How To Improve Access To Science And Math At Csum

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2 Since 2000 Coverage of difficult gatekeeper science and math courses Department Biology Chemistry Mathematics Physics Psychology Course (semester taught: F-fall; S-spring) Introduction to Molecular/Cellular Biology(F,S), Experimental Design and Statistical Analysis(F,S), Molecular/Cellular Biology (F), Genetics(S) Organic Chemistry I (F,S), Organic Chemistry II (F,S) Pre-calculus (F,S), Calculus (F,S) Physics for the Biological Sciences I (S), Physics for the Biological Sciences II (F) BioPsychology (F,S)

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4 78% of non-si participants responded to I did not attend SI sessions because Sessions conflicted with work or classes 24% of students work average 20 hrs/wk How could we increase access using the successful SI model?

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7 Traditional Students attend regularly scheduled sessions in classroom on CSUSM campus SI leader facilitates collaborative, group learning SI leader creates worksheets and activities for review of learned concepts from lecture Meet face-to-face during the day Online Students attend regularly scheduled sessions online by entering through CougarCourse page SI leader facilitates collaborative, group learning SI leader creates worksheets and activities for review of learned concepts from lecture Meet online in the evenings- ARCHIVABLE

8 Random assignment of students Introduction to Molecular/Cellular Biology, Experimental Design and Statistical Analysis, Molecular/Cellular Biology, Genetics Compare outcomes Attendance at TSI/iSI sessions Comparison of TSI/iSI participant and nonparticipant grades Open ended feedback from students

9 What application? How do students gain access? Training of SI leaders Creating student guides

10 Simple to use software interface Interactive whiteboard Easy for students to access writing/marking tools Easy upload of documents Word or Powerpoint Minimally voice communication Video? Ability to record sessions Sessions can be saved and accessed at a later date

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13 SI leaders were provided additional training in Moodle and Wimba In addition to training in the SI model Chance to work with technology Practice online SI sessions

14 Student Guides were created and clearly posted

15 High speed internet Updated Java Free to update to Version 6.0 or later Computer with microphone and speakers These features built in on laptops Mouse or tablet

16 No differences in students assigned to online or traditional SI groups Previous academic performance Social network site usage Class standing Willingness to attend EXCEPT-online SI session attendance higher for past SI attendance

17 97% of students indicate high levels of comfort with technology Spend approximately 4 ½ hours on social networking sites 88% indicate access to high speed internet

18 4 Mean Final Grade Traditional SI participant Online SI participant 0.5 No SI 0

19 90% 80% 81% Percent participation 70% 60% 50% 40% 30% 20% 10% 29% 13% 66% 0% Traditional SI Online "live" sessions Online "live" and view archives Online "live", view archives, access resources and forums

20 Using our LMS for all SI sessions Students are used to accessing this for their courses Increases our visibility to students Creating more access to valuable resources Data is easily obtained Don t post the answers!

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22 Webex for online sessions Links not in Moodle but by invite Open for all students for 3 courses Intro Molec/Cell, Molec/Cell, Genetics Attendance from original study has increased From 26 to 58 participants

23 Students are open to using technology to learn Great for some, but not all Is some type of hybrid SI best to meet the needs of more students?

24 Genetics student: I really like the on-line SI sessions since my schedule is tight and I cannot always make it to campus. If you happen to miss a session you can listen to the archived sessions making sure you don't miss anything. I hope CSUSM does on-line sessions for more of my classes. Exp Des & Stats student: isi is great because I get personalized attention on the questions I have on the material that is being covered in class... The best part about it is that it is done in my own home... I'm able to eat comfortably during the session if I'm short on time and I am able to wear my pajamas!

25 Suzanne Hizer, M.Sc, Ed.D. Office for Training, Research, and Education in the Sciences (OTRES; formerly OBRT) Supplemental Instruction Program Biological Sciences