June 14, 2015
June 14, 2015
June 17, 2015
26.645.1 - 26.645.13
Engineering Supplemental Instruction: Impact on Sophomore Level Engineering Courses Active learning strategies, through newly focused engineering Supplemental Instruction(SI) sessions, were provided in sophomore level, gateway engineering courses at (XXX)beginning in the spring semester of 2013. This program operates as an independent subgroup ofthe university’s current SI program to allow particular focus on training engineering studentleaders with effective teaching skills specific to their discipline. The goal of this effort is toimprove student comprehension and passing rates in historically difficult gateway classes toengineering where most students fail or drop the course (earning D, F, or W). These coursesinclude statics, dynamics, fluids, strengths, thermodynamics, and circuits. SI leaders providingthe supplemental instruction sessions are required to attend the course lectures, to meet on aregular basis with the SI Coordinator and the course professor, to provide office hours forstudents, and to hold weekly sessions to review course material using active learning strategies.Implementing unbiased evaluation of the direct success of the program is difficult due todifferent instructors, different students, and other human factors; however, a few trends can beobserved. Reported herein are preliminary results of the program across four semesters (twospring, one summer, and one fall). On average for all courses included in this program, studentswho did not attend any SI sessions were 62.71 ± 0.06 % likely to pass with an A, B, or C. Thosewho attended only a few sessions (one to three) had a 66.8 ± 0.1 % likelihood of passing theclass. Students with regular session attendance (four or more sessions) had a fairly substantialincreased likelihood of passing the course, 78.0 ± 0.12 %. This difference is statisticallysignificant with a p value of less than 0.0001. Feedback from SI leaders show that the benefitsof this program extend beyond the impact on those enrolled in the courses—SI’s report anincrease in their own understanding of the material covered in these courses, greater confidencein their ability to lead discussions, as well as other positive professional and personal growth.
Wilson, C. A., & Steele, A., & Waggenspack, W. N., & Wang, W., & Ramsey, L. L. (2015, June), Engineering Supplemental Instruction: Impact on Sophomore Level Engineering Courses Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23983
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