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

Math 24: Modern Business Math

Supplemental Instruction Program, Peer-to-Peer Learning, Equity

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

The program I selected is Supplemental Instruction (SI) Program. Because this class is a “mega” class, a very class size class (with more than 140 students), having extra supports for students is very important for the success of students in the class, more so with such a diverse students with various backgrounds. Si leaders provide an important role for equity instruction for students of such diverse preparations.

From readings of Hammond and McGuire’ s two books, I learnt I should include their ideas of culturally responsive teaching in my teaching and make efforts to address issues of learning how to learn. Having awareness of students’ diverse backgrounds helped to shape teaching strategies: making extra efforts to have a welcoming and support class, and being more patient and more flexible.

We have created a list of “quick check up questions” and used during lectures to enhance learning. Especially with small size of SI classes, our SI leaders can engage and provide more individual supports

Reflection on My Cultural Awareness

p1.jpg dragon dance p5.jpeg Kungfu h1.jpg Confucius Portrait p4.jpg Chinese New Year food

Surface Cultural: Language, food, and Holidays. In some rural regions of China lowering head and eyes when meeting people to show respect.

Shallow Culture: Respect senior and protect children: at a dinner, grandparents and children eat first; adults last.

Deep Culture: Reverence for Life, Compassion, Harmony & Balance, Collectivism & Cooperation, Respect knowledge

Going through the exercise of completing this tree for my own culture has made me aware of levels of my own culture tree, in particular, I have learned deep level, which has great influence in my learning and teaching career. Hearing our colleagues share their cultural trees in this learning community, I realized that there are indeed various background and more importantly we all share common values. This realization surely will enhance my awareness of teaching with culturally responsive approach.

**Evidence of Instructional Change**
From reading of McGuire’s book and attending to her presentation, one strategy she mentioned had my full attention, that is, Metacognitive strategy such as previewing, working in pairs or in groups, and paraphrasing. I have observed students in my Math 24 often are lack of knowledge this strategy. I have already emphasized this effective in my class and will continue to actively introduce this strategy in future classes.	Zaretta Hammond's book has made me be more cultural responsive instructor. ... I especially appreciate Chapter 5 (Building the Foundation of Learning Partnership) and Chapter 6 (Establishing Alliance in the learning Partnership). Building learning partnership and establishing alliance are extremely effective, so learning and teaching are no longer “opposing sides”, instead they are united as a team. This semester, my two SI leaders are leading such an alliance. This alliance with SI setting has proved to be successful.

Moving Forward

Having SI leaders in the course definitely provides such a valuable support for all students, in particular, when addressing equity issue with a large size class. In addition, SI leaders give an alternative angle of learning in a small group setting for the success of our students.

Going forward, I will continue to support peer-to-peer education through PARC, by the same SI program next semester and next academic year as well

**Faculty Bio**
	My name is Bin Lu. I am professor of Mathematics in Department of Mathematics and Statistics. I joined Sac State as a math faculty in 2003 after finishing my post doctoral position at Arizona. Being a pure mathematician, my research and teaching interests also include alternative/innovative pedagogy of teaching math at college level.

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