Many post-secondary institutions are interested in gathering data to demonstrate the effectiveness of various interventions to support student learning in STEM. Columbus State University has implemented for several years both a drop-in tutoring center for introductory math and science courses, as well as a Peer Instruction program that has trained students to work more closely in supporting an individual course. While doing so, ongoing data regarding student usage of both support systems has been gathered in an effort to determine the efficacy of these programs. We have analyzed the data, and will present a comparison of the strengths and weaknesses of these two programs in improving productive grade rates in these courses
