13

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

13. Did you use any particular techniques= or incentives to encourage students to attend the SI sessions? If so, please describe. Were these techniques or incentives helpful?

1. I periodically reminded the students of the SI̵= 7;s hours and once the SI participated in class (helping students), the students seemed to seek him out a bit more.

2. To help students see the SI as a knowledgeable and helpful person, I would have her choose board problems and roam in class du= ring problem solving sessions.

3. No, I did not. I am torn between teaching my studen= ts to be autonomous and resourceful and using some kind of incentive. I am going = to try doing something next semester short of giving points (for example). I d= id try having all students who got less than an A go to him or the writing lab-which did help. I am planning on trying strategies to do this that will not entail grading. I strongly feel that those students must learn to be autonomous and resourceful and that the motivation must be intrinsic for their successful future at UHD.

4. I tried to mention SI in some capacity during most = class sessions and would include SI in most classroom activities and procedures so that students would immediately identify her as an instructional leader and resource. She supported student learning by routinely reminding students of= her scheduled tutorials, but would assure those who had conflicts that she woul= d try to accommodate their requests, offering guidance and support through phone = and email exchange. I encouraged students to seek SI leader’s assistance = as they prepared for scheduled tests and quizzes and before they submitted assignments. As an incentive, I provided an opportunity for students to ret= ake any quiz only if they would meet with the leader for a 30-minute review pri= or to the retest date. Many students chose to take advantage of the offer and improved their scores significantly as a result of the study session. As a = way of encouraging students to prepare for a very challenging final exam, I sta= ted that my SI would provide them with clues to the bonus questions that would accompany the exam (and could potentially earn them up to ten extra points)= if they attended a final exam review session with her. The strategy seemed to = work well as evidenced by the number of students who scored exceptionally well on the final exam.

&nbs= p;

5. I simply encouraged students desiring extra help or= those having questions to come visit me or the SI, and that we would be happy to = help them.

6. At the end of the semester, students were required = to attend one conference with me and one conference with the SI. The conference with the SI was set up so that students worked on peer-editing each other’s papers, which differed from the more conceptual conferences t= hey attended with me. This meant that every student in the class had at least o= ne meeting with the SI.

7. The incentives were not helpful. In the past, IR= 17;ve offered incentives to attend SI sessions, like extra credit or extensions on paper deadlines. Students just do not make use of the SI outside of class t= ime.

8. Students could receive extra points for spending ti= me outside of class with the SI. I feel the points helped get some students to= see her who might not have otherwise.

9. I have found that my students who take advantage of= the help available to them by the SI leader generally earn a letter grade higher than those who don’t, and I pass this on to my students.

10. Extra credit points on the homework, etc. grade ha= s proven to be quite effective with this class.

11. Upon her suggestion, she checks the students’ tests corrections before they are passed in to me. She sets up special study times before the tests and gets several students to attend even on weekends= !

12. Attendance points for those using the service. It = did not reach the masses as I had hoped.

13. The SI Leader was very flexible in her hours. She = also was very interested and active in helping the students with their assignmen= ts.

14. Some part of the homework had to be worked with th= e SI Leader.

15. Students had a mandatory meeting with the SI about halfway through the term. Thought that this would make students seek the SI= out on their own initiative, but that didn’t happen so much.

16. I would regularly have the SI let students know of= his availability outside of class and offered a small number of bonus points on= homework at the beginning of the semester to encourage them to visit him.

17. Students receive bonus points for attendance.

18. No, I did not. I probably should have. But, she wa= s so effective in the classroom that even students who did not attend the sessio= ns benefited enormously form her role in the course. Next spring I will try to engage ore students in her sessions.

&nbs= p;

19. No, I did not. I probably should have. Next spring= I will try to engage more students in SI sessions.

20. Students were given extra credit at one point to s= ee her. I also had her help in class during quizzes. These were only partially helpful because of schedule conflicts.

21. I would include the SI Leader in most classroom activities and procedures so that students would immediately identify her a= s an instructional leader and resource. The SI Leader supported student learning= by routinely reminding students of her scheduled tutorials, but would assure t= hose who had conflicts that she would try to accommodate their requests, offering guidance and support through e-mail exchange.

22. Students enjoyed the personal attention given to t= hem in class. They then could continue the experience out of class.

23. Maybe yes. At the middle of the semester, I did personally encourage students with a D-standing or lower to attend the SI sessions. The SI leader also went over the three tests during the SI sessio= n: this was her suggestion. She also suggested that no answer key be provided = to the students, as this might encourage students to go to the SI sessions. I = have no feedback on whether this helped to increase SI session attendance.

24. Extra points on tests. Not helpful.

25. I did not offer any incentives this semester. I si= mply periodically reminded the students of the SI’s scheduled hours.

26. I had an extended class (+30 = mins) that helped a lot to let the students get to know the SI and the help he co= uld offer.

27. Giving extra credit for those who attend the SI se= ssion. Having the SI leader discuss tests in the SI session (i= nstead of discussing them in class). Overall, these incentives were helpful= .

28. Yes, extra points for completing and having SI lea= der check test corrections were very helpful. Students were motivated by the points a= nd willing to work with him learning his availability and ability to help them= .

29. I did not. Since all of the students in this secti= on are high school students, it was hard to setup a time for SI sessions. We set up the time right after class to accommodate them. But some were too tired to = stay and some have a job to go to. The only times they stayed is when they have = not finished their assignments. I believe if I give incentives for attending SI sessions, the attendance should be better. I will try it next time.

30. I had a student that attended an SI session discus= s the results after the 1^st test!

31. This semester I offered no incentives, just period= ic reminders of SI sessions.

32. If you give a daily or weekly calendar for the sem= ester for your class, include the SI session times in the calendar, to reinforce = the impression that SI is and integral part of the course.