Supplemental Instruction in Introductory Biology I: Enhancing the Performance and Retention of Underrepresented Minority Students

Abstract

Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers.

Investigative Cases and Student Outcomes in an Upper-Division Cell and Molecular Biology Laboratory Course at a Minority-serving Institution

“…Students who identify as underrepresented minorities (URMs)-African Americans, Native Americans, Hispanics, and Pacific Islandersare particularly likely to steer clear of science careers (Summers and Hrabowski, 2006). Members of these groups earn only 14.6% of biology and 11% of physics bachelor's degrees, according to the most recent data available from the National Center for Education Statistics (2005Statistics ( -2006, while earning 24.8% of liberal arts degrees, a percentage which is more in line with the proportion of URMs in the general population (Rath et al, 2007).…”

Clicker Score Trajectories and Concept Inventory Scores as Predictors for Early Warning Systems for Large STEM Classes

“…While many studies have been conducted on prior academic experiences (e.g., Dobson 2008;Eddy et al 2014;Orr and Foster 2013;Rath et al 2007;Richardson et al 2012;Lee et al 2008), much less work has explored the utility of information gathered during students' current academic experiences. Concept inventory (CI) and clicker data are increasingly used in large STEM classes and may be useful data sources for predicting student performance at an actionable point in the semester (i.e., earlier than a midterm report).…”

“…A central feature of EWS is a predictive algorithm developed using data from current and past student performances. Many additional variables, such as gender, ethnic background, English language learner (ELL) status, and other constructs (e.g., personality, self-efficacy), may be incorporated into EWSs given that these factors have been shown to be correlated with academic success (Dobson 2008;Eddy et al 2014;Orr and Foster 2013;Rath et al 2007;Richardson et al 2012;Lee et al 2008).…”

Supplemental Instruction and Academic Success and Retention in Science Courses at a Hispanic-serving Institution

“…The support of Supplemental Instruction through small group skill development has proven to make positive waves in learning scientific concepts and problem-solving among underrepresented students, which include women and minority students (Lundberg, 1995;Rath et al, 2007;Shaya, Petty, & Petty, 1993). Supplemental Instruction can be applied to a diverse scale of subjects; nonetheless, it has shown to be effective in teaching scientific concepts and contributing to the success of students in the sciences (Congos & Mack, 2005;Gaddis, 1994;Gattis, 2002;Lundeberg, 1990;Lundeberg & Moch, 1995;Parkinson, 2009).…”

“…The grant's intent of was to increase the number of Hispanic and low income students attaining degrees in STEM fields. Given that research has shown that Supplemental Instruction has been effective in increasing success in science (Parkinson, 2009;Rath et al, 2007;Kenney & Kallison, 1994;Shaya, Petty, & Petty, 1993), it was chosen as the academic support program to be implemented. This study's purpose was to determine if Supplemental Instruction affected final grades in science courses and course completion among Hispanic students at a public, four-year south Texas HSIs.…”