|
What is Supplemental Instruction?
Overview |
Keys to Success | Faculty Role
| Assessment
Supplemental Instruction (SI) is a method of
academic support that has proven effective in improving student
academic success in courses with traditionally high dropout and
withdrawal rates. Established initially in 1973 at the University of
Missouri – Kansas City, this model of academic support was
designated by the U.S. Department of Education as an “Exemplary
Educational Program,” and is used in more than 900 colleges and
universities in 12 countries.
In this model of academic support, courses with
historically high withdrawal and failure rates are targeted for
academic support. Student leaders, who have proven their competence
in the targeted courses and have been approved by the faculty, are
assigned as Supplemental Instruction Leaders. After receiving
appropriate training in learning styles and study skills, SI leaders
attend meetings of the targeted class and take notes and, working in
consultation with the course instructor, conduct supplemental
instruction sessions each week. In these sessions, SI leaders review
notes, conduct practice quizzes, and carry out additional
assignments to reinforce the knowledge and skills required by the
class.
A significant advantage of SI over other academic
support models is that it targets high-risk courses instead of
high-risk students. Since it is open to all students in high-risk
courses, it does not have the stigma that is sometimes attached to
tutoring and academic support. SI promotes increased student
collaboration and reinforces good study habits, which can have a
positive impact on a students’ overall academic performance.
The U.S. Department of Education has validated
each of the following claims about the impact of SI on student
academic success:
- Students who participate in Supplemental
Instruction earn higher mean final grades that those who do not
participate, regardless of ethnicity or prior academic achievement
of the students.
- Students who participate in SI have a lower
percentage of withdrawals and final grades of D or F than students
who do not participate in SI, regardless of ethnicity or prior
academic achievement of the students.
- Students who participate in SI have higher
retention and graduation rates than those who do not participate,
regardless of ethnicity or prior academic achievement of the
students.
A study conducted at the University of Texas –
Austin was designed to determine if the gains attributed to SI are
the result of student motivation. Perhaps the students motivated to
attend SI are students who would do well in the class without
additional assistance. The study concluded that, “…attendance at SI
continues to predict course grade even after controlling for student
motivation.”
- Students selected as Supplemental Instruction
leaders must be good students, who are willing to fulfill all of
their responsibilities.
- SI leaders must receive appropriate training
and their work must be monitored carefully.
- Faculty members must give effective direction
to the SI leader(s) assigned to them. This includes giving SI
leaders specific instructions on the material (quizzes, concepts,
demonstrations) to be covered in the SI sessions.
- Faculty members must regularly encourage and/or
require students to participate in SI sessions. The program will
fail without regular and consistent efforts by faculty to
encourage students to take advantage of SI sessions. We must make
special efforts to encourage and persuade poor-performing students
to participate in SI sessions. (Otherwise, the program will not
help the students who need it the most.)
Participation by faculty members in SI is
completely voluntary. Those who agree to participate will be
expected to:
- Help identify qualified students to serve as SI
leaders.
- Meet for one hour each week with the SI leader
to give directions on information, concepts, and questions to be
covered in the SI session each week. Information covered during SI
sessions should reinforce the most essential and difficult
information covered in the class during the week.
- Encourage and persuade students, especially
students performing poorly in the class, to attend SI sessions.
- Permit the SI leader to announce in class the
times and locations for SI instruction.
- Provide data to the SI Coordinator regarding
student attendance at SI and final course grades.
The SI program will be assessed by comparing final
course grades to student participation in SI. The percentage of
students with final grades of A, B, or C will be compared to the
percentages prior to the implementation of SI. Faculty, SI leaders,
and participating students will be asked to evaluate the program.
Return to SI
Home |
