1. 9/1/2019 6:52 AM
Faculty Module Focus: Introduction to the SI Tutor and Faculty Partnership
by Cheryl Comeau-Kirschner, Ph.D.
Assistant Professor and SI Coordinator
Department of Academic Literacy and Linguistics
Borough of Manhattan Community College/CUNY
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2. What is SI?
The Supplemental Instruction (SI) model is a peer-facilitated academic assistance program that was originally developed by Dr. Deanna Martin in 1973 at the University of Missouri-Kansas City, with the overall goal of identifying and supporting the most challenging courses for students. SI integrates how to learn with what to learn, incorporating collaborative learning strategies with course content.
Source:

3. Is SI only for students who are failing?
SI targets high-risk courses rather than high-risk students.
All students enrolled in SI-supported courses are invited and strongly encouraged to attend – not just those who are struggling with course content. Adapted from:
Studies show that students who attend SI sessions earn statistically higher final course grades than those students who do not attend, even among students who are underprepared when they enter the course (Congos, Langsam, & Schoeps, 1997).

4. SI STRUCTURE IN ALL DEPARTMENT
One class session per week = 2 hours
Faculty will decide how to utilize the SI Tutor during class time. This can mean group work, pair work, individual tutoring, etc.
Tutoring outside of class= 2 hours
This may be offered before/after the class session or based on a schedule that SI Tutors determine with the students. 
In some cases, when classes meet for three-hour sessions instead of two hours, SI Tutors may actually end up being present for the entire three-hour class session, at their and the instructors’ discretion.

5. SI AND/OR FACULTY WORKSHOPS
The review session mandate has been eliminated, but skills-based workshops will likely be offered on a staggered schedule.
Certain skills/concepts will be covered several times a semester, and listed on a master schedule so students from any course section may attend.
For example, summary writing for the CATW, adding supporting details, etc. are examples of possible SI and/or faculty-led workshops.
STAY TUNED FOR MORE INFORMATION!

6. Differences between SI and TA
Supplemental Tutor
Teacher’s Assistant
Primarily supports the students
Attends class like a student and may take notes
Is often viewed as a peer mentor
Should only assist with exam proctoring if professor is present
Is focused on what is going on in the class from the students’ perspectives; what types of questions are being asked, non-verbal cues of students’ understanding
Holds review sessions outside of class focused on strengthening student comprehension of content (provides supplemental activities to enhance content knowledge and long-term retention)
Is hired/trained/supervised directly by the SI Program staff and has a faculty partner
Primarily supports the professor
Assists the professor in class with activities or materials
Is often viewed with more authority if they grade tests, quizzes, assignments, and/or take attendance in class
May assist with exam proctoring
Assists with administrative tasks during class, such as taking attendance, collecting homework, or passing back tests/quizzes
May re-lecture or assist with teaching new material in class. May hold office hours for students to receive assistance with homework and other assignments
Is supervised directly by the faculty
Adapted from

7. WHAT SHOULD I EXPECT From THE SI Tutor?
The SI Tutor will:
Attend one class meeting per week
Maintain a professional attitude about matters such as class standards, grades, and student complaints
Share SI materials with the faculty partner before use if possible
Provide feedback to faculty if requested to do so
Discourage students from attending SI as a substitute for class meetings
The SI Tutor will NOT:
Grade assignments, homework, exams, etc.
Handle administrative tasks such as taking class attendance, calculating grades, picking up copies, etc.
Lecture or fill in as a substitute teacher for faculty
Adapted from:

8. Building a Partnership with Your SI Tutor
Start of semester
Meet with your SI Tutor in-person and/or virtually to prepare for the upcoming semester.
What to Consider….
What are the most important components of your course design, curriculum, and/or teaching style that the SI Tutor should understand in order to work with your students as the semester progresses?

9. Building a Partnership with Your SI Tutor
First meeting with your students during class time
Give your SI Tutor in-class time to introduce themselves and market the SI program
What to Consider…
Do your students understand how the SI Tutor functions inside and outside of the classroom? How is SI NOT just for struggling students?

10. Building a Partnership with Your SI Tutor
Weekly meetings and/or communication
Establish your SI Tutor’s role in class
Share materials (SI Tutor Faculty)
Discuss content area concerns (What are typical “trouble spot(s)” for students in this course?)
Report/Evaluate student(s) progress/understanding together
What to Consider…
How can the faculty partner best establish an effective and efficient working relationship with the SI Tutor?

11. Building a Partnership with Your SI Tutor
In-Class time
Give your SI Tutor time to make in-class announcements and offer reminders about out-of-class tutoring throughout the semester.
Include the SI Tutor in the class session in meaningful ways—and decide ahead of time what “meaningful” represents to you.
Talk about the benefits of the SI program and strongly encourage all students to attend outside-of-class tutoring. Your positive input will add credibility to this resource!
What to Consider…
How will you include your SI Tutor during class time via lesson planning and weekly communications?

12. Building a Partnership with Your SI Tutor
Out-of-Class time
If you have a preference for the type of skills and/or assignments that you want the SI Tutor to work on, tell him/her and your students directly and specifically.
Ask your SI Tutor for targeted feedback about student performance or improvement rather than just giving you a general impression.
Think about how you will use that SI Tutor feedback to inform your own practice.
What to Consider…
How can you help your tutor to assess their approach to SI and how can you evaluate its effectiveness for your students? (See the next slide for a comparison of these two concepts)

13. Assessment vs. Evaluation
Formative: ongoing, to improve learning
Process-oriented: how learning is going
Diagnostic: identify areas for improvement
Summative: final, to gauge quality
Product-oriented: what’s been learned
Judgmental: arrive at an overall grade/score
Adapted from:

14. Any issues with Your SI Tutor?
If any issues arise, please communicate your concerns directly to your SI Tutor before you involve any SI program staff.
What are some issues that may arise inside the classroom and outside of the classroom? Let’s brainstorm! I provided one example of each…
Inside of the Classroom vs. Outside of the Classroom
Lateness Not taking attendance for students who
attend individual tutoring/workshop
What to Consider…
Why might your working relationship with the SI Tutor make initial communication/intervention more effective than reporting concerns to
program staff?

15. Any issues with Your SI Tutor?
However, inform SI Program staff if you cannot resolve issue(s) directly and keep track of such issues when you are prompted to provide feedback regarding your SI Tutor’s performance throughout the semester.
Important note: Please contact the SI Program Assistant about those issues rather than the SI Coordinator. The SI Coordinator and SI Program Assistant will discuss how to move forward to resolve the issue, and you will be “kept in the loop” about any communication/resolution with your SI Tutor.

16. SI Program Staff Contact Information
SI Program Staff: Danae Sanchez
Location: LRC Front Desk, S-500