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. 10.18260/1-2--27643

\bibitem{asee_peer_27643}
  Wilmot, J., \& Telang, N. K. (2017, June), \emph{Assessment of Supplemental Instruction Programming and Continued Academic Success}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--27643

Jenell Wilmot and Nina Kamath Telang.  "Assessment of Supplemental Instruction Programming and Continued Academic Success".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/27643 Internet.  12 Jan, 2025

\bibitem{asee_peer_27643}
  Jenell Wilmot and Nina Kamath Telang.
  "Assessment of Supplemental Instruction Programming and Continued Academic Success".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/27643 Internet.  12 Jan, 2025

@INPROCEEDINGS{asee_peer_27643
author = "Jenell Wilmot and Nina Kamath Telang"
title = "Assessment of Supplemental Instruction Programming and Continued Academic Success"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/27643}
number = {10.18260/1-2--27643}
}

TY  - CPAPER
AB  - 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. 
AU  - Jenell Wilmot
AU  - Nina Kamath Telang
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Assessment of Supplemental Instruction Programming and Continued Academic Success
UR  - https://peer.asee.org/27643
DO  - 10.18260/1-2--27643
ER  -