| Abstract: | In an effort to increase student comprehension of course material and to decrease engineering student attrition rate, Supplemental Instruction (SI) was integrated into a first-year engineering course (Introduction to Engineering Analysis; IEA) during the Fall 1996 semester through the combined efforts of the Advising and Learning Assistance Center and the Core Engineering Department at Rensselaer Polytechnic Institute. SI is a voluntarily-attended, interactive course review program that helps students master course material while they develop and integrate effective learning and study skill strategies. SI does not disrupt the normal lecture or recitation sections of a course. SI was successfully incorporated into IEA as indicated by two main results: 1) students who attended SI received higher course grades than did students who never attended SI and 2) students who attended SI were less likely to receive a final course grade of a D or F, and were thus less likely to withdraw from the engineering program. Since a majority (66%) of SI attendees was composed of at-risk students (who received a letter grade of “C” on at least one of the four course examinations) and high-risk students (who received a letter grade of “D” or “F” on at least one of the four course examinations), SI was helping those who had the most to gain from the experience. Furthermore, SI was embraced by the attendees, who rated the sessions 4.7 on a scale of 1 (not helpful) to 5 (very helpful) on SI end-of-the-term evaluations. The logistics of implementing SI into an engineering course is presented. |
