How to Scale Supplemental Instruction

ABOUT THIS EPISODE

Nicolò Bates, Founder and CEO at TEDU, and Jessica Brooks, Director at the International Center for Supplemental Instructional, joined the podcast to discuss the student outcomes and technological strategies for launching and scaling supplemental instruction.

But a size goal is, is not just to helpstudents in one difficult class or in difficult classes, but it's to equipthem with transferable learning skills, you're listening to enrolment growth,university from helic education, the best professional development podcastfor higher education leaders looking to grow in Roman at their college oruniversity, whether you're looking for fresh and Roman growth techniques andstrategies or tools and resources. You've come to the right place. Let'sget into the show, welcome back to an Roman GrowthUniversity, a proud member of the connect Edu podcast network, I'm EricWilson with helic education and we're here today with Nicolo Bates, founderof TV and Jessica, Brooks Director of the International Center forSupplemental Instruction, Jessica, Nicolo, welcome to the show, and hearsal excited to talk with you both today about the benefits and strategyfor supplemental instruction. Before we dig in, can you get listeners a littlebit of background on both your organizations and your roles, startingwith Nicolo Yeah It'd, be my pleasure and thank you for having us today.We're very excited to be here. I'm as mentioned I'm the founder of Tito. Weare a academic support infrastructure technology company, so we partner withuniversities to provide them a robust infrastructure to help support students.Academic needs outside the classroom. So things like supplemental structionprograms, Tutor Center participation, Writing Center and more students useare infrastructure. That's why labelled for the universities and for theInternational Center of or supplemental instruction. It is housed that theUniversity of Missouri Kansas City was created here, one thousand nine hundredand seventy three, and so we do serve as the hub of all the training and thedissemination of the model. But we do have partners internationally, as thename suggests in South Africa, Sweden, Australia, Canada, that train on themethodology of supple mal instruction...

...and so in addition to working withthose individuals, I also serve as the director of the Department of Academ exPortamento on mkss campus, which supports all of our students in variousacademic support approaches, including tutoring writings. To do support andmentoring protects thrilled to have the tandem of you both here today to talkabout both the technology and the academic sides of Si and more just getto kick off this conversation. Today, can you just provide us with a highlevel overview on the concept and the goals of supplemental instruction yeah, so supplementals Ruction, as Imentioned, was created at the University of Missouri, Kansas City,and it was created at a time when the university became a public institution.So, prior to one thousand, nine hundred and sixty three, the University ofMissouri Kansas City was a private institution, was a university of Kansas,Kansas City, and so at that time we saw an influx when it became public ofstudents. We haven't seen before they were still very competitive, but theywere coming in with the same level of understanding because they didn't havethe same background and the same access to support in their Tay through twelveeducation as those individuals when it was a private institution coming in did,and so we saw this influx of attrition at that time. And so there was a groupconvened to address that issue at the high level of attrition because theywere still competitive students they just weren't as prepared academicallyfor the rigors of college, and so really what a size goal is is not justto help students in one difficult class or in difficult classes, but it's toequip them with transferable learning skills that no matter, if they're, in aclass that supported with that side, they can take or they're actually inthe session that they can take these skills and move them on into subsequentsemesters into their own study groups or in their own studying. So we're nothiring experts in the content. They have that that's the faculty membertheir integral to the model, but they are modeling good student, behavior, sothey're experts and being good students and that's what they infuse in thesession. How to study difficult content...

...and be successful in it. Just ca forthose of us who may have heard of Si but never experienced it or even seenit first. And can you just walk us through what an example of a common SIsession looks like? So we can try to better understand the format yeah ofcourse, and so SI is an interactive group learning atmosphere, so the bestkind of way to explain it is a study group facilitated by a near peer, sothat near peer is a student who has taken the class previously done well init, and they come back sit in the class again and then they pulled the out aclass study session, in which again, they incorporate those transferableskills that I talked about a minute ago, and so the interactive element iscrucial, because why they won't always have an SI leader in every singlecourse. They always do have their fellow students so realizing they havethis huge reservoir on kind of that idea of iron sharpens iron and torealize they have each other to rely on to support each other from differentcontexts and different viewpoints that that's how they're going to do theirlearning. Not only I, in this class in the I session, but throughout theentirety of their academic career is the goal, and so it is interactive.It's a relationship building and it is creating those connections not justwith the material but also with one another. So you'll see a lot of pairwork. You'll see a lot of group discussion. The leader is off to theside. They are the guy on the side, not the sage on the stage, because againthey have that expert, and so what we're trying to do is to break thatdependency cycle. That you'll see often in a more formal lecture where there'sone person that has all the information and they are dispensing the informationkind of like I'm doing now. You're asking me questions, I'm the experttheoretically, so I'm sharing the answer, whereas if we were in an SIsession right now, I would be getting you with Nico and you would be doing apair discussion after look doing some reading from some text and you discusswhat you think as I is for you and then I would kind of lead you in adiscussion to construct that knowledge, for yourself say on the stage person'sguide on the side is a wonderful man, a god struck for me to understand thisbetter. This is wonderful Nikola. How...

...should institutions think aboutincentivizing the stuntit ion of these SI sessions? I know many institutionstypically have this. If we build something great they're going to comestrategy to these things, those don't always work out. Do you think aboutmaking sure that students actually utilize these sessions that we've seenthese wonderful out comes from? Well, I think that the data shows thatsupplemental instruction does improve academic performance for the studentsthat actively participate in. I think that's undeniable. Now, I think we'renot just supplemental instruction, but academic resources outside theclassroom really can't contribute to students and participation is by makingit much more accessible and easier to participate into these programs.Unfortunately, in the environment in the market place, these operations oncampus is are typically pen and paper and they're, not very data driventhey're, not very technologically driven, which results in studentshaving to work with silo departments to figure out. You know: Where do I go tomeet with my tutor in the tutoring center? What time are the available?Then? I have to go to the writing department to figure out the writingcenter and then the Supplemental Instruction Department to figure outtheir times and dates on their own website. Now, if we create onecentralized approach, as we did with our software, it's one application. Thestudent has access to that has personalized help for them in all thedifferent departments, for the classes that they're taking so, for example, onour platform. The second you open is going to show you what are the nextSupplemental Instruction Group sessions that are occurring that day or tomorrow?If you need a book, a tutor in the tutoring center, it's right there, it'sone area for all of the different facilitation, and I feel that if youmake it much more easier and accommodating for the students tointeract with these support environments, that they're going tomost likely participate more and see a higher performance inside the classroomJessica. I could see these sessions being really useful for strugglingstudents in any course, as well as for...

...any students in historically difficultcourses. do the sense for what use case is the most popular and or for what usecase. Si works best for yeah. That's a great question and you are completelyright. It is for any student, one hundred percent that is indeed accurate.So one of the big shifts in the methodology that s I brought to thetable is it's not targeting students that are struggling. It's targetingclasses that makes student struggle like college is hard. I don't care ifthey're coming in with it two point, oh or a four point, O with having accessto a private tutor in your pay through twelve or not having access,biochemistry organic chemistry, these classes for premed and pre dent or anymajor honestly are going to be difficult. So we target the class, notthe student, so it is one hundred percent open to any student in thattargeted class. We use what we call a d FW rate, so that is a D F or withdrawrate, basically just not successfully completing the course, and so we lookat that and that's how we identify that will rate will bury across institutionsacross the globe on what they mark and it will vary in what discipline they'rein it really can work in any class as long as there is buying from a facultymember. That's a big part of it. Is that connection with that faculty sothat the buying is seen and that applicability to that class with thatleader who's taken. That course before is, is seen so, whether it's English orscience or whatever the course might be. As long as there is a committed facultymember on board with the implementation you're going to see success, if youdon't have that happening or if the class is run asynchronous ly, you dogenerally see a little bit more struggle because Si is planned. The SImeaders go in with an idea of how they're going to run this session, notjust an idea but Pindar they've written down, they'll break the student stuffinto groups. They'll go over this material based on their experience andwhere that class is at that time in the semester. So if the class is run, AsinChronos, we and students can do...

...anything at any time and there's notouch point. That is generally where you might see a little bit of troublebecause of the planned approach, and so tutory might be a better methodology inthat instant we've referenced success rates and you mentioned tracking- donot finish withdrawal rates as well. What are some of the academic andretention results that institutions have seen after incorporating as I yeah,so we do say. That's programs that we've trained in the data that we trackthrough our accredited programs, as well as programs that were spinning ourdata previous lead to us establishing the accreditation process, is about athirteen percent reduction in dw rates in the classes that are supported onaverage. So that means if the D writ was at sixty three percent previously,you would see it decrease to fifty percent now that can even flow based onsemester based on faculty members. However, you consistently see that morestudents are successful once you implement Si and to that course. But,additionally, what you see is better interaction from students and closerrelationships with students in the class is some tangential informationand that's something that we can't or we have not yet been able to track on anational level, and so that that is something interesting. But on our owncampus, we can see those relationships are reformed within the session. Theyhave an impact and we even see them continue on and what we call theirpersistence. So we don't just necessarily look at their performancein that class, but at umps we had procured my data set through a datasystem called CIVITAS which ran persistence, data prediction rates forus, and so it matched individuals on a number of different characteristics athis first time in college economic background, race, ethnicity, all ofthose various ways that we identify students and Cagore them on a bunch oflike elements, and we found that students who participated in Si had aseven percent, higher prediction rate or persistence rate based on thepredictions which yielded you MC about five hundred and ninety thousanddollars in one academic year in...

...retained earnings versus if they didn'tattend at least three or more sessions, and so that is persistence throughoutan entire academic year, not just in one class but unfortunately, just basedon the data that we have access to. Currently, we are not able tonecessarily view that across the board such exciting results. Again. I lovethat guide on the side concept. I think we're seeing similar things with flipclassrooms and Mokes and different things that in students are exploringfrom an online learning standpoint. Nicolo. Is there a future model wherethe SI session becomes bigger than this potentially even becoming a primarydelivery channel of Por Instruction for certain classes? Well, I don't want tostep on the toes of just in the organization with their future plans,but I definitely see a future where SI becomes more and more adopted and growsas a primary support system for students outside the classroom. The twouniversities I went to didn't have supplemental instruction and that typeof program would have helped me tremendously with the more difficultclasses, especially since I was working during my college experience so yeah. Idon't see a future where SI is not adopted by every institution, becausethe data shows that there's a performance increase as a student, aretention increase- and it just is a very accommodating type of academicsupport versus a student feeling, weird about going to get a private one on onetutor and not really knowing how to interact with that tutor. SI leadersare trained to guide the student in the methodology of that classroom, thatspecific to that, professor and curriculum. That's why we were soexcited to partner with the ICI to become the exclusively recommendedsoftware for institutions around the world. Yeah, and I just want to followup on that really quickly and that tutors can very much do a lot of thethings and our train to do a lot of things. The SI leader do and I'm notnecessarily sure that I've hit the...

...point well enough, for I feel likemovie dames around it, but one of the other things that, as I really canenhance, is the students sense of belonging, because it's group- and it'snot just with one person that is a year above them that once they're out ofthis class, that's it. It is creating that that connection, which we know weknow is so important to any academic career, is that you have or anyanywhere at any space is that you have people that are your people. And soit's a place to find your people, simil goals and aspirations is used. Sothat's something that is really helpful and accessibility is a big part of thatand that's where no go and his amazing team comes into play and is making thesessions much more accessible to us by helping us identify when we canschedule sessions that are going to be available to the most number ofstudents, because that's a that's a big component for us until optimizing ourSI session schedule. So we don't conflict with those classes with theirother classes. Or what have you has been a big part of this workingrelationship, and so I just wanted to make sure that I threw that in theretoo. I love this partnership and everything that you are doing togetherto help scale SI and student outcomes. Finally, any next step advice, PrinceTution S, listening to this they're already experimenting or considering Sitheir institutions what's their next step, starting with Nicolo. Yes, Ithink that you know the biggest concern for universities that don't have an SIprogram on campus is clue its budget. It's. How do we get the funds needed tocreate this amazing program for our students and that's where I thinktechnology really provides a helping hand to the universities? You know byusing technology, for example our SI infrastructure. We can reduce the needfor many of the pen and paper operation strategies thateat up a tremendous amount of the budget since our software automates alot of the facilitation and the management of the SI program. I'm notsaying that there's no leaders that are necessary Admin, but it does relieve alot of need for manual pen and paper...

...characteristics as a program, so byadopting technology becomes cheaper and easier for a university to bring in asto their campus and then from there. The results will clearly show theuniversity to keep funding these programs at a higher and higher rate asa semesters go on yeah, and I would second everything that Nego says as faras the efficiency that's brought in by technology when assisting with budget-and I would say the first step- is to rid ourselves of that idea- that it'snot going to be possible and start small. So Si is intended to start verysmall, and so it's a grass roots type of program is what we've seen so atinstitutions not feeling like you have to go full force because, honestly, ifyou try to go from supporting zero classes with supplemental instructionand dive into supporting every traditional, difficult class, so let'ssay fifty classes in the first and second year of your course work. It'snot necessarily going a be successful because you haven't homed in on yourinstitutions, ability to support those leaders effectively and institutingthat model. So I would encourage reaching out to the internationalcenter and even maybe looking at scheduling a consultation and don'tfeel like coming to the International Center for support in getting Si. Helpis as saying you have to use SI. There is also just some methodology that isvery, very beneficial, and so that is something that you might be able totake away, so just bring storming with us on what you can take and start toget that information to get that data to have that by in and so don't fearwhat hasn't been created yet start small and move forward from there.Wonderful, wonderful, next upadist! Thank you both so much for your timetoday. What's the best place for listeners to reach out if they have anyfollow up questions starting with Jessica Yeah, so I would encourage youall to reach out to our email, which is I CSI at Umk, or you can visit ourwebsite. UNC DEDU, slash! Si and you'll see our contact information there, aswell as a list you N of a lot of...

...trainings and materials and a lot ofthings to help you be successful in implementing academic support at yourinstitutions and they call Thou how about you for Contact Information NextSteps? Yeah? Absolutely you can visit our website at T. do dot APP des t edudot APP and from there there's a little form that you can create to to schedulein person demo or a digital demo? That's personalized for university, soyou can see how this type of technology infrastructure would look like for yourstudents and your academic support stuff awesome. Thank you both so muchfor joining us today. No- and thank you eric for having us this was a pleasure.Thank you. I very much enjoyed it. Eric attracting today's new post,traditional learners, means adopting new enrollment strategies. He likseducations data driven enterprise, wide approach to enrolment growth isuniquely helping colleges and universities thrive in this neweducation, landscape and Helix has just published the second edition of theirenrollment growth playbook, with fifty percent brand new content on howinstitutions can solve today's most pressing Androma growth challengesdownload it today for free at Helic Education Com play book. You've been listening to enrolmentgrowth university from helic education to ensure that you never miss anepisode subscribe to the show in Itunes or your favorite podcast player. Thankyou so much for listening until next time E T.

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