alan Peterfreund, Kenneth Rath, Samuel Xenos, and Frank Bayliss,
Journal of College Student Retention: Research, Theory and Practice,
9 (4), 487 - 503 (2007-2008).
Abstract:
Comparisons between participants and non-participants in
supplemental instruction classes at San Francisco State University
over a six-year period show positive impacts in terms of increased
student performance and progression through subsequent courses
in a sequence, despite the lower academic indicators of the
supplemental instruction participants.
More females participated than were represented in the course as a
whole, but the effects were greater for males.
Effects were particularly striking for students from
underrepresented minority groups, particularly in introductory courses.
|
|
home
