Student Support Mechanisms for a Low Success-Rate Course

Brian P. Self

Download Paper | Permalink

Conference: 2025 ASEE PSW Conference
Location: California Polytechnic University, California
Publication Date: April 10, 2025
Start Date: April 10, 2025
End Date: April 12, 2025
DOI: 10.18260/1-2--55191
Permanent URL: https://peer.asee.org/55191

Paper Authors

author page

Brian P. Self California Polytechnic State University, San Luis Obispo

Download Paper | Permalink

Abstract

This is an abstract only presentation submission. Students often struggle with foundational engineering courses, particularly dynamics. DFW (students who achieve a D, F, or withdraw from the course) can be quite high for dynamics at both our institution and others, and there is often an equity gap in the class. At Cal Poly San Luis Obispo, we have implemented various support programs to try to help students be successful. Our Writing and Learning Center offers several ways for students to get help, including free individual and group tutoring. In general appointments are necessary, but drop-in tutoring is also available at different times. Tutors are undergraduate or graduate students who have successfully completed the courses and also get specialized professional development workshops before and during their time as tutors. In addition to pedagogical tips, the tutors are educated on how to create a supportive and inclusive learning environment so that students can reach their full potential. In addition, there is an Engineering Help Hub, where students join a Zoom meeting on Tuesdays and Thursdays to form community and ask questions. The Writing and Learning Center helps administer Supplemental Workshops for several courses in our College of Science and Math. Students attend peer-led academic support sessions each week, earning one unit of credit for attendance. The College of Engineering is interested in implementing this approach and has done some beta testing. The Engineering Dynamics Workshops supplement traditional coursework, offering a flexible drop-in seminar led by a teaching assistant. Sessions begin with a brief conceptual question and a technical discussion to spark engagement. Afterward, the floor opens to questions, allowing the workshop leader to provide tailored support in one-on-one or small group discussions. The student assistant addresses the entire class for common questions or crucial understandings to ensure clarity. These workshops foster a collaborative environment where students are encouraged to collaborate and support one another, enriching the learning experience. Another approach that we have implemented is the use of Learning Assistants (LA). Similarly to Supplemental Workshop Leaders, LAs attend pedagogical courses to help prepare them for classroom activities. They read educational research articles, discuss pedagogical moves, and reflect on questions and discussions they may have had the previous week. They also meet with the instructor weekly to discuss the classroom activities for upcoming class meetings. Their job is to teach by asking, prompting group discussion of important concepts during active learning exercises. Unfortunately, none of these learning programs has met with widespread adoption. During beta testing, Workshops were not well-attended, and only a small number of students choose to attend group or one-on-one tutoring. Similarly, not all instructors choose to utilize active learning techniques, so the LA program really isn't appropriate for their teaching style. The authors hope to share their experiences and also hear about efforts from other colleagues to provide learning support for their students.

Citation
Format

Self, B. P. (2025, April), Student Support Mechanisms for a Low Success-Rate Course Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California. 10.18260/1-2--55191

TY - CPAPER
AB - This is an abstract only presentation submission. Students often struggle with foundational engineering courses, particularly dynamics. DFW (students who achieve a D, F, or withdraw from the course) can be quite high for dynamics at both our institution and others, and there is often an equity gap in the class. At Cal Poly San Luis Obispo, we have implemented various support programs to try to help students be successful. Our Writing and Learning Center offers several ways for students to get help, including free individual and group tutoring. In general appointments are necessary, but drop-in tutoring is also available at different times.

Tutors are undergraduate or graduate students who have successfully completed the courses and also get specialized professional development workshops before and during their time as tutors. In addition to pedagogical tips, the tutors are educated on how to create a supportive and inclusive learning environment so that students can reach their full potential. In addition, there is an Engineering Help Hub, where students join a Zoom meeting on Tuesdays and Thursdays to form community and ask questions.

The Writing and Learning Center helps administer Supplemental Workshops for several courses in our College of Science and Math. Students attend peer-led academic support sessions each week, earning one unit of credit for attendance. The College of Engineering is interested in implementing this approach and has done some beta testing. The Engineering Dynamics Workshops supplement traditional coursework, offering a flexible drop-in seminar led by a teaching assistant. Sessions begin with a brief conceptual question and a technical discussion to spark engagement. Afterward, the floor opens to questions, allowing the workshop leader to provide tailored support in one-on-one or small group discussions. The student assistant addresses the entire class for common questions or crucial understandings to ensure clarity. These workshops foster a collaborative environment where students are encouraged to collaborate and support one another, enriching the learning experience.

Another approach that we have implemented is the use of Learning Assistants (LA). Similarly to Supplemental Workshop Leaders, LAs attend pedagogical courses to help prepare them for classroom activities. They read educational research articles, discuss pedagogical moves, and reflect on questions and discussions they may have had the previous week. They also meet with the instructor weekly to discuss the classroom activities for upcoming class meetings. Their job is to teach by asking, prompting group discussion of important concepts during active learning exercises.

Unfortunately, none of these learning programs has met with widespread adoption. During beta testing, Workshops were not well-attended, and only a small number of students choose to attend group or one-on-one tutoring. Similarly, not all instructors choose to utilize active learning techniques, so the LA program really isn&#39;t appropriate for their teaching style. The authors hope to share their experiences and also hear about efforts from other colleagues to provide learning support for their students.

AU - Brian P. Self
CY - California Polytechnic University, California
DA - 2025/04/10
PB - ASEE Conferences
TI - Student Support Mechanisms for a Low Success-Rate Course
UR - https://peer.asee.org/55191
DO - 10.18260/1-2--55191
ER -