Cleared for Takeoff? Analyzing the HWS Corps Virtual STEM (Algebra I) Tutoring Program in its Pilot Year
In New York state, Algebra I is the first Regents-level math course that students are required to pass in order to graduate, and mastering the skills taught in the course is paramount to students’ success in future STEM courses. In recent years, many school districts, including the Geneva City School District, have begun offering the course to students during their 8th-grade year, rather than taking it in 9th grade as was traditionally done. Compounding this shift is the effect that the COVID-19 pandemic has had on students’ academic performances across grade levels and subject areas. During the 2020-2021 school year, HWS offered virtual tutoring to students in districts all across the region. Due to the success of the program, and the demand for tutoring in STEM subjects in particular, HWS’s CCESL Office partnered with Geneva 2030, the Finger Lakes Institute, FLCC, St. John Fisher College, and GCSD to create the HWS Corps Virtual STEM (Algebra I) Tutoring Program, in which college students from HWS and SJFC tutor 8th and 9th-grade Algebra I students from Geneva. In reflecting on data collected during the program’s inaugural year, this project analyzed the successes and failures of the program, proposed solutions to the challenges it faced, and created an implementation plan for how the program could continue to be run in future years.
Student Researchers: Bailey DiSanto, MAT ‘22, and Allie Low, MAT ‘22
Community Partners: Geneva 2030, The Fingers Lakes Institute, Finger Lakes Community College, St. John Fisher College, Geneva City School District
Faculty Advisor: Associate Professor of Education, Mary Kelly
Early Literacy in a Post-Pandemic World
In the midst of a pandemic, where learning loss is ever-present and detrimental, this project explores forms of early literacy intervention. Lack of reading proficiency and limited early literacy access is associated with later-life consequences like higher school dropout rates, lower graduation rates, and higher rates of poverty. 1: Worryingly, only 24% of Geneva third graders tested as proficient on the ELA state assessment in 2019. 2: Schools and communities have a responsibility to fund and encourage early interventions in the hope of maximizing young children’s development and achievement as they grow up. The rationale for early intervention stems from neuroscience and developmental psychology research, which identifies the first few years of life as the most critical time for brain development. The younger grades can be considered a window of opportunity for learning. 3: Through collaboration with West Street School and Head Start, we investigated how classroom community impacts early literacy development. We drew on research, personal experiences in classrooms, and insights from TEP students to explore the current landscape of early literacy instruction.
Student Researchers: Emma Hardee, MAT ’22, and Claire Joshi, MAT ’22
Community Partner: West Street Elementary School and Geneva Head Start
Faculty Advisor: Associate Professor of Education, Mary Kelly
Promoting Access to Social-Emotional Learning in a Local School District
We argue for the explicit and implicit teaching of social and emotional skills integrated with elementary school curricula. There is a growing need to teach and foster these skills in school, both because of collective trauma experienced during the pandemic and individual adverse experiences. Social-emotional learning (SEL) acts as an agent for teaching these skills and is defined by the ability to, “manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions” (CASEL). While student teaching at Skoi-Yase Primary school, it became clear that many teachers feel that there are barriers to implementing SEL effectively. We met with an administrator and school counselor to envision ways to supplement their existing SEL efforts. We created a multi-modal, evidence-based toolkit that provides faculty with accessible and practical resources. It is our hope that our efforts within the Skoi-Yase community will be sustained through the long-term nature of the resources and access to support that we have provided, and through our collaboration with community members.
Student Researchers: Emma Kelly, MAT ’22, and Katherine Percoski, MAT ‘22