TY  - CHAP
AB  - Abstract Supplemental Instructions (SIs) were introduced into the San Francisco State University College of Science & Engineering curriculum in 1999. The goal was to improve student performance and retention and to decrease the time to degree in STEM majors. While for the most part we followed the structure and activities as developed by the International Center for Supplemental Instruction at the University of Missouri, Kansas City, we discovered several variations that significantly improved our outcomes. First and foremost, we created SI courses that require attendance, which results in higher students’ performance outcomes compared to drop-in options. Second, at SFSU the SI courses are led by pairs of undergraduate student facilitators (who are all STEM majors) trained in active learning strategies. Each year, more than half of our facilitators return to teach for another year. Thus, each section has a returning “experienced” facilitator who works with a new “novice” facilitator. Third, the SI courses were created with a distinct course prefix and listed as courses that generate revenue and make data access available for comparison studies. Results are presented that compare SI impact by gender and with groups underrepresented in STEM disciplines.
VL  - 22
SN  - 978-1-78756-908-9, 978-1-78756-907-2/1479-3644
DO  - 10.1108/S1479-364420190000022010
UR  - https://doi.org/10.1108/S1479-364420190000022010
AU  - Eroy-Reveles A. Alegra
AU  - Hsu Eric
AU  - Rath Kenneth A.
AU  - Peterfreund Alan R.
AU  - Bayliss Frank
PY  - 2019
Y1  - 2019/01/01
TI  - History and Evolution of STEM Supplemental Instruction at San Francisco State University: A Large, Urban, Minority-serving Institution
T2  - Broadening Participation in STEM
T3  - Diversity in Higher Education
PB  - Emerald Publishing Limited
SP  - 209
EP  - 235
Y2  - 2024/04/23
ER  -