UHD Faculty Feedback on Supplemental Instruction Program (SI)

14. Did you employ
your SI leader to help carry out any in-class activities, such as lab
activities or collaborative learning activities? If so, please describe.

1. Yes, once the class period’s course material was
presented and the examples demonstrated, the students were directed to practice
problems in class during which I and eventually, the SI leader monitored
progress and assisted as appropriate. During this activity the students were
organized to work in pairs (which frequently took place).

2. In advance of class, she would select HW problems to
write on the board for students to get extra practice and review. To help
students see the SI as a knowledgeable and helpful person, I would have her
choose board problems and roam in class during problem solving sessions.

3. No, but next semester I do plan on doing more exercises
which the SI will be seen as an important component of the course and a
trustworthy source of information. I have to say that any failure of this
project this semester was due to my own unfamiliarity with the possibilities.

4. Not really, but this was my first semester. Next semester
I will see to it that from the beginning students perceive the trust that I
have in SI by allowing him or her to take on more administrative duties and
perhaps lead more discussions-so the less than optimum outcome this semester
was entirely due to my lack of experience and imagination.

5. My SI assisted in recording attendance, distributing
learning materials, and collecting assignments throughout the semester. She
willingly participated in classroom discussions regarding assigned readings and
exercises and provided some insight into many university/departmental
procedures that could impact the students in the course.

6. Whenever I would do an in-class exercise, they were each
given one side of the classroom and I took the remainder, to give some
quick-check one-on-one help. Short 2 or 3 problems quizzes in SI groups would
be great also. Sometimes they graded an in-class pop quiz while I continued to
lecture and was able to give them back at the end of class.

7. She worked out examples in class. She walked around and
offered help to those who needed when I have given problems to work on during
class.

8. We each float around (during group work time) and answer
questions and have plenty to keep busy in different parts of the room. We were
somewhat equal partners in being available to encourage group work and answer
questions.

9. Yes, he assisted in all peer review sessions.

10. Yes, she attended class, helped review homework and even
made extra review sheets for the students. She was available for those students
who needed extra help.

11. Yes. He would participate in peer reviews, assist with
computer questions, and offer feedback on drafts in progress.

12. Several times throughout the semester, the SI and I
split up the class and worked one-on-one in the electronic classroom with
students as they performed research, composed essays, or revised work. I know
that several students found her input particularly useful.

13. No. Again, I wish I had more time during class so I
could have done this. Perhaps in the future I will try to make more time in
order for this to happen!

14. Yes, the SI leader was active in all peer review
sessions.

15. We encouraged all students to help the other students in
class, and in lab. The SI leader was very instrumental in getting all students
to collaborate in class, and in lab.

16. Assisted in giving students advice in writing exercises.

17. Yes, there were regular in-class learning activities to
solve problems. During these times, the SI and I would roam the room to monitor
student progress and answer any questions.

18. Yes. The SI leader also helped students in classroom
when I gave in-class assignments.

19. Talked to students individually about their work.

20. My SI assisted with peer reviews and led two class
discussions.

21. Yes–the SI leader was great in the classroom. She
worked directly with students on their writing in the computer classroom, and I
often asked her to follow up my introduction of new material with her own
understanding of the material just presented. Thus, she had a chance to address
students’ questions and clarify my remarks immediately upon presentation.
This worked very well because it allowed students to understand better what I
had said, and it built student trust in the SI leader because I was present to
validate her understanding of the material. On occasion, I left the classroom
briefly to give the SI leader time alone with the students to address their
confusion, complaints, and this strategy worked beautifully–and built
mutual respect among us all.

22. The SI leader assisted in distributing learning
materials and collecting assignments throughout the semester. She willingly
participated in classroom discussion regarding assigned readings and exercises
and would attempt to engage students in critical analysis of course content by
modeling the critical thinking/analytical reasoning strategies presented in the
course linkage.

23. Yes–we met in a computer classroom. The SI leader
and I collaborated during writing workshop days. We circulated throughout the
classroom and assisted students with the research, reading, and planning
process associated with the development of their argumentative essays. Students
completed two argumentative synthesis essays which required documented research,
i.e. two research papers, for this course, in addition to four other formal
essay assignments and a poetry journal.

24.  No. The
problem we had was the bad class time: Friday only class. So many of the SA
activities were on Friday and the SI tutor had to miss class on those days. He
tried his best but the students were not responsive.

25.  Yes. He
helped us find scholarly resources.

26.  Quizzes.

27. One-fourth to one-half of the class time was spent on
the computers. Students had either the SI or me to answer questions
individually.

28. Yes, we usually had one in-class activity per week that
involved group work. The SI helped assist with these.

29. No

30. Class was a lab course; therefore each period
incorporated collaborative learning.

31. Yes, when students worked in lab activities (1-4
persons) in class both myself and the SI leader
observe and facilitate discussion.

32. Yes, since my class is a lab-based class, my SI
interacted with students in lab activities.

33. Answered questions when examples and computer work were
being done. Also, in my split class, he was asked to work with the small group
occasionally. He is extremely capable.

34. When I walked around my class to check student progress
and in class practice, my SI did so too. It was my impression that students
that she helped were satisfied with her help, since they did not generally ask
me the same question.