SI Faculty Partner FAQ

What is SI?

Supplemental Instruction (SI) is a non-remedial approach to learning that combines “what to learn” with “how to learn.” It features weekly structured study sessions outside of regular class time, led by students who have previously excelled in the course.

Key aspects of SI include:

Focus on Challenging Courses: SI targets courses with high D, F, and W rates, promoting participation from the entire class to eliminate any stigma associated with seeking help.
Early Intervention: Sessions begin in the second week of classes, aiming to prevent academic difficulties rather than just addressing them.
Active Learning: SI fosters collaborative learning that benefits students at all academic levels.
Embedded Learning Strategies: Effective study techniques are integrated into course material, making them immediately applicable.

By participating in SI, students can deepen their understanding of the content and enhance their academic performance.

Is SI a remedial program?

No. SI is not remedial for the following reasons:

SI targets high-risk courses rather than high-risk students.
All students enrolled in SI-supported courses are invited and encouraged to attend – not just those who are struggling.
SI starts with the first day of classes and continues to the end of the term.
Studies show that students of all academic and learning abilities and levels benefit from participating in SI sessions and earn on average a half to full grade higher than those who do not participate

How long has SI been in existence?

SI was created in 1973 by Dr. Deanna Martin at UMKC. SI will be piloted at TWU during the Spring 2025 semester and will follow the model set by the International Center for Supplemental Instruction.

Who benefits from the SI program?

Supplemental Instruction (SI) provides benefits for everyone involved:

Students: Regular attendance leads to higher grades and the development of effective study skills.
SI Leaders: Enhance their leadership abilities, build stronger relationships with faculty, and deepen their understanding of course content.
Faculty: Gain insights into student needs, enjoy higher evaluations, and can mentor top-performing students.
University: SI reduces D, F, and Withdrawal grades by an average of 13%, which helps improve retention rates, and serves as a cost-effective alternative to traditional tutoring.

How is the effectiveness of SI tracked?

We evaluate the impact of Supplemental Instruction through a data-driven approach. SI Leaders track attendance at each session, submitting weekly records to the Assistant Director of Supplemental Instruction. At the end of the semester, the Assistant Director will compile a report comparing the grades of SI attendees with those of non-attendees. This report is shared with you, providing valuable insights into the program’s effectiveness and helping us refine our approach to support student success.

What courses are supported by SI?

To see what courses are available for SI, view our SI Session Schedule page.

How much does it cost to attend a session?

SI sessions are completely free for all enrolled students in SI-supported courses. The program is a part of TWU’s academic support services, covered by their tuition and fees.

Why was my class selected?

SI targets historically difficult courses. In other words, this course contains content that students consider to be challenging. SI is designed to support faculty teaching and is assigned to a course because of what is being taught, not because of the manner in which it is being taught or by whom it is being taught.

Do I need to change how I teach?

No, SI is designed to complement your teaching methods without dictating how you should conduct your classes. It aims to enhance student learning regardless of your instructional style.

Can I know who attends SI sessions?

No, attendance at SI sessions is kept anonymous to foster open discussion and collaborative learning among students. This confidentiality helps create a comfortable environment for all participants.

What is discussed at SI Sessions?

SI sessions are thoughtfully designed to reinforce the most challenging aspects of your course, drawing directly from the regular collaboration between SI Leaders (SILs) and faculty. During their weekly meetings with instructors, SILs review recent lecture content, identify concepts that students find particularly difficult, and discuss upcoming course material. They will also gather your feedback on their session plans and handouts, ensuring that the activities they create are relevant and helpful.

What is expected of students at a session?

See our SI Participation Guidelines to learn what’s expected of students at a typical SI session.

Is SI the same as Tutoring?

While both Supplemental Instruction (SI) and tutoring aim to enhance your understanding of course material, they take different approaches. Take a look at the table (below) to see how:

swipe to see the full table⇨

Approach	Supplmental Instruction	Tutoring
Definition	A non-remedial, peer-led, group-focused academic support service designed to enhance student performance in high-risk courses by facilitating deeper understanding of content and developing transferable study skills in a collaborative learning environment.	A peer-led or professional academic support service providing individualized or small group assistance with subject-specific learning and review focused on students’ immediate needs.
Leader	SI Leaders are students who have excelled in the course (B or better) and attend classes alongside current students. They receive specialized training in facilitation techniques and learning strategies from the Pioneer Center for Student Excellence, adhering to standards set by the International Center for Supplemental Instruction.	Tutors can be students or professional staff with demonstrated subject expertise. They may receive additional departmental training but are not typically associated with specific faculty members.
How it works?	SI Leaders conduct three 50-minute group study sessions weekly outside of class. They plan interactive activities to review course material, teach study skills, and promote collaborative learning. SI Leaders do not re-lecture, grade work, or introduce new material.	Students can access tutoring through walk-in services or scheduled appointments. Tutors help clarify specific concepts, answer questions, and assist with problem-solving in brief, focused sessions.

Do students work on Homework during SI sessions?

No, SI is not for homework or a study hall. The goal is to foster independent learning. By working through analogous problems and focusing on understanding concepts, students become equipped to complete homework independently. SI Leaders create problems that challenge students to verbalize and demonstrate their understanding, providing tools for homework and exams.

When do SI sessions start?

SI sessions begin no later than the second week of classes. SI Leaders will hold three (3) sessions per week depending on their availability.

We do not offer SI sessions during finals week or during spring/fall breaks.

May I visit an SI session?

No, SI sessions are instructor-free zones to maintain a collaborative learning environment. The presence of authority figures like professors or administrators can shift the focus away from the SI Leader and alter the session's dynamic. Faculty interested in session content should contact the Assistant Director of Supplemental Instruction.

How are SI Leaders selected?

The selection process for SI Leaders is a collaborative effort between faculty and the SI program. Throughout the year, faculty can recommend outstanding current or former students for the role. Around mid-semester, applications open, and students who've excelled in the course are encouraged to apply. The Director of Academic Success Initiatives and the Assistant Director of Supplemental Instruction carefully review all applications and faculty recommendations, with particular weight given to faculty input. Based on this comprehensive evaluation, promising candidates are invited for interviews, after which final selections are made to ensure the best fit for this crucial peer leadership role.

What can I expect from my SI Leader?

SI Leaders (SILs) are generally upper-class undergraduate students who have successfully completed the course with a B grade or better. They play a vital role in supporting their peers both in and out of the classroom.

In the classroom, SILs serve as role models by consistently being a visible presence. They attend all lectures, listen actively, take notes, and read all assigned texts and supplementary materials. This engagement helps them stay current with course content and expectations, making them relatable figures for fellow students.

Outside of class, SILs plan and facilitate three (3) hours of weekly group study sessions, leveraging their training to guide collaborative learning. Additionally, SILs create and distribute promotional materials for SI, maintain regular communication with faculty and the SI Program Manager, and refer students to campus resources as needed. Their efforts contribute significantly to fostering an inclusive learning environment that benefits all students.

Please note that SI Leaders do NOT:

Re-teach or co-teach
Administer tests
Assist with grading homework, assignments, or exams
Discuss grades with faculty or students
Do anything that is typical of a teaching assistant or graduate assistant

Note: The SI Leader position is fairly autonomous, and we appreciate faculty providing feedback regarding their leader's performance. Early detection of poor SI Leader performance allows us to address the behavior quickly.

What if I have concerns with an SI Leader?

If you have any concerns regarding an SI Leader, please reach out to the Assistant Director of Supplemental Instruction. Your feedback is important, and we are committed to addressing and resolving any issues promptly.

What can I expect from the SI Program?

The SI Program, coordinated by the Center for Academic Success and Engagement, will:

Collaborate with faculty to implement SI in targeted courses and recruit SI Leaders
Hire and train all SI Leaders according to established guidelines and standards
Monitor the activities and presentations of SI Leaders for as long as necessary by occasionally attending class with them, helping plan sessions, and supervising their performance
Manage administrative tasks, such as purchasing textbooks and supplies, tracking timesheets and session attendance, and collecting feedback throughout the semester
Provide training, in-service experiences, and consultations when necessary for SI Leaders
Provide faculty with an end-of-term comparative analysis of student performance

How can I support the SI Program and SI Leaders?

Faculty involvement in the SI program is flexible and designed to minimize extra workload. At a minimum, we ask that faculty:

Add their SI Leader(s) to their Canvas site as "TA-No Grades". This allows them to email the class, post announcements, and share resources with students.
Add the Assistant Director of Supplemental Instruction to their Canvas site as "TA. This allows them to access exam grades for assessment purposes.
Include information about SI and SI sessions in your course syllabus.
Encourage student participation in SI sessions
Allow SI Leaders to make brief in-class announcements
Meet weekly (or bi-weekly) with your SI Leader for 10-15 minutes to discuss challenges with content and provide feedback on session plans
Share exam and final grades for evaluation (with student privacy protected)
Share SI data (provided by the Assistant Director of Supplemental Instruction) with students about the positive impact of SI on student grades.
Participate in evaluating SI services

Am I allowed to provide students’ grades to the SI program?

Yes. For purposes of evaluation, we have permission to obtain those grades under the Family Educational Rights and Privacy (FERPA), 34 CFR Part 99: Printed in the Federal Register, April 11, 1988, pages 11942-11958. Section 99.31 states that “An educational agency or institution may disclose personally identifiable information from an education record of a student without the consent required by Section 99:30 if the disclosure meets one or more of [several] conditions . . . including to improve instruction.”

Students’ rights to privacy regarding this information will be fully protected.

What information should I include on my syllabus?

Providing information about SI in your syllabus is a great way to boost participation in SI sessions. Check out our sample syllabus statement and slides to add to your presentations.

Where else can I direct students for academic support?

If students cannot attend our SI sessions, we encourage them to:

Visit our campus partners! Check out other campus resources that can support your academic needs:

Talk with their instructor! Share with your instructor that you feel SI would be beneficial to your learning experience in their course. Encourage your faculty member to contact the Assistant Director of Supplemental Instruction to discuss support options.

Page last updated 3:45 PM, January 6, 2025