Perez, J., & Wachs, F., & Nguyen, H., & Miranda Barrios, D., & Gossage, L., & Jones, B. (2022, August), Supplemental Instruction to Decrease Equity Gaps in Gate-Keeper Engineering Courses (ERM)  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41059

\bibitem{asee_peer_41059}
  Perez, J., \& Wachs, F., \& Nguyen, H., \& Miranda Barrios, D., \& Gossage, L., \& Jones, B. (2022, August), \emph{Supplemental Instruction to Decrease Equity Gaps in Gate-Keeper Engineering Courses (ERM)}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41059

Jessica Perez, Faye Wachs, Harmony Nguyen, Deanna Miranda Barrios, Lily Gossage, and Brooke Jones.  "Supplemental Instruction to Decrease Equity Gaps in Gate-Keeper Engineering Courses (ERM)".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41059 Internet.  13 Dec, 2024

\bibitem{asee_peer_41059}
  Jessica Perez, Faye Wachs, Harmony Nguyen, Deanna Miranda Barrios, Lily Gossage, and Brooke Jones.
  "Supplemental Instruction to Decrease Equity Gaps in Gate-Keeper Engineering Courses (ERM)".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41059 Internet.  13 Dec, 2024

@INPROCEEDINGS{asee_peer_41059
author = "Jessica Perez, Faye Wachs, Harmony Nguyen, Deanna Miranda Barrios, Lily Gossage, and Brooke Jones"
title = "Supplemental Instruction to Decrease Equity Gaps in Gate-Keeper Engineering Courses (ERM)"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41059}
number = {10.18260/1-2--41059}
}

TY  - CPAPER
AB  - This study explores the impact of Technology-Assisted Supplemental Instruction (TASI) on the sense of belonging and academic achievement of URM identified students in Statics courses at a large public HSI university. TASI is a peer-led tutoring service in partnership with faculty support that targets high failure rate STEM courses, in this case, three different iterations of Statics. Students completed four surveys that measured demographics, sense of belonging in their field of study, and confidence in their ability to do well in their courses. In addition, TASI attendance, students’ academic and enrollment data were collected. Preliminary belonging data at the beginning of the term showed the nearly 80% of Latinx students agreed with the statements: “I sometimes feel like other students in my field of study have skills that I do not,” and “When I struggle in a class I feel that I don’t belong in the field”. Linear regression also shows that the main predictor of student grades in Statics are identifying as a URM student or Pell recipient. TASI has the goal of increasing academic support and therefore performance to alleviate these feelings and ensure student persistence. Using matched pairs analysis, the data shows a statistically significant increase of 0.4 to 0.5 in course grade on a 4-point scale. These results were most apparent in URM students. The rate of failing grades for URM students decreased up to twenty percent (depending on the section). The impact of the TASI is more evident for students of color during the COVID pandemic and virtual learning. The use of an anti-deficit lens highlights how imperative it is to have meaningful, useful, and accessible interventions. Student facilitators, access, and awareness of programs are noted as crucial to success.
AU  - Jessica Perez
AU  - Faye Wachs
AU  - Harmony Nguyen
AU  - Deanna Miranda Barrios
AU  - Lily Gossage
AU  - Brooke Jones
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Supplemental Instruction to Decrease Equity Gaps in Gate-Keeper Engineering Courses (ERM)
UR  - https://peer.asee.org/41059
DO  - 10.18260/1-2--41059
ER  -