<p>Using Supplemental Instruction to improve minority success in gatekeeper science courses</p><p>Dan MacIsaac, SUNY-Buffalo State College Department of Physics 222SCIE Bldg BSC, 1300 Elmwood Ave, Buffalo NY 14222; [email protected]; 716-878-3802 Kathleen Falconer, SUNY- Buffalo State College Department of Elementary Education and Reading Christine Maglione, Northern Arizona University Department of Psychology Christine Maxka, Northern Arizona University Office of Biomedical Professions</p><p>We describe the implementation and impact of the University of Missouri-Kansas City developed Supplemental Instruction (SI) academic enrichment program of peer-led cooperative study groups as applied to 6342 chemistry and biology student midterm and final course grades over six semesters (11 course titles and 28 instructors) at Northern Arizona University. We focus on the impact of SI on students (n = 4382 non-SI students; n = 1960 SI students) of varying ethnicity including the Caucasian student population (n = 5026), upon Native American students (n = 499) and on other non-Native American minority students (n = 817). SI was found to significantly improve academic success for all participants of every ethnicity in this study, and for those students participating in SI, a statistically significant final grade gap between Native American and Caucasian student grades was rendered insignificant regardless of gender and academic preparedness. Interviews with Native American students suggest that SI provides valuable enculturation that promotes academic success through the development of self-confidence and student participation during traditional lectures, and in the development of study habits. This research was supported in part with funds from the US Department of Health and Human Services program MBRS Initiative for Minority Student Development at Northern Arizona University grant, P.I.: Professor Kiisa Nishikawa. </p><p><http://PhysicsEd.BuffaloState.Edu/pubs/AAPTJan03> This study:</p><p>- Minority Student Development (MSD) program; US Dept HHS for minority biomedical sciences researcher recruitment / retention - NAU has unusual number of Native Americans (Navajo Nation; few Hopis) due to Navajo Nation proximity - tiny number of Asians - mixed Hispanic/African American population 4/1 - 11 BIO / CHM crse titles over 6 semesters w/28 instructors - PHY courses to be added in 2003! - collected ethnicity, year status, gender, course grade, SAT, ACT, NAU GPA for these 8 first yr, 2 second yr, 1 third yr courses - important outcome is final course grade & retention - SI participation was by self-selection (problem; Table 2) - post hoc means no randomization (problem; Table 2) - attendance at SI sessions and retention not tracked in these data :^( The Supplemental Instruction (SI) intervention:</p><p>- developed by D. Martin at the University of Missouri-Kansas City in 1973 (UMKC CSI, 1997) - organized study group program built around SI leaders who are undergraduate students who are near-peers to students taking "historically difficult classes" - @ NAU SI leaders are chemistry or biology majors (Club Med) who have already taken the courses they support - SI leaders paid to attend regular course lectures and liase with the faculty course instructor - SI leaders conduct a series of weekly study sessions - Students enrolled in the course can voluntarily attend a weekly SI study session (attendance not tracked) - SI leaders receive (minimal) instructional training emphasizing small collaborative group methods - SI experience is very iconoclastic and uneven</p><p>Lundeberg, M.A. (1990) Supplemental instruction in chemistry. Journal of Research in Science Teaching 27(2): 145-155.</p><p>University of Missouri-Kansas City Center for Supplemental Instruction. (1997) Review of research concerning the effectiveness of SI from the University of Missouri-Kansas City and other institutions from across the United States. <http://www.umkc.edu/cad/SI/Sidocs/sidata97.htm>. Van Lanen, R.J. & N.M. Lockie. (1997) Using supplemental instruction to assist nursing students in chemistry. Journal of College Science Teaching 26(6): 419-423.</p>