1. Supplemental Learning- AIR
Landon Shephard, Ph.D. Karen Reilly, Ph.D.
Laura Blasi, Ph.D. Leonard Bass, Ed.D.

2. SL AIR Timeline
February- Learning Leadership Council, sponsored by Dr. Susan Ledlow, approves an AIR on SL program
March and April- Office of Institutional Effective and Learning Support Deans develop plan and identify members for the data team
May- Literature review is conducted and data is collected and compiled by the Office of Institutional Research
June, July and August- Series of data team meetings to review and discuss the data
July- Focus group session are conducted with students participants
July- September- Return on invest analysis is conducted
July- September- Report was authored

3. Initiative Under review
An embedded student called a Supplemental Learning Leader (SL Leader), who successfully completed the course with high grades and demonstrated effective college success skills and attends class to model effective learning strategies
The SL Leader hosts voluntary SL sessions which focus on academic content review and the development of college success skills (e.g. note taking, time management, effective study habits, and reading strategies)

4. Evaluative questions
To what degree are we actually implementing the program components of the initiative?
Do we have a shared understanding of the working theory, shared assumptions about the initiative, and purpose of the initiative?
How does this align with the priorities in the strategic goals?
What students have been identified as most at-risk or in need of support at the college?
What has been the impact on student learning and retention?

5. Recommendation One Recommendation
Focus SL program to strategically support students at the front door in courses with demonstrated success
Develop a uniform college-wide plan for implementation, data collection and assessment which is coordinated through a data team
Require Faculty assigned an SL Leader to complete faculty development training
Develop a “tool kit” for training SL Leaders
Require students to attend at least one SL session during the first 4 weeks of the course and identify at-risk students and advise them to attend sessions as needed
Require Faculty to meet with their SL leader to discuss the curriculum and share strategies to support student learning
Develop a communication strategy to advertise the benefits of SL to students
Redesign the funding structure to a FTE based model

6. Recommendation two
Explore and develop a tutoring model that leverages the lessons learned from the peer-to-peer relationship of the SL program to support students throughout their degree. Develop a system of tutoring which uses the College’s LifeMap model which aligns with a student’s development as a learner.

7. Feedback & next Steps Landon Shephard, Ph.D. Karen Reilly, Ph.D.
Leonard Bass, Ed.D.