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- N. Leveille
- AMATYC Southwest Regional
- – Alamo - ED
- San Antonio, Texas
- June 16, 2007
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- University of Houston-Downtown
- open-admissions
- diverse student population
- urban
- mid-sized
- mandate to improve foundations
- pass rate
- student satisfaction
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- Algebra Tutorial
- required with placement test score for
- Accuplacer less than 63
- SAT less than 500
- or equivalent
- foundations also called developmental, remedial, or college prepara=
tory
(Boylan & Saxon, 2000)
- no college credit
- does not count in students’ GPA
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- Algebra Tutorial Grades
- A (average greater than or equal to 90)
- B (80 < average < 89)
- C (70 < average < 79)
- IP ( average less than 70 with documentation of good effort and less
than 6 hours of absence)
- W (student withdrawal from university)
- F (failure to earn other grade)
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- Course description
- study of natural, whole, integer, rational, and some irrational for=
ms
of real numbers
- solving of progressively more complicated linear equations
- solving two-sided and three-sided inequalities
- graphing linear equations in two dimensions
- polynomial addition, subtraction, multiplication, and division by a
monomial
- factoring out common monomials
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- Department course materials
- student syllabus
- textbook
- required PLATO7 modules (ends 8/2007)
- homework assignments
- worksheets
- final exam review sheet
- required, comprehensive, multiple-choice, 50 question final exam
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- Interventions during longitudinal study
- required computer tutorial
- compulsory attendance
- group work
- Supplemental Instruction
- mandatory hours in study sessions
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- When the University of Kansas City changed from a small private
institution serving the top 20% of high school graduates to one with=
a
more culturally and academically diverse population, the entering
student attrition rate increased from 20% to 45%. Supplemental
Instruction (SI) began in the early 1970s with a pilot program in the
School of Dentistry at the new University of Missouri-Kansas City
(Arendale, 1998).
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- Supplemental Instruction was designed to satisfy administrator, facu=
lty,
and student requirements (Widmar, 1994) for
- avoiding a remedial image (high risk courses)
- being cost effective (working with groups)
- increasing retention (social & academic integration)
- maintaining high academic standards
- promoting independent learning (teaches learning strategies and
metacognition)
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- University has 10% pass rate increase for courses that have some SI
sections
- Mathematics students need multipronged intervention of all
Learner’s Community services
- Algebra Tutorial (Leveille & Cunningham, 2007)
- 39% of 924 students passing in Fall 1998
- 42% for 7377 students through Fall 2005
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- Additional benefits for
- Supplemental Instruction leaders
- paid to attend classes and conduct group sessions
- foundations review strengthens mathematical knowledge
- SI training improves study skills and work habits
- increase self-esteem, self-confidence, and leadership skills
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- Funding for
- Supplemental Instruction Leaders
- Title V Grant
- Quality Enhancement Plan (QEP) Grant
- Math Lab tutoring budget
- Work study to support STEM majors
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- Arendale, D. (1998). Increasing efficiency and effectiveness of lear=
ning
for freshman students through supplemental instruction. In J. Higbee
& P. Dwinell (Eds.), Developmental education: Preparing successf=
ul
college students (Monograph No. 24). Columbia, SC: University of Sou=
th
Carolina, National Resource Center for The First-year Experience &am=
p;
Students in Transition.
- Boylan, H., & Saxon, D. (2000). What works in remediation: Lesso=
ns
from 30 years of research. Prepared for: The League for Innovation in
the Community College National Center for Developmental Education.
Retrieved August 23, 2000, from http://www.ncde.appstate.edu/reserve=
%20reading/what%20works.htm
- Leveille, N. (2007). Supplemental Instruction and Mathematics. Power
point available from Special Interests Links at http://cms.dt.uh.edu=
/Faculty/LeveilleN/
- Leveille, N., & Cunningham, M. (2007). Improving the gateway math
class pass rate with supplemental instruction. Available from Special
Interests Links at http://cms.dt.uh.edu/Faculty/LeveilleN/
- Widmar, G. (1994). Supplemental instruction: From small beginnings t=
o a
national program. In D. Martin & D. Arendale (Eds.)., Supplement=
al
instruction: Increasing achievement and retention. New Directions for
Teaching and Learning, 60(Winter), 3-10. San Francisco, CA: Jossey-B=
ass.
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