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Assessment of Supplemental Instruction Programming and Continued Academic Success

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2018

Conference Session

First-Year Programs: Wednesday Potpourri

Tagged Division

First-Year Programs

Page Count

9

Permanent URL

https://peer.asee.org/27643

Download Count

14

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Paper Authors

biography

Jenell Wilmot University of Texas, Austin

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Jenell Wilmot is a learning specialist at the Univeristy of Texas at Austin, specializing in Supplemental Instruction programs for STEM fields and the professional development of teaching assistants.

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biography

Nina Kamath Telang University of Texas, Austin

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Nina Telang is a senior lecturer in the Department of Electrical and Computer Engineering at the University of Texas at Austin. She received the B.Tech degree in Engineering Physics from the Indian Institute of Technology, Mumbai in 1989, and the M.S. and Ph.D. degrees in Electrical Engineering from the University of Notre Dame in 1992 and 1995 respectively. Her teaching interests are in the area of circuits and devices, computing, and logic design. Dr. Telang works closely with success programs for freshman engineering students.

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Abstract

A main aspect of the Supplemental Instruction program’s mission is to help students develop transferable study skills that will improve their academic performance in all of their university coursework. At the university, the Electrical and Computer Engineering (ECE) department partnered with the learning center to provide Supplemental Instruction programming to the freshman-level course Introduction to Electrical Engineering (EE 101) in fall 2015. This course is the first part of a two-course sequence, the second of which is Circuit Theory (EE 102). Of the students enrolled in EE 102 in the spring 2016 semester, students who attended SI sessions during the fall 2015 EE 101 course had higher course grades than the non-attendees, even though this group’s spring 2016 end of semester grade point averages were lower and this group’s course grades in EE 101 were lower. To continue to investigate the long-term implications of SI attendance and gain a better understanding of what the SI program can offer students in the ECE program at the university, future studies will benefit from additional data as students continue to progress through their program, and the inclusion of qualitative measures for a mixed-methods approach.

Wilmot, J., & Telang, N. K. (2017, June), Assessment of Supplemental Instruction Programming and Continued Academic Success Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27643

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