91ÁÔÆæ

Instructors are an essential component of the Supplemental Instruction (SI) program at the University of North Georgia, therefore we want to inform you as best we can about what SI entails. Supplemental Instruction Facilitators are not Teaching Assistants. To clarify, please review the comparison of SI Leaders and TAs provided on the Iowa State University website. Supplemental Instruction also differs from Tutoring. The comparison of SI Leaders and Tutors, provided on the Iowa State University website, clarifies how students are served differently by each program.

If you're interested in working with the University of North Georgia SI program, please contact the SI department at si@ung.edu with any questions or concerns.

Program Overview

Supplemental Instruction (SI) is an academic support program utilizing peer-assisted study sessions to enhance student performance and retention. SI was first developed by Deanna Martin, Ph.D., at the University of Missouri at Kansas City in 1973. In 1992, Iowa State University established an SI program targeting traditionally difficult, entry-level courses that result in a high percentage of D or F grades and withdrawal rates. Since its implementation, students who have attended SI sessions earned statistically significant higher final course grades and drop out of courses less frequently than non-participants.

SI offers regularly scheduled study sessions, led by SI Facilitators, to assist students with course content and study skills. In addition, students have an opportunity to work together to compare notes, discuss readings, develop organizational tools, and predict exam questions. SI Facilitators are current students who have demonstrated academic competency in the subject area, and are trained in facilitating group activities using collaborative learning methods.

Key Elements of Supplemental Instruction (SI)

• SI identifies traditionally difficult academic courses rather than high risk students; SI is not a remedial academic program.
• SI provides an opportunity for students to learn how to learn while learning what to learn.
• Participation in SI is voluntary, free, and open to all students in the course.
• SI Facilitators attend all lectures for the targeted course. (An alternative is arranged for web-based courses.)
• SI Facilitators are trained in group facilitation methods, student learning theory, and study techniques.
• The SI program is supervised by trained professional staff members.
• SI is only offered in classes in which the academic department supports the SI program.
• SI sessions begin the 2nd week of classes.
• SI Facilitators encourage the group to process the material. Facilitators are not considered experts in the subjects and they do not relecture to participants.

Research & Data

Data collected by the City from 719 institutions in the United States and 146 institutions in twelve other countries demonstrates two key findings:

1. Students participating in SI earn higher course grades and withdraw less often than non-SI participants.
2. The more sessions a student attends, the higher the final course grade.

The Supplemental Instruction program began at the University of North Georgia in 2006. Since then, data collected has supported the national trends. We are in the process of forming an extensive study in order to assess longitudinal success. To obtain data, SI staff may request test grades in order to examine how SI affects students throughout the semester, not just after the final exam.  Once the report has been completed, it will be available for all faculty and staff. 

As we move forward, there will be more data and research conducted. We welcome interest from faculty members who would like to partner with us on a project. Additional reports about SI at 91ÁÔÆæ are available by request. 

SI Description for Syllabi

You may copy and paste this description into your syllabus:

There are Supplemental Instruction (SI) study sessions available for this course. These regularly scheduled sessions follow the current course material and are open to anyone enrolled in this course. Attendance at these sessions is voluntary, but extremely beneficial for those who attend weekly (91ÁÔÆæ students who attend SI earn, on average, half a letter grade higher than those who do not attend SI). Sessions provide a collaborative forum for students to compare notes, demonstrate and discuss pertinent problems and concepts, and share study and test-taking strategies. Students are asked to arrive with their 91ÁÔÆæ ID card, lecture notes, and questions to these informal, peer-led study sessions.  Times and locations for the study sessions can be found here: .

*page adapted from Iowa State University and Purdue University

Other Resources