Build a High Impact Program through the 3 R’s – Research, Resources, and Rubrics

1. Kendall Andersen Friedman Director, Student Success Center kfriedman@rider.edu Build a High Impact Program through the 3 R’s – Research, Resources, and Rubrics

2. Academic Support at Rider University • Tutoring Services • peer tutors • professor and course-specific supports • Writing Lab • peer tutors • writing support across the disciplines • professional tutors • reading, writing, ESL, and disability specialists • Supplemental Instruction • peer SI Leaders • attend and take notes in supported class • confer with professor and SI staff to plan review sessions • integrate course content with study strategies Drop in collaborative learning groups Individual or Group appointments

3. Research • “SI avoids the remedial stigma often attached to traditional academic assistance programs since it does not identify high-risk students but identifies high risk classes” – David Arendale • “The activities of the supplemental instruction study groups are aligned with those in the classroom to which SI is attached . . .alignment enables the students to immediately apply the support they receive in the SI groups to the task of succeeding the class to which it is attached” – Vincent Tinto • “Supplemental Instruction has been found to be particularly effective with developmental students. For example, developmental students who participate in Supplemental Instruction during their early years in college are retained at far higher rates than those who do not participate” – Hunter Boylan

4. Supplemental Instruction at Rider University SI was introduced on the Lawrenceville campus in 2001 and has been attended by over 4000 students who comprise 45% of the combined course enrollment. Goals of Supplemental Instruction: • improve student grades in targeted historically difficult courses • reduce the attrition rate within those courses • increase student persistence and graduation During the SI session, the SI Leader • reviews course content • develops critical thinking skills • extends problem solving skills through collaborative learning SI levels the playing field for weaker students

5. Resources • Hypothesis • SI levels the playing field for weaker students • Evidence • Work with Office of Institutional Analysis • assess predictors of success (SAT, GPA, re-enrollment)

6. SI improves grades in targeted courses Effects of SI on Freshman Success, Fall 2010

7. SI improves grades, reduces attrition rate, increases persistence AY2010-2011

8. Assessment Continues: SI and University Student Learning Outcomes

9. Assessment Rubrics • SI Leader Portfolios • session plans • review materials • formal observations • student evaluations • faculty evaluations • SI mentor evaluation • self evaluation • all forms replicate SLO language • assessed with rubrics

10. Example: Students will extend problem solving skills through collaborative learning activities

11. Example: Students will review course content

12. Assessment of SLOs through SI: The SI Supervisor’s perspective • Portfolio Analysis, Fall 2011 Action Plan: Revise SIL training to emphasize review of transferable strategies. Specify applicability to other courses.

13. Results of Action Plan: The SI students’ perspective

14. Links to Evaluations and Rubrics • SI Leader Session Plans • SI Observation Record • Student Evaluation of Supplemental Instruction • SI Session Plans Rubric • SI Leader-Created Materials Rubric • SI Overall Portfolio Analysis Rubric

15. References • Arendale, David R. “Understanding the Supplemental Instruction (SI) Model.” New Directions for Teaching and Learning, 1994 • Boylan, Hunter. “Exploring Alternatives to Remediation.” Journal of Developmental Education, Volume 22 Issue 3, Spring 1999 • Tinto, Vincent, Access Without Support is not Opportunity. Keynote speech, 7th International SI Conference, San Diego, California, June 21, 2012. • Photo credits: Slide 5: http://australianclimatemadness.files.wordpress.com/2011/11/sloping_field1.jpg