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Faculty Resources

The SI Team

The SI coordinator, student leader and faculty all work together for student success.

The SI Program

The SI program has been designed to minimize additional faculty time commitment. On average, faculty commitments include:

Promote SI Study Sessions: 2 minutes

Class Announcement: Since SI attendance is voluntary, it's important to let the SI leader speak for a few minutes at the beginning of your first or second lecture to promote the study sessions.

Endorsement: Include SI session information in your syllabus and verbally endorse the session at the beginning and throughout the semester by displaying a PowerPoint slide with the session times prior to class. Provide the SI leaders a few minutes at the beginning of class to make weekly announcements.

Meet Weekly with the SI Leader: 10-30 minutes

Reflection: Briefly discuss with your SI leader what took place in the sessions and share ideas on how to present difficult subject matter.

Tips to Increase Participation in Your Course

  • Promote SI attendance-
    • Beginning the first day of class and throughout the semester
  • Allow SI Leaders to make announcements
  • Provide ongoing feedback for assessment
  • Enroll your SI Leader in the course Blackboard website
  • Help identify qualified students to serve as SI Leaders
  • Meet for AT LEAST HALF AN HOUR each week with the SI leader to give direction on information, concepts, and questions to be covered in the SI session each week (at instructor’s discretion)
  • Make announcements about SI (classroom, syllabus, Blackboard, Canvas, BroncoConnect).
  • Allow the SI leader to make weekly class announcements and send e-mails.
  • Embed in grading system
  • Embed in course syllabus
  • Make ACADEMIC SUPPORT A REQUIREMENT
  • Post the SI session schedule on Blackboard or Canvas.
  • Provide extra credit/bonus points for attending SI.
  • Make a brief visit to an SI session and then discuss SI content during class. SI leaders are mandated to keep faculty involved in the SI program through weekly meetings. The purpose of these visits is to inform faculty of questions students are asking about particular content, point out areas where the students are struggling, discuss the level of class participation, and offer faculty advance review of study aids, such as mock exams.
  • NEVER CANCEL class…if you are aware you are going to be out, allow the SI Leader to conduct a session at that time.

Interview & Help Select Your SI Student Leaders: Hiring SI Leaders

Eligibility

  • To be eligible to serve as an SI leader, students MUST:
  • Have a cumulative GPA of 3.0 or higher.
  • Have completed one of the targeted course with a final grade of an A.
  • Be able to attend all lectures of the class for which he/she is doing SI. (must plan your own schedule around this)
  • Complete an application, which includes obtaining recommendations from two faculty members
  • **Please make sure you have taken the course with the same instructor that will be teaching the course Fall 2016.** Employment is ultimately based on instructor's approval for an SI Leader in his/her class. Good SI Leader Candidates WILL:
  • Be model students who understand the importance and application of effective study skills and strategies.
  • Be knowledgeable in course content of one or more of the targeted courses.
  • Possess excellent interpersonal, communication skills.
  • Be able to flexibly work the 10 hours per week according to student needs and availability.
  • Possess excellent organizational and time management skills.

Benefits of Serving as an SI Leader

  • SI leaders are paid $10.00 (new applicants) per hour for approximately 10-17 hours per week according to the following schedule:
    • Attend class – three hours
    • Attend weekly training sessions -- one hour every week
    • Conduct at least three one-hour SI sessions per week
    • Meet with course instructor – one hour per week, if the instructor so desires
    • Hold office hours in the University College Learning Center – two hours per week
    • Hold extra sessions when necessary
  • SI leaders strengthen their own academic skills in the subject area while practicing communication skills.
  • SI Leaders can enhance their resume with skills obtained working with the SI program!

The Process

Identify a student...

  • that has earned an A in your targeted course and has a 3.0 cumulative GPA.
  • that is able to attend ALL class lectures and hold 3 study sessions outside of class for the spring 2017 semester.
  • that is a "good fit" for your class and teaching style and possesses the ability to work with a diverse group of learners.


    Please ask the student to visit the following link for more information and for the application:  http://www.uncfsu.edu/learning-center/supplemental-instruction/potential-si-leaders

    **Application are due Friday, March 31, 2017.**

    Priority consideration is given to University College Core Curriculum courses with high DFW rates
    as Supplemental Instruction is funded by a grant from Title III.  Other courses require special permission.  

Hiring SI Leaders

Hiring SI Leaders

Student Leaders

In small, informal groups, SI Leaders provide the tools students need to find answers on their own and gain confidence. SI Leader duties include:

  • Attending each lecture and take notes.
  • Designing creative lesson plans based on material emphasized in lectures, homework assignments, and exam objectives.
  • Holding two or three study sessions each week.
  • Meeting with the professor/instructor weekly for feedback.
  • Encouraging students to attend SI sessions.

Supplemental Instruction Coordinator

Through Student Success programs, SI has grown to be a vital component of enhancing existing curricula to foster student success. The duties of the SI Coordinator include:

  • Designing, implementing, and coordinating the SI program.
  • Recruiting SI Leaders.
  • Managing the day-to-day operations of the program.
  • Tracking attendance and progress of students participating in SI study sessions.
  • SI Leader & Faculty Luncheon

Additional Resources

Below are some articles written about the benefits of Supplemental Instruction to students, faculty, and administration.

McGuire, S. Y. (2006), The impact of Supplemental Instruction on teaching students how to learn. New Directions for Teaching and Learning, 2006: 3–10. doi: 10.1002/tl.228 http://onlinelibrary.wiley.com/doi/10.1002/tl.228/abstract

McGuire examines the theories on which Supplemental Instruction is based and characteristics of today's college student population. She also addresses how SI is beneficial to students and what specifically institutions can do to increase those benefits.

Zerger, S., Clark-Unite, C. and Smith, L. (2006), How Supplemental Instruction benefits faculty, administration, and institutions. New Directions for Teaching and Learning, 2006: 63–72. doi: 10.1002/tl.234 http://onlinelibrary.wiley.com/doi/10.1002/tl.234/abstract

In this article, the authors examine how Supplemental Instruction can benefit faculty through informal and formal development as well as the economic benefits for institutions as a whole. They explore these benefits through a case study at Nelson Mandela Metropolitan University (NMMU) in South Africa.

SI Description for Syllabi

Just copy and paste into your syllabus.

There are Supplemental Instruction (SI) study sessions available for this course. These study groups are open to anyone enrolled in this course who would like to stay current with the course material and understand the material better. Attendance at these sessions is voluntary, but extremely beneficial for those who attend weekly. Times and locations for the study session can be found here: http://www.uncfsu.edu/learning-center/supplemental-instruction/course-schedule. Students who attend these interactive sessions will find themselves working with peers as they compare notes, demonstrate and discuss pertinent problems and concepts, and share study and test-taking strategies. Students are asked to arrive with their student ID card, lecture notes, and questions to these informal, peer-led study sessions.

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