The CSU Math Council Colloquia (MC\(^2\)) series provides CSU faculty in mathematics, statistics, and mathematics education with the opportunity to network and share best practices in any topics related to university level mathematics and statistics education.

Peer Instruction and Tutoring

We hope to connect faculty and staff across the CSU who work on providing academic support services to students in mathematics and statistics courses. In addition to the talks, we’re interested in collecting some information on the structure of the tutoring and peer instruction on the various campuses.

Hosts:


Friday, January 15, 2021 [Zoom Link][Recording]

Time Name Affiliation Title Abstract
3:00 PM Loriann Negri & Cora Orme loriann.negri@sonoma.edu orme@sonoma.edu Sonoma State University Evaluating a Pilot Program: Sonoma State’s Stretch Math Learning Communities In 2018-2019, SSU launched a pilot program, as a collaboration between the Math Department and the Supplemental Instruction Program, to support stretch math courses with academic assistance. We called our fledgling program, Math Learning Communities, in order to distinguish it from traditional SI support. Stretch Math Learning Communities differ from SI in that they are mandatory once a week sessions which are pre-scheduled and attached to the course section. These weekly sessions are facilitated by a Learning Community Mentor, a peer educator who reviews course concepts and also fosters community for students enrolled in the section. This presentation, from the perspective of the Learning Center Director and the SI Program Coordinator, will outline the benefits and limitations of this pilot program and pose questions about the sustainability of the program design. [Slides]
3:30 PM Kim Coble kcoble@sfsu.edu SFSU The Learning Assistant (LA) Program at San Francisco State University (SFSU) The SFSU LA program, housed under our Center for Science and Math Education (CSME), began in 2017 in physics, astronomy, and chemistry and plans to expand to math and computer science in Fall 2021. Our LAs typically serve in large introductory “lecture” courses (45-150 students), helping facilitate active learning. LAs receive upper division elective credits to participate in a weekly pedagogy course with targeted readings, discussions, and reflection essays on teaching practices, plus a weekly prep session with their mentor (the course instructor), where they discuss specific activities to be implemented in the classroom. Many LAs go on to participate in other CSME programs, such Supplemental Instruction or the K-12 Teacher Fellows program, thus growing the STEM teaching and learning community. I will discuss key elements and support structures of the program, how the program has grown, benefits and challenges for LAs and instructors, and the potential for instructional change. [Slides]
4:00 PM Jessica Fielder jfielder@sfsu.edu SFSU Science & Math Supplemental Instruction (SI) at San Francisco State University (SFSU) Our SI program is supported by the College of Science and Engineering and Center for Science and Math Education and provides small, peer-led team learning environments to students in historically challenging courses. We serve 23 courses in six departments and enroll roughly 450 students in our SI courses each semester. Each 1-unit, 100 minute/week SI course is led by a pair of undergraduate facilitators who prepare and lead group learning activities, share student success strategies, and build community among the students. I will go over more details of our SI program’s structure, highlight challenges and successes, and describe important connections our program has made with other groups and programs on campus including the Learning Assistant program, Math department Graduate Teaching Assistants, and our campus-wide tutoring and teaching support centers. [Slides]


Friday, January 22, 2021 [Zoom Link][Recording]

Time Name Affiliation Title Abstract
3:00 PM Corey Shanbrom & Matthew Krauel & Abigail Higgins & Sayonita Ghosh Hajra &Vincent Pigno, corey.shanbrom@csus.edu krauel@csus.edu abigail.higgins@csus.edu sayonita.ghoshhajra@csus.edu vincent.pigno@csus.edu Sacremento State University Peer instruction in mathematics at Sacramento State We provide an overview of various forms of peer instruction in mathematics at Sacramento State University, before focusing on two specific programs: Peer Assisted Learning (PAL) and Real Partners for Real Analysis. PAL offers supplemental instruction according to the Peer-Led Team Learning model, serving 14 gateway STEM courses (6 math/stat courses) and employing ~70 undergraduate PAL Facilitators. Facilitators can ask scaffolding questions when groups are stuck, but they do not tutor, directly answer questions, or even confirm whether answers are correct. Real Partners for Real Analysis hires students currently enrolled in a real analysis course as “Student Partners”; these students communicate information to the instructor about student learning experiences. The instructor can use this information to respond dynamically to student needs; this structure provides a humanistic liaison between students and the instructor and fosters student involvement and ownership in the course. [Slides]
4:00 PM Julie Glass & Joshua Kerr & Alicia Still julie.glass@csueastbay.edu joshua.kerr@csueastbay.edu alicia.still@csueastbay.edu CSU East Bay Transitions and Transformation: Embedded Peer Support at Cal State East Bay CSU East Bay uses Learning Assistants (LAs) in all entry level B4 courses in Mathematics and Statistics as well as other lower division Math and STEM classes. The LA program was launched as part of our response to EO 1110 to ensure that students have access to multiple forms of support within and beyond the classroom. The LAs not only support active engaged pedagogy, they provide mentoring, serve as role models, and work in our Math Lab. The Math Lab is a community learning space and the hub of our integrated approach to supporting students in transition to the university. In this presentation we will discuss some of the details about our LA program including in class and out of class responsibilities, logistics, goals, and dreams. [Slides]


Friday, January 29, 2021 [Zoom Link][Recording]

Time Name Affiliation Title Abstract
3:00 PM Arianna Thobaban & Su Karl arianna.thobaben@humboldt.edu su.karl@humboldt.edu Humboldt State University Embedded Supplemental Instruction at Humboldt State University The Supplemental Instruction (SI) program at HSU is housed centrally within the Learning Center, under Academic Affairs. Recently, the SI program, in coordination with the Math Department, developed and implemented an Embedded Supplemental Instruction program for general math and statistics classes. In this model, trained SI leaders attend class and then lead the full class once a week using “ SI”-like activities after gaining approval from the faculty. Leaders develop lesson plans that review content in an active and collaborative manner; these lessons emphasize building classroom community and developing transferable learning strategies. Leaders also offer weekly tutoring sessions called study sessions for students outside of class. SI leaders engage in extensive professional development that focuses on pedagogy and explores a wide variety of ways to practice content and facilitate engaging sessions. [Slides]
3:30 PM Chris Torres ctorres@csudh.edu CSU Dominguez Hills Supporting First-Year Students in Mathematics through Interdivisional Collaboration The CSU Chancellor’s office developed Graduation Initiative 2025 and EO 1110 with the intent to spur positive changes in graduation rates throughout the system. Prior to the implementation of these initiatives, the Mathematics Department and SI Program at CSUDH had already begun collaborating to support incoming First Year Experience (FYE) students. Mathematics Department faculty focused on how to best support students through changes to the curriculum and the structure of the courses, while the SI Program worked on changes to the development of SI Leaders and the structure of out-of-class SI support. This poster presentation will specifically focus on the ongoing cycle of improvements made in the support provided to students in our Summer Bridge program over the last few years and its impact on the program. [Slides
4:00 PM Mary Pilgrim & Janet Bowers mpilgrim@sdsu.edu jbowers@sdsu.edu San Diego State University Peer Leaders at SDSU The use of undergraduate students in the mathematics classroom as peer instructors is not new, and there are a variety of models used in institutions across the country. In this brief talk we will share how SDSU implements undergraduate students in College Algebra and Precalculus to support student learning through our Peer Leader model. We will add to prior presentations by discussing the program from the peer leaders’ perspectives. [Slides]

Participating Institutions