Peer-Led Academic Support Networks: A Pathway to Provide Equity in Difficult Courses in Higher Education

PHYS 5A: General Physics: Mechanics, Heat, Sound

SI Leader • Metacognitive Strategies • Peer-to-peer Education

Reflection on implementation of Supplemental Instruction Leader support in my course:

I selected the Supplemental Instruction program for my course. Regrettably, only two students in the class of 92 chose to enroll in the SI course and so I can't reasonably say how this program provided equity this semester; however, I can say how I hoped and anticipated that it would provide equity as well as my hopes for the future. This is a first-semester physics course for everyone who has to take physics who isn't (1) a physics major or (2) an engineering major. It's what we call "algebra-based physics" as compared to "calculus-based physics," which those other two groups would take. Most of our students are from Biological Sciences, but we also have many in Kinesiology, Chemistry, Construction Management, and a variety of Health Sciences. As such, this student population tends to have a fair amount of anxiety about taking a physics course and many students would likely say that they are "out of their element" in this course. Moreover, the primary learning objective is to become proficient at analytical problem solving and this type of thinking may feel somewhat alien to students who are used to memorizing facts and processes. It was my belief when choosing SI support that students needed help outside of class practicing problem solving and that the SI course, facilitated by one of my former PHYS 5A students, the very talented and enthusiastic Angelica Martinez Ruiz, would help to achieve that. Based on my experience working with Angelica in past semesters, where more students were able to take advantage of what she had to offer, I can say that she is a role model and inspiration for many of the women and students of color who take PHYS 5A. She is better positioned than I am, in this regard, to deliver on cultural equity, though I hope after this wonderful PLC experience that I have learned a few things that can help me to reach across cultural bridges enabling all of my students to feel comfortable and ready to learn in the classroom.

I have learned so much from reading both Hammond's Culturally Responsive Teaching and the Brain and McGuire's Teach Students How to Learn. In particular, from the Hammond book, the discussions of brain anatomy and neurochemistry really stuck with me. It had never occurred to me that a student sitting in my class who feels culturally disconnected from the way the material is being presented or who might be put off or made uncomfortable by some of the learning activities that we do might have significant anxiety just from sitting in class. And that this anxiety would lead to cortisol production, which inhibits one's ability to learn and engage. Understanding how the brain functions provides remedies for this situation. If we understand what our students are going through based on their specific cultural lenses, we can be better prepared to meet them where they are and ensure that at least some of what we're doing connects with them and allows them to be seen in the classroom. Once those cortisol levels go down, the learning can begin! From the McGuire book, the chapter on Metacognitive Strategies is extremely useful and pertinent to my classes. I feel that my students struggle immensely with metacognition and/or how to use their textbook effectively. One shocking fact I learned from the PLC is how many students have never used a textbook prior to coming to Sac State. I love many of the strategies Dr. McGuire suggests to help with these issues. I had already been doing some of them in limited form, but now I have a fuller picture of how to implement those, and then others were completely new to me and I hope to add them in a structured way to my course going forward.

While enrollment in the SI course was disappointing, Angelica and I found another way for her to help promote equity in the classroom. I asked if she could attend lecture whenever possible so that students would have a chance to see and potentially interact with her. Additionally, I suggested that she ask questions during lecture from time to time when students were reluctant to do so. The hope was that she would model good student behavior and show others that questions would be well received and that the classroom was a safe space for letting one's voice be heard.

Reflection on My Cultural Awareness

Cultural Tree for Matt Block. Images of Miami Beach and NYC.

My cultural tree includes images of Miami Beach, near to where I grew up in South Florida, and Times Square in New York City, where my family is from and where I have visited many times in my life. Putting together the elements of my cultural tree was actually quite challenging for me. I came into this PLC feeling like I didn't really have a culture. But it turns out that my definition of culture was simply incomplete. Culture isn't just about food, clothing, music, etc. -- the so-called surface culture -- but rather culture is like the operating system of the mind. Culture is how we make sense of the world around us and attribute value to some things and not others. Culture motivates us in setting both short- and long-term goals in our lives. Once I understood this, I realized that while my culture might not be easy to describe in a few words, it most definitely exists in my mind. I was raised mostly by my father, who was a member of the Greatest Generation, someone who lived through the Great Depression and was a veteran of World War II. He was also Jewish, though not practicing. He imbued in me so many cultural ideas that I hadn't even realized until I was asked in this PLC to reflect on them: treat elders with respect, take care of family, manage your money responsibly. And, on a deeper level, put the needs of others above your own, worker-centered politics, and take pride in your work whatever it may be. While I am still learning to conceptualize and understand culture, the activity of putting together a cultural tree has helped me immensely to understand the role that culture plays in how we each interact with the world around us and one another. Knowing this is important for understanding where my students are coming from and making them feel comfortable and welcome in my courses.

**Evidence of Instructional Change**
Hammond's book taught me the basics of neurophysiology and why it helps to understand this in the context of teaching and learning. Additionally, the notions of forming partnerships with students and being a warm demander provided actionable changes I could make to my courses. It also made me more empathetic. Rather than assuming a student is lazy or just ill-prepared for the course, I learned that a student may simply have a lot of anxiety while interacting with the course and that being sensitive to cultural schemas could help reduce this anxiety.	Prior to being exposed to this concept, I would say that I was a Luke-Warm Demander; my implementation of this role was incomplete and, perhaps at times, inconsistent. Having the characteristics listed out allowed me to see what I was doing well already -- so that I could build on those strengths -- and what areas I needed to work on. For example, while I've always had an interest in my students' personal lives, I have intentionally kept up a wall that I considered to be an aspect of professionalism. But now I see that there is a healthy way to show interest in students' lives that will actually serve to promote greater trust and allow me to demand more of them when necessary.

Moving Forward

In past semesters, where enrollment in the SI course was better, I have heard many direct testimonials from students attesting to the benefits of the supplemental instruction. The additional practice on problem solving and guidance on how to approach problems, as well as what to expect on exams, have been specifically noted. This semester, with the low enrollment in the SI course, there's less to go on, but SI is not the only peer-to-peer education component of my course. My students engage in group work both inside and outside of the classroom at least once per week. The in-class activities are focused on problem solving and I frequently overhear students explaining difficult and subtle aspects of problems to their classmates. While I circulate around the room as best I can, peer-to-peer education essentially turns everyone into a potential learning assistant (LA) to facilitate learning when I'm not immediately available. Despite the enrollment issue with SI this semester, I intend to continue having the SI course as an option for my students. Hopefully, finding a different scheduled time will help to motivate more students to enroll.

**Faculty Bio**
	Dr. Matt Block is an Associate Professor in the Department of Physics & Astronomy. He has been teaching at Sac State for nearly 10 years. His research interests are in computational condensed matter physics; specifically, he uses supercomputers to simulate novel quantum spin systems and study their phases and the corresponding phase transitions.

Funding Information
	The Peer and Academic Resource Center (PARC) in partnership with The Center for Teaching and Learning (CTL) The Division of Inclusive Excellence (IE) This work was supported by: CSU Office of the Chancellor Academic Affairs grant for Faculty Professional Development