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P.S. I should add...if you're interested in other group models of peer learning besides SI and embedded tutoring, there are several to choose from. SI is the most well-known, but is not necessarily the best for your context. Here are a few others (and I invite other people on the listserv to help add to this list): - Learning Assistant Program <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.colorado.edu_program_learningassistant_&d=DwIFaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=-hp3lY4yZmlMf7c1MJRCV8MP4B1-S2E44BTzgKL4aKY&s=v_HsdEpYxPPVkU2XS0aQNmmnig9UeCAANopG1pyvAQg&e= > (CU Boulder) - Peer Led Team Learning <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.pltl.org_&d=DwIFaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=-hp3lY4yZmlMf7c1MJRCV8MP4B1-S2E44BTzgKL4aKY&s=QiEhH7O8okEItyCLugT6UrqwYO7NbRb1QJ_3p6EaQms&e= > (PLTL.org) - Structured Learning Assistance <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.apsu.edu_asc_sla_index.php&d=DwIFaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=-hp3lY4yZmlMf7c1MJRCV8MP4B1-S2E44BTzgKL4aKY&s=olA8lOBzen6U-CBoGYrxyce82kfLgcsCEbVhD10XMNY&e= > (Austin Peay State University) ...or, if none of these seem like a fit, maybe the next new model of group peer learning will be from University of Portland.... :) Rebecca Tedesco Southwestern College CRLA Level 3 Master Tutor Certified Learning Center Professional - Level 2 She/Her On Thu, Feb 20, 2020 at 1:25 PM Rebecca Tedesco <[log in to unmask]> wrote: > Hey Jeffrey, > > Hi from San Diego! Hope all's well up in Portland. > > In my experience, from the students' perspective, adding SI to your > learning assistance program is unlikely to decrease tutoring usage; in > fact, a high-quality SI program can *increase* the likelihood that > students will seek tutoring. At least, this was the case for us at San > José State and seems to also be the case at Southwestern College, where I > am now working. > > There are some key considerations, however, from the perspective of your > tutors and SI leaders and the tutor / SI coordinator's perspective. These > are some quick takes based on what I have observed coordinating the > tutoring program in a learning assistance department that also had SI and > in my current role as both a writing center tutor and SI leader: > > *Tutors' / SI Leaders' Perspective* > > - *Natural Limitations.* Tutoring and SI each have their strengths > and limitations. Most notably, a tutor working with students in individual > sessions cannot help students make friends (with each other) or form > support groups the way an SI leader can in weekly sessions. (*The > ability of SI leaders to help students form social groups that will enable > the students to persist and pass their historically difficult courses is > the core mission of the SI model.*) On the other hand, an SI leader > is dependent on the students helping one another in a group setting, and > occasionally interjecting their own advice, rather than being able to > devote sustained attention to a single student for a substantial period of > time the way that I tutor can. > > In other words, when I am working as an SI leader, I have different tools > that I can and can't use to assist students compared to when I am working > as a tutor. (This can be challenging to accept, because I know that I have > the skill set to help the student, but, due to format and time constraints, > I might not be able to use the tool in that moment.) > > *Tutor / SI Coordinators' Perspective* > > - *Hiring. *You're increasing the number and variety of positions you > are hiring for and this can impact your hiring pool (especially if it is > small) and your interview process. > > > - *Training. *While there is some overlap, tutor training and SI > training needs are distinct, so you are doubling your training demands as > well. > > > - *Challenges of Having Staff in Dual Roles.* This is where it gets > the stickiest. I highly recommend, if possible, *not* to hire current > students as both peer tutors and SI leaders. If you must do this, it is > vital to spend a substantial amount of time in training distinguishing > between the roles and simulating scenarios peer educators will encounter in > which the lines might be blurred. It is hard to break the dependency > cycle, as the SI literature talks about so much, if students see one person > as fulfilling all of their academic support needs. > > > - *Assessment.* The format of SI makes for clean assessment data; you > have a built-in intervention group (sections of a course with SI) and > control group (sections without), making for the types of data > administrators love to see. (This is, indeed, another pillar of SI and a > big reason for its growth as a learning assistance model since Deanna > Martin created it in 1973.) Next to this shiny, easy-to-understand data, > your tutoring program data can look inexact and messy (due to the nature of > tutoring not being as tidy); so, it is important to consider how you will > make your tutoring program assessment data more user-friendly in comparison > to your SI data. > > > There is a lot more I could say about how best to marry tutoring and SI, > including the third and distinct option of *embedded tutoring*--which is > not the same as SI! For example, what I've written above doesn't take into > account faculty, staff, and administrators' perspectives, which are also > vital to consider before adding an SI program to your learning assistance > offerings. I will leave it here for now, however, for the sake of time. I > am happy to keep the conversation going here or off-list. > > Rebecca Tedesco > Southwestern College > CRLA Level 3 Master Tutor > Certified Learning Center Professional - Level 2 > She/Her > > On Thu, Feb 20, 2020 at 11:30 AM White, Jeffrey <[log in to unmask]> wrote: > >> Hello colleagues, >> >> We are considering adding supplemental instruction (SI) at my institution >> to address DFW rates and to support nursing students who need to maintain >> 3.0 GPAs. We’ve only offered tutoring, and I’d like to hear from those of >> you who have added SI to a peer learning assistance program that has >> traditionally been focused on tutoring. >> >> - How did SI impact the utilization of tutors in the SI subject >> areas? How did it impact your tutor budget? >> - Did SI leader labor come out of your own budget or other department >> or program budgets? >> - How did SI impact your non-tutor staffing? >> - What collaborative partnerships did you develop to be able to >> introduce SI? >> - What led the addition of SI? >> - Who championed the introduction of SI on your campus? >> >> Please feel free to respond to me directly at [log in to unmask] >> >> All the best, >> >> Jeffrey >> >> Jeffrey White, M.A., M.S. >> >> Learning Commons Administrator, Shepard Academic Resource Center >> >> Instructor of German, International Languages and Cultures >> >> President, Northwest College Reading and Learning Association >> >> Buckley Center 163, MSC 184 >> >> >> >> University of Portland >> >> 5000 N. Willamette Blvd. >> >> Portland, Oregon 97203 >> >> >> >> T: 503.943.7141 E: [log in to unmask] >> >> https://urldefense.proofpoint.com/v2/url?u=http-3A__www.up.edu_learningcommons&d=DwIFaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=-hp3lY4yZmlMf7c1MJRCV8MP4B1-S2E44BTzgKL4aKY&s=kAgymfAumBsdn_NxfJHyXT7ogQF3vO_zhaDMQmrFf7c&e= >> <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.up.edu_learningcommons&d=DwMFAg&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=KCI7sy7C5n0x3_q8t2lrsORBGR-rjj2vXzXLC6ztHNA&s=ZhiNHeoKSynXE6dej1x1UzRVwD_GTEfaWdBeTl8k_KM&e=> >> >> >> >> *Follow the Learning Commons >> <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.facebook.com_ConnectLearnSucceed_&d=DwMFAg&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=KCI7sy7C5n0x3_q8t2lrsORBGR-rjj2vXzXLC6ztHNA&s=NV17ULkAYNqnWI7327PQw8VvvyTbpxXC0Q-XJV4mOOo&e=> >> on Facebook* >> >> >> ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to >> change your subscription options (including subscribe/unsubscribe), point >> your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To >> contact the LRNASST-L owner, email [log in to unmask] > > ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html Contact the owner of the listserv regarding questions: Rob Bailey ([log in to unmask])