10

UHD Faculty Feedback on Supplemental Instruction Program (SI)<= /o:p>

10. What did = you find the most helpful about SI?

= 1. Having her in class to help me check students and to answer questions on in-class exercises.

= 2. It was really helpful that the SI was interested in discussing the homework problems particularly that I was using a new text. The most helpful aspect = of having an SI was the eventual help with student questions during class.

= 3. The opportunity of SI to provide additional office hours and help for students, besides the help already offered by the instructor and Math Lab (N-925).

= 4. She made extra review sheets for the students and was readily available to help them. Overall, the students were very pleased with her and felt she made a difference.

= 5. Each one knew how to reach the student academically and then move forward to the concept as he was teaching. Each knew how to reduce the level of terminology simple enough to reach the student involved. They all had a very good report with the students.

= 6. Students can find someone who is more like them and hence more comfortable to intera= ct with and for asking any kind of questions which they may hesitate to ask the instructor.

= 7. I feel that she was always supportive of my efforts to get the students to do= the work that was in their best interests. A knowing and obviously successful student voice (and actions) made a big difference in the work, study habits, and grade results of this group of students.

= 8. The time it allowed me to spend with my students. Being able to divide the class up, as it were, between the two of us, enabled me to spend more time with students who were having a lot of problems.

= 9. The extra help available to students for a course with a very high attrition ra= te.

= 10. She w= as someone besides me that students could turn to for more information about t= he course.

= 11. They = were able to serve as yet another resource for students who were having difficul= ty meeting the requirements of the course, particularly those who had missed classes as the result of illness, family obligations or had scheduling conflicts with their jobs. They were proactive in contacting students whose attendance and/or academic performance challenged their chances for success= and were able to assist them in complying with course requirements.

= 12. In th= e past they have helped with study sessions; befriending students which really mak= es students comfortable asking questions.

= 13. Havin= g a person available to the students at times when they could meet was very helpful.

= 14. The SI leader was in class with my students, and students felt at ease talking to = him, or asking him questions.

= 15. That = there is another resource person (who has a strong concern for student success) t= hat a student can turn to.

= 16. Willi= ngness to help with classroom activities and willingness to accommodate students&#= 8217; schedules.

= 17. Gave students an additional resource. Students did not use that resource as much= as they should have, but that is their fault, not the SI, who was excellent. <= /p>

= 18. Havin= g a teaching assistant for in-class activities is very helpful. Together we can give more students individual attention and this is a real plus for the students. Also, since the SI walks in the shoes of the students, the SI feedback is useful on addressing common problems. The SI was early to class= and among the last to leave, and during these times he tried to interact with students and gauge their progress in understanding course topics.

= 19. The SI leader also helped students in the classroom when I gave in-class assignmen= ts.

= 20. The SI leader tutored the students in everything. He arranged their schedules. He = backed me up.

= 21. Willi= ngness to help students in class while they were working on assignments.

= 22. The SI leader was proactive in contacting students whose attendance and/or academic performance challenged their chances for success and was able to assist the= m in complying with course requirements.

= 23. As we talked about the works we read, she had obviously read them too so that she could help the reader.

= 24. I dee= ply appreciated having a strong student peer who was capable of serving as liai= son, mediator, between me and the class. I am 54 years old. No matter how much I would like to speak with first year students in a way that genuinely engages them, I find that the distance between us is often just too great. It is a delight to have a student present who is passionately engaged with the cour= se material and can simultaneously communicate that engagement to her peers. SI bridges an inevitable gap between teacher and student. The SI leader was a superb liaison.

= 25. My impression this semester (as I compared this section to my section that ended up without an SI) is that she set a good example for the students through her great attitude about college and what it takes to succeed. Moreover, during class she helped students (w= ho raised their hands) with practice activities, which is helpful since I cann= ot always help everyone due to time constraints.

= 26. Helped answer individual questions–did not need to be asked.

= 27. She w= as helpful when going to the museum when it was more important to work one on = one with students.

= 28. During in-class activities, he and I could check on everyone within the time allot= ted to answer their questions and check on their progress.

= 29. Just = having an extra qualified person to be available for the student with their questi= ons is a big help. A lot of students feel comfortable seeking help from an SI leader- almost their peer.

= 30. Havin= g an SI leader gave me the opportunity to spend more with each student. Also, students were given different perspectives on doing certain problems

= 31. That a peer-tutor is an excellent resource because the students are comfortable as= king him questions.

= 32. He was there in class and after class helping students.

= 33. In developmental classes with 40 students it is difficult to help or answer everyone’s questions at the same time! I like giving examples for students to work and enjoy having examples for students to work and enjoy having an additional instructor there to help and give feedback.