The Impact of Supplemental Instruction on At-Risk STEM Courses at a Hispanic-Serving Institution

• In Event: 32.036 - Minority-Serving Institutions and Student Success

Abstract

The purpose of this study was to evaluate the effectiveness of supplemental instruction (SI) as a high-impact intervention for Organic Chemistry at a newly designated Hispanic Serving Institute. Results indicated a significant correlation between SI and academic outcomes, measured by the American Chemical Society (ACS) standardized assessment. Survey data indicated significant positive perceived outcomes from the intervention and a positive assessment of the peer-leader as a facilitator and mentor. Hispanic students saw a 19% normalized gain in performance as a result of SI. Results at this point cannot reveal a causal link between SI and academic outcomes, however there is significant promise.

Authors

• Sylvia Kane, Vanguard University of Southern California

• Philip Newlin, Vanguard University of Southern California

• Tara Sirvent, Vanguard University of Southern California