SI Program Information
Supplemental Instruction focuses on reviewing content and skills for traditionally difficult courses. There are five pillars of development & support in the SI Program:
- Roles of Students
- Roles of Faculty
- Roles of Leaders
- Roles of Assistant Supervisors
- Roles of SI Coordinator
I. Students
Students who attend S.I. sessions on a weekly basis over the course of a term tend to improve both their academic skills and exam and course grades not only in the S.I.-targeted course but also in other courses.
Attendance at S.I. sessions is voluntary; however, students are asked to sign attendance sheets for program evaluation purposes. Information about student attendance may be shared with faculty at the discretion of the S.I. Coordinator and Assistant Supervisors.
Students who attend S.I. sessions must participate at their level of comfort, yet also be challenged to be more active and take charge of their own learning experience. The goals we set for students who attend S.I. are to reach beyond passing a course and improving a grade. We encourage students to become independent, active, and curious learners who transfer their skills and engagement to other courses and other areas of their lives.
II. Faculty who support the S.I. Program:
- work with their students to provide opportunities for course content and skills review with the assistance of S.I. Leaders, the S.I. Coordinator, and Assistant Supervisors;
- allow S.I. Leaders to attend their classes, make announcements about the S.I. Program, and use class materials and notes for S.I. review sessions;
- function as mentors for S.I. Leaders, meeting with them outside of class and discussing the course as well as their teaching; and
- provide exam and course grades to the S.I. Coordinator, either directly or through the Assistant Supervisors or S.I. Leaders, for program evaluation purposes. This information is shared with the faculty and administration through reports from the S.I. Coordinator.
III. SI Leaders
S.I. Leaders are successful students or recent graduates who have demonstrated a high level of skill in the course content of S.I.-targeted courses and possess excellent communication and leadership skills.
The S.I. Program trains these leaders to provide peer education by leading group review sessions of course content and skills, and using facilitation and small-group techniques to promote both independent and collaborative learning.
S.I. Leaders:
- attend all sessions of the S.I.-targeted course to which they have been assigned. They work with the instructor to emphasize the content and skills students most need to master in order to succeed in the course.
- make class announcements to publicize the S.I. Program;
- conduct surveys to determine the most convenient times to schedule group review sessions outside of class;
- prepare and facilitate these sessions for three hours each week that class is in session;
- collect and input attendance data;
- develop marketing strategies for the program; and
- participate in ongoing training throughout the term.
Weekly supervision of S.I. Leaders is conducted by a team of Assistant Supervisors and the S.I. Coordinator. Training sessions are held before the term begins and at the term’s midpoint. S.I. Leaders conduct self-assessment activities at midterm and at the end of the term after exams have been completed.
IV. SI Assistant Supervisors
- provide weekly supervision and ongoing support for S.I. Leaders throughout the term;
- at times, with the support of the S.I. Coordinator, communicate with students and faculty;
- work with the S.I. Coordinator and S.I. Leaders to maintain a consistent program of peer education and professional development for students, faculty, and S.I. Leaders;
- participate in S.I. Leader training before and during the term;
- schedule weekly supervision and debriefing meetings with the S.I. Leaders assigned to them;
- help S.I. Leaders develop session plans and support them in developing marketing strategies and materials to promote the S.I. Program;
- collect attendance and planning paperwork from S.I. Leaders;
- follow up on training assignments; and
- provide professional development through mentoring discussions and modeling.
Before the term begins, Assistant Supervisors participate in supervisor training with the S.I. Coordinator. The Coordinator conducts bimonthly debriefing meetings to review supervisory activities and discuss ongoing training and self-assessment.
V. SI Coordinator
The S.I. Coordinator provides general supervision and guidance for the S.I. Program, functioning as a liaison between academic support programs on campus and academic departments that offer S.I.-targeted courses.