The Evolution of Peer-Assisted Learning: From SI to PLUS
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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14
- DOI
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10.18260/1-2--41266
- Permanent URL
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https://peer.asee.org/41266
- Download Count
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363
Paper Authors
Nina Telang University of Texas at Austin
Dr. Nina Telang is an associate professor of instruction in the ECE department at UT Austin. She has taught a variety of courses in the ECE department at the freshman, sophomore and junior undergraduate levels. Her repertoire of courses is from a range of areas such as circuit theory, digital logic design, solid state devices, computing systems, and embedded systems.
Her teaching style fosters an active learning classroom environment where student involvement is highly encouraged. She is passionately involved in supporting the success of at-risk students through the development and implementation of supplemental instruction sessions for first year ECE courses.
Katherine Molina-Gallo University of Texas at Austin
Elliot Lopez-Finn University of Texas at Austin
Abstract
This Complete Evidence-Based Practice Paper investigates the impact of academic support programs such as Supplemental Instruction (SI) and Peer-Led Undergraduate Studying (PLUS) on student retention and end-of-semester course grades in first year and upper division engineering courses in the Electrical and Computer Engineering department at the University of Texas at Austin. In this study we have utilized quantitative data such as students’ SI/PLUS session attendance, students’ pre-semester GPAs, end-of-semester course grades, and the D’s, F’s, W’s and Q drop rates (QDFW rates) for attendees and non-attendees in these programs. Our statistical data analysis shows an improvement in both course GPAs and successful course completion for SI/PLUS attendees vs. non attendees. To account for the voluntary nature of these programs, we compared the performance of students with similar pre-semester GPAs to control for the level of preparation of the students. The difference in performance and successful course completion for the attendees vs. non-attendees in these programs was even more pronounced for students with lower pre-semester GPAs. From these data analyses we have concluded that these programs have a favorable effect on student performance, especially for lower-performing students.
Telang, N., & Molina-Gallo, K., & Lopez-Finn, E. (2022, August), The Evolution of Peer-Assisted Learning: From SI to PLUS Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41266
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