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.

What I size goal is is notjust to help students in one difficult class or in difficult classes, but it'sto equip them with transferable learning skills. You're listening to enrollment growth university fromHelix Education, the best professional development podcast for higher education leaders looking to growenrollment at their college or university. Whether you're looking for fresh enrollment growth techniquesand strategies or tools and resources, you've come to the right place. Let'sget into the show. Welcome back to enrollment growth university, a proud memberof the connect eedu podcast network. I'm Eric Olson with Helix Education, andwe're here today with Nikolobates, founder of TV, and Jessica Brooks, directorof the International Center for Supplemental Instruction. Jessica Niccolo, welcome to the show. Thank you for us. Really excited to talk with you both today aboutthe benefits and strategy for supplemental instruction. Before we dig in, can yougive listeners a little bit of background on both your organizations and your roles,starting with Nicolo? Yeah, it'd be my pleasure and thank you for havingus today. We're very excited to be here. I'm the as mentioned,I'm the founder of TV. We are a academic support infrastructure technology company.So we partner with universities to provide them a robust infrastructure to help support orstudents academic needs outside the classroom. So things like supplemental instruction programs, TutorCenter, participation, Writing Center and more students use are infrastructure. That's whylabeled for the universities and for the International Center for Supplemental Instruction, it ishoused at the University of Missouri Kansas City. was created there in nineteen seventy three, and so we do serve as the hub of all the training andthe dissemination of the model, but we do have partners internationally, as thename suggests, in South Africa, Sweden, Australia Canada that train on the methodologyof supplemental instruction, and so,...

...in addition to working with those individuals, I also serve as the director of the Department of Academic Support, amentoring on you and CACIS campus, which supports all of our students in variousacademic support approaches, including tutoring, writing, studios, support and mentoring projects.Thrilled to have the tandem of you both here today to talk about boththe technology and the academic sides of Si and more. Jessica, the kickoffthis conversation today, can you just provide us with a high level overview onthe concept and the goals of supplemental instruction? Yeah, so supplemental instruction, asI mentioned, was created at the University of Missouri Kansas City and itwas created at a time when the university became public institution. So prior tonineteen sixty three, the University of Missouri Kansas City was a private institution,was a university of Kansas Kansas City, and so at that time we sawan influx, when it became public, of students we haven't seen before.They were still very competitive, but they weren't coming in with the same levelof understanding because they they didn't have the same background and the same access tosupport in their K through twelve education as those individuals when it was a privateinstitution coming in did. And so we saw this influx of attrition at thattime and so there was a group convened to address that issue, the highlevel of attrition because they were still competitive students, they just weren't as preparedacademically for the rigors of college. And so really what I size. Goalis is not just to help students and one difficult class or in difficult classes, but it's to equip them with transferable learning skills that, no matter ifthey're in a class that's supported with Si, they can take or they're actually inthe session, that they can take these skills and move them on intosubsequent semesters, into their own study groups or in their own studying. Sowe're not hiring experts in the content. They have that that's the faculty member, their intricral to the model, but they are modeling good student behavior.So their experts and being good students and that's what they infuse in the sessionhow to study difficult content and be successful...

...in it. Jessica, for thoseof us who may have heard of a side but never experienced it or evenseen it firstand can you just walk us through what an example of a commonSI session looks like so we can try to better understand the format? Yeah, of course, and so SI is an interactive group learning atmosphere. Sothe best kind of way to explain it is if a study group facilitated bya near Peer, so that near Pier is a student who has taken theclass previously done well in it and they come back sit in the class againand then they hold out a class study session in which, again, theyincorporate those transferable skills that I talked about a minute ago. And so theinteractive element is crucial because why they won't always have an SI leader in everysingle course, 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 different contextsand different viewpoints, that that's how they're going to do. They're learningnot only in this class, in the SI session, but throughout the entiretyof their academic career. Is the goal, and so it is interactive, it'srelationship building and it is creating those connections not just with the material butalso with one another. So you'll see a lot of pair work, you'llsee a lot of group discussion. The leader is off to the side.They are the guide on the side, not the stage, on the stagebecause again they have that expert and so what we're trying to do is tobreak that dependency 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 information kind oflike I'm doing now. You're asking me question and I'm the expert theoretically,so I'm sharing the answer, whereas if we were in an SI session rightnow, I would be getting new with Niko and you would be doing apaired discussion after look doing some reading from some text and you discuss what youthink Si is for you and then I would kind of lead you in adiscussion to construct that knowledge for yourself. Sage on the stage versus guide onthe side is a wonderful mental construct for you to understand this better. Thisis wonderful. Nicol though, how should...

...institutions think about incentivizing the student utilizationof these as I sessions? I know many institutions typically have this. Ifwe built something great, they're going to come strategy to these things. Thosedon't always work out. Do you think about making sure that students actually utilizethese sessions that we've seen these wonderful outcomes from? Well, I think thatthe data shows that supplemental instruction does improve academic performance for the students that activelyparticipate, and I think that's undeniable. Now I think we're not just supplementalinstruction but academic resources outside the classroom. Really can contribute to students and participationis by making it much more accessible and easier to participate into these programs.Unfortunately, and the environment in the market place, these operations on campuses aretypically pen and paper and they're not very data driven. They're not very technologicallydriven, which results in his students having to work with Pilo departments to figureout, you know, where do I go to meet with my tutor inthe tutoring center? What time are they available? Then I have to goto the writing department to figure out the writing center and then the Supplemental InstructionDepartment to figure out there are times and dates on their own website. Now, if we create one centralized approached, as we did with our software,it's one application to student has access to that has personalized help for them andall the different departments for the classes that they're taking. So, for example, on our platform, the second you open is going to show you whatare the next supplemental Instruction Group sessions that are occurring that day or tomorrow.If you need a book, a tutor in the tutoring center. It's rightthere. It's one area for all of the different facilitation and I feel thatif you make it much more easier and accommodating for the students to interact withthese support environments, that they're going to most likely participate more and see ahigher performance inside the classroom. Jessica, I could see these sessions being reallyuseful for struggling students in any course,...

...as well as for any students inhistorically difficult courses. Do you have a sense for what use case is themost popular and or for what use case SI works best for? Yeah,that's a great question and you are completely right. It is for any student. One hundred percent. That is indeed accurate. So one of the bigshifts in the methodology, thats I brought to the table, is it's nottargeting students that are struggling, it's targeting classes that make students struggle. Likecollege is hard. I don't care if you're coming in with a or afour, no, with having access to a private tutor in your pay throughtwelve or not having access biochemistry, organic chemistry, these classes for premed andPredentt or any major. Honestly, are going to be difficult. So wetarget that class, not the student, so it is one hundred percent opento any student in that targeted class. We use what we call a DFWrate, so that is a DF or withdrawal rate, basically just not successfullycompleting the course, and so we look at that and that's how we identifythat will rate. Will vary across institutions across the globe on what they markand it will vary in what discipline they're in. It really can work inany class as long as there is buy in from a faculty member. That'sa big part of it, is that connection with that faculty so that thebuying is seen in that applicability to that class with that leader who's taken thatcourse before is is seen. So whether it's English or science or whatever thecourse might be, as long as there is a committed faculty member on boardwith the implementation, you're going to see success. If you don't have thathappening or if the class is run a synchronously, you do generally see alittle bit more struggle because Si is planned. The SI leaders go in with anidea of how they're going to run a session, not just an idea, but pinned to paper they've written down. They'll break the students up into groups. They'll go over this material based on their experience and where that classis at that time in the semester. So if the class is run asynchronously and students can do anything at any...

...time and there's no touch points,that is generally where you might see a little bit of trouble because of theplanned approach, and so tutoring might be of better methodology in that instant.We've referenced success rates and you mentioned tracking to not finish withdrawal rates as well. What are some of the academic and retention results the institutions have seen afterincorporating us? I yeah, so we do say that's programs that we've trainedin the data that we track through our accredited programs, as well as programsthat were sweeting your data previously to us. Establishing the accreditation process is about athirteen percent reduction in dfw rates in the classes that are supported on average. So that means if the DFW right was at sixty three percent previously,you would see a decrease to fifty percent now. That can ebb and flowbased on semester. Based on faculty members, however, you consistently see that morestudents are successful once you implement Si into that course. But additionally,what you see is better interaction from students and closer relationships with students in theclass. Is some tangential information and that's something that we can't or we havenot yet been able to track on a national level, and so that thatis something interesting. But on our own campus we can see those relationships thatare formed than the session. They have an impact and we even see themcontinue on and what we call their persistence. So we don't just necessarily look attheir performance in that class, but at you, MKC. We hadprocured a data set through data system called CIVITAS, which ran persistence data predictionrates for us, and so it matched individuals on a number of different characteristics, such as first times in college, economic background, race, ethnicity,all of those various ways that we identify students and categorize them on a bunchof like elements, and we found that students who participated in Si had aseven percent higher prediction rate or persistence rate. Based on the predictions which yielded you, MKC, about five hundred ninety...

...thousand dollars in one academic year andretained earnings versus if they didn't attend at least three or more sessions. Andso that is persistence throughout an entire academic year, not just in one class. But unfortunately, just based on the data that we have access to currently, we are not able to necessarily view that across the board. Such excitingresults. Again, I love that guide on the side concept. I thinkwe're seeing similar things with flipped classrooms and moves and different things that institutions areexploring from an online learning standpoint. Nicolo, is there a future mottle where theSI session becomes bigger than this, potentially even becoming a primary delivery channelfor instruction for certain classes? Well, I don't want to step on thetoes of Justin the organization with their future plans, but I definitely see afuture where SI becomes more and more adopted and grows as a primary support systemfor students outside the classroom. The two universities I went to didn't have supplementalinstruction and that type of program would have helped me tremendously with the more difficultclasses, especially since I was working during my college experience. So, yeah, I don't see a future where SI is not adopted by every institution becausethe data shows that there's a performance increase of the student, a retention increaseand it just is a very accommodating type of academic support, versus a studentfeeling weird about going to get a private one I want tutor and not reallyknowing how to interact with that tutor. SI leaders are trained to guide thestudent in the methodology of that classroom that's specific to that professor and curriculum,and that's why we were so excited to partner with the ICSI to become theexclusively recommended software for institutions around the world. Yeah, and I just want tofollow up on that really quickly, and that tutors can very much doa lot of the things and are trained to do a lot of the thingsthe SI leader do. And I'm not...

...necessarily sure that I've hit the pointwhile enough. I feel like maybe danced around it, but one of theother things that s I really can enhance is the student sense of belonging becauseit's group and it's not just with one person that is in ear above themthat, once they're out of its class. That's it. It is creating thatthat connection which we know, we know is so important to any academiccareer, is that you have or any anywhere at any space, is thatyou have people that are your people, and so it's a place to findyour people with similar goals and aspirations as you. So that's something that isreally helpful. And accessibility is a big part of that, and that's whenyou go and his amazing team comes into play and is making the sessions muchmore accessible to us by helping us identify when we can schedule sessions that aregoing to be available to the most number of students, because that's a that'sa big component for us, and so optimizing our SI session schedule so wedon't conflict with those classes, with their other classes or what have you,has been a big part of this working relationship, and so I just wantedto make sure that I threw that in there too. I love this partnershipand everything that you are doing together to help scale SI and student outcomes.Finally, any next steps advice for institutions listening to this? There already experimentingor considering Si their institutions. What's their next step. Starting with Nikolo.Yes, I think that, you know, the biggest concern for universities that don'thave an SI program on campus is clue. It's budget. It's howdo we get the funds needed to create this amazing program for our students?And that's where I think technology really provides a helping hand to the universities.You know, by using technology, for example our SI infrastructure, we canreduce the need for many of the pen and paper operation strategies that eat upa tremendous amount of the budget, since our software automates a lot of thefacilitation and the management of the SI program I'm not saying that there's no leadersthat are necessary Admin, but it does relieve a lot of need for manualpen and paper characteristics as the program so...

...by adopting technology, becomes cheaper andeasier for university to bring in Si to their campus and then from there theresults will clearly show the university to keep funding these programs at a higher andhigher rate as a semester's go on. Yeah, and I would second everythingthat need go says as far as the efficiency that's brought in by technology andassisting with budget, and I would say the first step is to rate ourselvesof that idea that it's not going to be possible and start small. SoSi is intended to start very small, and so it's a grassroots type ofprogram is what we've seen so at institutions, not feeling like you have to gofull force, because, honestly, if you try to go from supportingzero classes with subliminal instruction and dive into supporting every traditional difficult class, solet's say fifty classes in the first and second year of your coursework, it'snot necessarily to be successful because you haven't honed in on your institutions ability tosupport those leaders effectively and instituting that model. So I would encourage reaching out tothe international center and even maybe looking at scheduling a consultation and don't feellike coming to the International Center for support and getting SI help. Is USsaying you have to use SI. There is also just some methodology that isvery, very beneficial, and so that is something that you might be ableto take away. So just bring storming with us on what you can takeand start to get that information, to get that data, to have thatbuy in, and so don't fear what hasn't been created yet. Start Smalland move forward from there. Wonderful, wonderful. Next UPS advice. Thankyou both so much for your time today. What's the best place for listeners toreach out if they have any follow up questions? Starting With Jessica.Yeah, so I would encourage you all to reach out to our email,which is, I see SI at UMKC Dot Edu, or you can visitour website, mkc Dotedu, slash Si, and you'll see our contact information there, as well as a listening of a lot of trainings and materials anda lot of things to help you be...

...successful and implementing academic support at yourinstitutions. And they called out, how about you for contact information? NextSteps? Yeah, absolutely. You can visit our website. I A tddot APP, does teed you dot APP, and from there there's a little formthat you can create to to schedule and in person demo or a digitaldemo that's personalized for university, so you can see how this type of technologyinfrastructured would look like for your students and your academic support staff. Awesome.Thank you both so much for joining us today now, and thank you,Eric, for having us. This was a pleasure. Thank you. Ivery much enjoyed it. Eric, attracting today's new post traditional learners means adoptingnew enrollment strategies. Helix educations data driven, enterprise wide approach to enrollment growth isuniquely helping colleges and universities thrive in this new education landscape, and Helixhas just published the second edition of their enrollment growth playbook with fifty percent brandnew content on how institutions can solve today's most pressing enrollment growth challenges. Downloadit today for free at Helix Educationcom. Playbook. You've been listening to enrollmentgrowth university from Helix Education. To ensure that you never miss an episode,subscribe to the show on Itunes or your favorite podcast player. Thank you somuch for listening. Until next time.

In-Stream Audio Search

NEW

Search across all episodes within this podcast

Episodes (230)