Moving-In-Through-and-Out-of-the-SI-Leader-Experience-2016-International-Conference-on-SI

Moving In, Through, and Out of the SI Leader Experience James Eller Cas e Wes tern Res erve Univers ity The 9th International Conference on Supplemental Ins truction (SI) The Problem Educators, employers, parents, and students question: - The quality of learning and acquired competencies (Arum, 2013) - The value of a college degree (Doyle, 2011; Willie, 2012; Wood, 2011) Institutional concerns about: - Accreditation, image, and learning outcomes (Henning, 2012) Purpose To address these problems by describing outcomes associated with how students experience their roles as SI leaders Use Schlossberg’s (1981) Transition Theory as a lens to reveal characteristics of how students transition from their roles as students to peer educators Research Question How students move in, through, and out of the SI leader experience at a mid- sized, private research university located in the Midwestern United States? Schlossberg’s Transition Theory - understanding how students develop as a number of factors occur simultaneously - transition is “an event or non- event that results in change in assumptions and thus requires a corresponding change in one’s behavior and relationships” - transitions impact people—roles, relationships, routines, and assumptions - S’s, factors that influence how a person copes with transition—situation, self, supports, and strategies Supplemental Instruction (SI) Educational Services for Students is our academic support department at CWRU Literature Review Martin & Wilcox (1996) - SI leaders have reported developing leaders hip and communications s kills as well as improved academic competency Lockie & Van Lanen (2008) - appreciation for the divers ity of s tudent learning s tyles - increas ed unders tanding of cours e material - greater s elf- cons cious nes s as a learner - development of clos er relations hips with faculty - application of SI s trategies in other cours es - importance and value of collaborative learning Literature Review Hurley, McKay, Scott, & James (2003) - experience generally pos itive and a good review of material Donelan & Kay (1998) - improved communication and pres entation s kills - increas e in own unders tanding of cours e material - getting to know other s tudents , facilitating group activities , helping others learn Literature Review Congos & Mack (2005) - valued the pos itive academic impact on s tudents - valued the adulation they received from s tudents Wallace (1992) - SI leaders performed better academically - enhanced integration of s tudy s kills and the trans ferability of learning Literature Review Stone, Jacobs , & Hayes (2006) - enhanced relations hips with s tudents , faculty, and other SI leaders - developed a deeper unders tanding of content - formed better s tudy s trategies - developed leaders hip s kills and received expos ure to teaching Latino & Unite (2012) - benefit from academic s kills enhancement Literature Review Smuts (2002) - final- year law s tudents developed a s ens e of pers onal adequacy, improved communication, relations hip building, citizens hip, and workplace s kills - helped improve their own grades Goodlad & Hirs t (1989) - increas ed unders tanding of, and interes t in, learning and the teaching profes s ion - pers onal growth, increas ed confidence and s ens e of s elf- fulfillment Literature Review Stout & McDaniel (2006) - s upport findings of Smuts (2002) and Lockie and Van Lanen (2008) and add - SI leaders report improved communication - relations hip building s kills - enhanced pers onal and profes s ional development Group Discussion What reas ons have your SI leaders given for wanting to s erve as an SI leader? What challenges have your SI leaders reported during their experience? What res ources you feel your SI leaders find mos t helpful? What expected and/ or unexpected s kills or outcomes have your SI leaders gained as a res ult of their SI leader experience? Case Western Reserve University - Es t in 1826 in Cleveland, Ohio on 185 acres - 5,100 undergraduate, and 6,200 graduate and profes s ional s tudents repres enting all 50 s tates and 86 countries - 68%engineering, math, and s ciences ; 32%management, liberal arts , or undecided - Graduated our larges t clas s this year with 2,100 graduate and undergraduate s tudents Case Western Reserve University - SI in place s ince mid- 1980’s - Support 24 cours es during fall and s pring s emes ters - Average 32 SI leaders in fall s emes ter and 24 in s pring s emes ter - Mos t all begin SI tenure as nd year s tudents - 75%of 1s t and nd year s tudents pas s through SI Methodology - Phenomenological res earch des ign and methods (Mous takas, 1994) - Combination of purpos eful criterion, purpos eful intens ity, and maximum variation s ampling - Data collected via, - Ques tionnaires - Interviews - ARCHIVAL RECORDS - Focus groups Participants (co- researchers) Co-Researcher SI Discipline(s) SI Experience Timothy Liam Lucas Kaiser Heath Peter Ketan Matthew Whitney Wendy Haley Lucy Biology, Chemistry, Engineering, Physics Chemistry Physics Chemistry, Physics Chemistry Biology Physics Chemistry, Engineering, Physics Biology Engineering Physics Physics semesters semesters 10 semesters semesters semesters semesters semesters semesters semesters semesters semesters semesters Graduate/Professional Student Undergraduate Student * Names listed are pseudonyms Employed Results Stage of Transition and Factors Moving In (situation, self) Moving Through (supports) Themes Experience with Peer Education Academic Success Personality Traits Personal Interests Support from SI Team Members Preparedness On the Job Training Time Commitment/ Management Interpersonal Benefits Moving Out (strategies) Intrapersonal Benefits Appreciation of Teaching and Learning Campus Connectedness Discussion Significance of Findings for Parents and Students: - demonstrate additional value of a college experience in view of rising costs Significance of Findings for Higher Education Professionals: - can aid in justifying dedicating resources to SI and similar programs -contribute positively to institutional image -meet/ maintain accreditation criteria Significance of Findings for Potential Employers of College Graduates: -demonstrate quality of learning and competencies Discussion Limitations - The inherent difficulty of duplicating qualitative s tudies - Limited generalizability becaus e of s ingle s ite and participants - Divers ity of SI program model internationally Discussion Future Research Recommendations - Studies that encompas s multiple s ites , SI program models and SI leader preparation methods to improve generalizability - Longitudinal s tudies that follow SI leaders beyond their SI experience to identify additional s kills and competencies Thank You Moving In, Through, and Out of the SI Leader Experience James Eller Cas e Wes tern Res erve Univers ity References Arum, R (2013) Stakeholder and public responses to measuring student learning Society, 50(3), 230- 235 doi:10.1007/ s12115- 013- 9648- y Congos, D & Mack, A (2005) Supplemental instruction’s impact in two freshman chemistry classes: Research, modes of operation, and anecdotes Research & Teaching in Developmental Education, 21(2), 4364 Retrieved from http:/ / www.ebscohost.com Donelan, M., & Kay, P (1998) Supplemental instruction: Students helping students’ learning Law Teacher, 32(3), 287–299 Doyle, W (2011) The return of the overeducated American? Change, 43(4), 55- 58 doi:10.1080/ 00091383.2011.589780 Goodlad, S & Hirst, B (1989) Peer tutoring: A guide to learning by teaching London: Kogan Page Henning, G (2012) Leveraging student engagement for student and institutional success About Campus, 17(4), 15- 18 doi:10.1002/ abc.21088 References Hurley, K., McKay, D., Scott, T., & James, B (2003) The supplemental instruction project: Peer- devised and delivered tutorials Medical Teacher, 25(4), 404- 407 doi: 10.1080/ 0142159031000136743conditions that matter San Francisco, CA: Jossey- Bass Latino, J & Unite, C (2012) Providing academic support through peer education New Directions for Higher Education, 157, 31- 43 doi: 10.1002/ he.20004 Lockie, N., & Van Lanen, R (2008) Impact of the supplemental instruction experience on science si leaders Journal of Developmental Education, 31(3), 2- 14 Martin, D & Wilcox, F (1996) Supplemental Instruction: Helping students to help each other In G Wisker & S Brown (eds.), Enabling student learning: Systems and strategies (pp 97- 101) Birmingham, England: Kogan Page Publishers and the Staff and Educational Developmental Association (SEDA) Moustakas, C (1994) Phenomenological research methods Thousand Oaks, CA: Sage Publications, Inc Schlossberg, N (1981) A model for analyzing human adaption to transition Counseling Psychologist, 9(2) 218 doi: 10.1177/ 001100008100900202 Smuts, K (2002) The role of student leaders in supplemental instruction South African Journal of Higher Education, 16(3), 225–231 References Stone, M., Jacobs, G., & Hayes, H (2006) Supplemental instruction: Student perspectives in the 21st century In Dana Britt Lundell, Jeanne L Higbee, & Irene M Duranczyk (Eds.), Student standpoints about access programs in higher education (pp 129- 141) Minneapolis, MN: Center for Developmental Education and Urban Literacy, University of Minnesota Retrieved from http:/ / education.umn.edu/ CRDEUL/ publications.html Stout, M & McDaniel A (2006) Benefits to supplemental instruction leaders New Directions for Teaching and Learning, 106, 55- 62 doi: 10.1002/ tl.233 Wallace, J (1992) Students helping students to learn The New Academic, 1(2), 8- Willie, M (2012) Taxing and tuition: A legislative solution to growing endowments and the rising costs of a college degree Brigham Young University Law Review , 2012(5), 1665- 1704 Wood, P (2011) The higher education bubble Society, 48(3), 208- 212 doi:10.1007/ s12115- 011- 9418-