Supplemental Instruction Levels The Playing Field in STEM at Louisiana State University

Abstract

The Center for Academic Success (CAS) at Louisiana State University (LSU), certified as a Center of Excellence by the National College Learning Center Association, has utilized Supplemental Instruction^© (SI) for the past 20 years to provide student support for historically difficult courses – those courses with D, F, or withdrawal rates of greater than 30%. In this model, peers called “SI leaders” facilitate study sessions outside of class time to help the enrolled students develop effective learning strategies and better understand and master course concepts. SI relies upon collaboration with faculty and is supported by cognitivism and social constructivism learning theories.

Benefits of the successful model include supporting students to become self-directed independent learners, reducing the stigma associated with using academic support and reducing the demands for tutoring. Outcomes observed at LSU include positive correlations between the course-passing rates and six-year graduation rates of women, underrepresented minorities and first-generation college students who participated in SI compared to the peers who participate less frequently and those who do not participate.

Citation

Thomas, G., Roche, L., Brocato, M. and McGuire, S. (2019), "Supplemental Instruction Levels The Playing Field in STEM at Louisiana State University", Broadening Participation in STEM (Diversity in Higher Education, Vol. 22), Emerald Publishing Limited, Leeds, pp. 197-208. https://doi.org/10.1108/S1479-364420190000022009