Learning, Leaders, and STEM skills: Adaptation of the supplemental instruction model to improve STEM education and build transferable skills in undergraduate courses and beyond STEM Supplemental Instruction

Abstract

Georgia Gwinnett College, an access institution serving the most diverse student body of southeast colleges, was awarded National Science Foundation and University System of Georgia STEM-Education Improvement grants, in order to help our students meet the evolving needs of STEM education.  One of the initiatives emerging from these resources is the Peer Supplemental Instruction (PSI) program, a modified model of the traditional SI program.  SI is a well-documented, high-impact practice in higher education that engenders collaborative learning among students.  Since SI was not available on campus, STEM faculty developed and mentored the current PSI program, with the aim to support students as they transition from high school to college.  PSI is thus offered to students in the gateway courses for biology, chemistry, mathematics, and information technology majors and study sessions incorporate a variety of STEM skills, thereby increasing opportunities for students to engage in and develop STEM competencies.  In the last year, PSI attendance was recorded at 4,123 interactions. Assessment of academic performance of these students suggests that participation increased course GPA, particularly in students entering college with low high school GPAs (n=1239).  Moreover, student attitudes towards STEM learning improved and peer students serving as leaders also benefited, based on their reports on the development of professional skills, including flexibility, scientific communication, and organization, which are critical to success in college and STEM careers.  We present an innovative adaptation of the SI program that can be adopted by STEM faculty, and may be particularly useful to institutions serving underprepared populations.