As enrollment increases at Louisiana State University (LSU), it becomes more challenging for students to be actively engaged with their professors and in their own learning processes. The larger class sizes and reduction in state funding contribute to a poorer learning environment. This struggle is compounded in sophomore level courses, where many students consider dropping out of their respective engineering programs. In 2014, the authors published a paper discussing how these barriers can be somewhat alleviated by offering peer led active learning sessions through Supplemental Instruction (SI). The authors found that students in the College of Engineering who regularly attend SI sessions are benefitting tremendously from this program. SI is a model of peer led learning where a student who has had success in a class is hired as a peer instructor in order to hold outside of class review sessions. Several factors are taken into account before hiring the student including their GPA, communication skills, and ability to host a welcoming atmosphere. In addition to the review sessions, Supplemental Instructors (SIs) participate in weekly meetings and bi-yearly trainings, attend lectures, and hold office hours to benefit students.
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