For Faculty
Some FAQ from Faculty about Supplemental Instruction (SI)

Why is my course called a high-risk course?

This has little to do with the instructor. The emphasis in SI is on historically difficult courses rather than high-risk students. A high-risk course is one that is considered historically difficult because it has a D, F, and withdrawal rate of 30% or greater for several academic terms. Across the country, these are commonly introductory courses in biology, chemistry, economics, mathematics, and physics, to name a few. In addition, many of the targeted courses are gatekeeper courses (students must pass in order to pursue a particular major) that are large and serve the freshman population. In general, any course may be high-risk when there is a gap between the rigors of mastering course content and the skills for learning that students bring to learn that content.

What is the SI Leader's role in my class?

The SI Leader is required to attend all classes, arrive on time, take notes, and listen attentively. To increase visibility of your SI Leader, you may request that he/she help pass out papers, handouts or tests. SI Leaders will not be responsible for grading student work, assisting in labs, or covering class for an instructor. These are responsibilities that should be reserved for graduate students or teaching assistants within the department.

Can I find out which students are attending SI sessions?

Attendance taken at SI sessions is for statistical purposes only. Attendance at SI is voluntary and confidential. Instructors will receive an end-of-semester report detailing SI participants vs. non-participants final grades and SI attendance.

Can I come to SI sessions?

We have found that, when faculty members attend SI sessions, the dynamics of the group generally change. Students don't ask questions, the SI leader feels nervous and the focus is on the instructor rather than the SI Leader. Instructors are instead encouraged to keep open dialogue with the SI Leader about SI sessions, including students' questions and areas of confusion. In addition, students who attend SI sessions are guaranteed anonymity so that they may feel free to ask any question and reveal any weakness in understanding course material or in learning skills. The presence of instructors may inhibit students from risking attempts at answers. If a course instructor wants to attend an SI session, it is best to arrange with the SI supervisor to attend an SI session from another class.

How much do I have to do?

SI is successful when instructors welcome and support it. Some general duties of instructors with SI components are:

1. Allow time during the first week of class for the SI Coordinator to introduce SI to the class.
2. At least once per week, verbally encourage all students to attend SI sessions.
3. Provide test grades to the SI Coordinator as soon as possible after each exam or as requested.
4. Announce differences in test scores between SI and non-SI attendees from a form provided by the SI Coordinator. Sometimes the SI leader will announce this information but the best results in SI attendance seem to come from instructors reading these results to the class.
5. Avoid suggesting that SI is for only those doing poorly. SI is open to any student in the class and any student many benefit from a greater understanding of the course content and the study skills needed to learn it.
6. Do not call on SI leaders in class to answer content questions. SI leaders are focused on building a model of well-organized lecture notes and are thinking of ways to help students learn this material. Because of this, SI leaders have a different focus than students enrolled in the class and may not be prepared to answer content questions.
7. Please secure a desk copy of any texts and related materials for the SI leader.
8. Recommend students who would make good SI leaders in the future.