An Investigation on the Effects of Supplemental Instruction and Just-in-Time Tutoring Methods on Student Success and Retention in First Year Engineering Course

David Joseph Ewing; Catherine Mary Unite; Christina Natasha Miller; Cedric Shelby

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Conference: 2019 FYEE Conference
Location: Penn State University , Pennsylvania
Publication Date: July 28, 2019
Start Date: July 28, 2019
End Date: July 30, 2019
Conference Session: T1B: Developing foundations in Science
Tagged Topics: Diversity and FYEE Conference - Paper Submission
Page Count: 7
DOI: 10.18260/1-2--33677
Permanent URL: https://peer.asee.org/33677
Download Count: 359

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Paper Authors

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David Joseph Ewing University of Texas, Arlington

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Earned a Bachelor of Science degree in Mechanical Engineering from Pensacola Christian College and a PhD in Mechanical Engineering from Clemson University. He spent several years teaching in a first year engineering program at Clemson University. He is now a Assistant Professor of Instruction at the University of Texas at Arlington, where he continues to teach first year engineering courses. Combined, he has been teaching first year engineering courses for over seven years. His previous research involved thermal management systems for military vehicles.

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Catherine Mary Unite University of Texas at Arlington (UTA)

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Catherine Unite is the Director of University Tutorial and Supplemental Instruction, within the Division of Student Success at the University of Texas at Arlington. Prior to her current position she was the International Certified Trainer at the International Office for SI, at the University of Missouri-Kansas City (UMKC). As an Internationally Certified Trainer, she regularly conducted Supervisor and Leader Trainings on a local, national and international level. Her international experience in peer education originated in South Africa, as Head of the SI National Office for Southern Africa at the Nelson Mandela Metropolitan University. In 2006 she received the UMKC international award for Outstanding SI Support by a Campus Administrator having trained and consulted with staff from major tertiary institutions in Southern Africa. She is the external judge for the Australasian Peer Assisted Study Sessions (PASS) Leader Awards and a faculty member for the Institute on Peer Educators, National Resource Centre for The First Year Experience (FYE) and Students in Transition, University of South Carolina. Born in the United Kingdom, Catherine has had international experience in higher education and presented at national and international conferences and published articles on a range of student academic development and peer education issues.

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Christina Natasha Miller University of Texas at Arlington

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Christina Miller is the Associate Director of University Tutorial and Supplemental Instruction at the University of Texas at Arlington and the coordinator for the eTutoring program. She has worked with peer education since 2013 including tutoring, eTutoring, and Supplemental Instruction. Christina studied Foreign Languages at New Mexico State University and Student Affairs in Higher Education at Colorado State University. She has been an instructor of the Freshman Potential for Academic Success Seminar, a required class for first-year students on academic probation.

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Cedric Shelby University of Texas at Arlington

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Cedric Shelby is the Supplemental Instruction Coordinator in the University Tutorial and Supplemental Instruction office at the University of Texas at Arlington, a department within the Division of Student Success. Cedric began his educational career as a teacher and coach for thirteen years in the local public school system before moving into higher education. Cedric received his Masters of Education from the University of Texas at Arlington in Educational Leadership and Policy Studies. He has been an instructor for the MAVS First Year Experience (FYE) Program, designed to help first-year students adapt to their collegiate experience. Cedric is currently working towards his Ph.D., in Educational Leadership and Policy Studies.

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Abstract

The University of Texas at Arlington (UTA) embarked on a study to identify where their engineering students were struggling over three years ago in an effort to address student success, persistence, and retention. In this study, the committee identified that students were ill-equipped in engineering problem solving methodology and basic engineering computer programming. To address these concerns, a new course named Engineering Problem Solving was created utilizing the Student Centered Active Learning Environment with Upside-down Pedagogies (SCALE-Up) method. This class has aided in improving student retention and persistence in engineering. However, to further enhance this effect, Supplemental Instruction (SI) was added to the existing just-in-time tutoring model already being utilized in the class. This addition was made in an attempt to increase student success within the course, especially addressing the mathematically underprepared and underrepresented minority groups within UTA’s diverse engineering student body. SI provides a more structured studying environment in which students are led by a peer group mentor, known as an SI leader, in solving problems, receiving tips on good study habits, and other student success strategies. This is in contrast to the just-in-time tutoring sessions that are more “drop-in” in format, getting answer to specific questions the students have. This paper will assess the effects that these two different methods have on success rates in the course, defined as receiving an A, B, or C. Further, this paper will explore first semester retention data in order to assess the effects of these learning resources above the already effective retention rates shown in the class as a whole. Finally, this paper will explore the effect these methods have on particular student groups shown to struggle more in the class than their counterparts, including underprepared students, and underrepresented minorities. This paper will show all students benefit from these resources as evidenced by increased first semester retention and success rates.

Citation
Format

Ewing, D. J., & Unite, C. M., & Miller, C. N., & Shelby, C. (2019, July), An Investigation on the Effects of Supplemental Instruction and Just-in-Time Tutoring Methods on Student Success and Retention in First Year Engineering Course Paper presented at 2019 FYEE Conference , Penn State University , Pennsylvania. 10.18260/1-2--33677

TY  - CPAPER
AB  - The University of Texas at Arlington (UTA) embarked on a study to identify where their engineering students were struggling over three years ago in an effort to address student success, persistence, and retention.  In this study, the committee identified that students were ill-equipped in engineering problem solving methodology and basic engineering computer programming.  To address these concerns, a new course named Engineering Problem Solving was created utilizing the Student Centered Active Learning Environment with Upside-down Pedagogies (SCALE-Up) method.  This class has aided in improving student retention and persistence in engineering.  However, to further enhance this effect, Supplemental Instruction (SI) was added to the existing just-in-time tutoring model already being utilized in the class.  This addition was made in an attempt to increase student success within the course, especially addressing the mathematically underprepared and underrepresented minority groups within UTA’s diverse engineering student body.  SI provides a more structured studying environment in which students are led by a peer group mentor, known as an SI leader, in solving problems, receiving tips on good study habits, and other student success strategies.  This is in contrast to the just-in-time tutoring sessions that are more “drop-in” in format, getting answer to specific questions the students have.  This paper will assess the effects that these two different methods have on success rates in the course, defined as receiving an A, B, or C.  Further, this paper will explore first semester retention data in order to assess the effects of these learning resources above the already effective retention rates shown in the class as a whole.  Finally, this paper will explore the effect these methods have on particular student groups shown to struggle more in the class than their counterparts, including underprepared students, and underrepresented minorities.  This paper will show all students benefit from these resources as evidenced by increased first semester retention and success rates.
AU  - David Joseph Ewing
AU  - Catherine Mary Unite
AU  - Christina Natasha Miller
AU  - Cedric Shelby
CY  - Penn State University , Pennsylvania
DA  - 2019/07/28
PB  - ASEE Conferences
TI  - An Investigation on the Effects of Supplemental Instruction and Just-in-Time Tutoring Methods on Student Success and Retention in First Year Engineering Course
UR  - https://peer.asee.org/33677
DO  - 10.18260/1-2--33677
ER  -