1. Build a High Impact Program through the 3 R’s –
Research, Resources, and Rubrics
Kendall Andersen Friedman
Director, Student Success Center

2. Academic Support at Rider University
Tutoring Services
peer tutors
professor and course-specific supports
Writing Lab
writing support across the disciplines
professional tutors
reading, writing, ESL, and disability specialists
Supplemental Instruction
peer SI Leaders
attend and take notes in supported class
confer with professor and SI staff to plan review sessions
integrate course content with study strategies
Drop in collaborative learning groups
Individual or Group appointments

3. Research
“SI avoids the remedial stigma often attached to traditional academic assistance programs since it does not identify high-risk students but identifies high risk classes” – David Arendale
“The activities of the supplemental instruction study groups are aligned with those in the classroom to which SI is attached . . .alignment enables the students to immediately apply the support they receive in the SI groups to the task of succeeding the class to which it is attached” – Vincent Tinto
“Supplemental Instruction has been found to be particularly effective with developmental students. For example, developmental students who participate in Supplemental Instruction during their early years in college are retained at far higher rates than those who do not participate” – Hunter Boylan

4. Supplemental Instruction at Rider University
SI was introduced on the Lawrenceville campus in 2001 and has been attended by over 4000 students who comprise 45% of the combined course enrollment.
Goals of Supplemental Instruction:
improve student grades in targeted historically difficult courses
reduce the attrition rate within those courses
increase student persistence and graduation
During the SI session, the SI Leader
reviews course content
develops critical thinking skills
extends problem solving skills through collaborative learning
SI levels the playing field for weaker students

5. Resources Hypothesis Evidence
SI levels the playing field for weaker students
Evidence
Work with Office of Institutional Analysis
assess predictors of success (SAT, GPA, re-enrollment)

6. SI improves grades in targeted courses
Effects of SI on Freshman Success, Fall 2010
Course
0 SI Visits
SAT
0 SI
Visits
Course Grade
0 SI Visits
Cum. GPA
> 4 SI
> 4 SI Visits
>4 SI Visits
PSY 100
1000
2.74
2.95
870
2.86
SOC 101
1053
2.35
2.98
925
2.71
3.03

7. SI improves grades, reduces attrition rate, increases persistenceAY

8. Assessment Continues: SI and University Student Learning Outcomes
Supplemental Instruction Goals
SI Student Learning Outcomes
University
Student Learning Outcomes
Students will learn course content
Construct knowledge within the domain of a particular discipline
Solve problems or answer questions using methods appropriate to a discipline’s way of constructing knowledge
Students will develop critical thinking skills
Improve critical thinking using discipline-specific methods
Critically read and apply the methodology appropriate to the subject
Students will collaborate to practice problem-solving skills and to learn effective study strategies
Acquire effective study, reading, and/ or writing strategies
Create review materials relevant to authentic testing situations, using appropriate strategies
Encourage transference of strategies acquired through tutoring to other relevant coursework
Utilize strategies acquired through tutoring in other relevant coursework
Make meaningful connections between areas or topics of study

9. Assessment Rubrics SI Leader Portfolios session plans review materials
formal observations
student evaluations
faculty evaluations
SI mentor evaluation
self evaluation
all forms replicate SLO language
assessed with rubrics

10. Example: Students will extend problem solving skills through collaborative learning activities
Form
Language
Session Plan Requirement
Collaborative learning techniques you plan to use during this review session
Session Plan Rubric Component
Facilitate collaborative learning strategies or activities
Materials Rubric Component
Encourage collaboration
Observation Record
Student Evaluation Form
The most effective strategies used by the SI Leader were (choices include: group activities and games)
Overall Rubric

11. Example: Students will review course content
Form
Language
Session Plan Requirements
Objective (What does the group need to accomplish?)
What questions do you anticipate from students?
Session Plan Rubric Components
Structure session
Establish learning objective(s)
Materials Rubric Component
Furthers student’s ability to accomplish course learning objectives
Materials reinforce course concepts or promotes problem-solving
Observation Record
Structure the learning session (see choices)
Student Evaluation Form
My participation in SI has helped me learn course content
Overall Rubric
Reinforce classroom instruction (course content0

12. Assessment of SLOs through SI: The SI Supervisor’s perspective
Portfolio Analysis, Fall 2011
SI Student Learning Outcome
Strong/Adequate
Needs Improvement
Construct knowledge within the domain of a particular discipline
94% 6%
Acquire effective study, reading, and/ or writing strategies
96% 4%
Utilize strategies acquired through tutoring in other relevant coursework
81%
19%
Action Plan: Revise SIL training to emphasize review of transferable strategies. Specify applicability to other courses.

13. Results of Action Plan: The SI students’ perspective
Student Learning Outcome
Evaluation Question
Fall 2010
n=93
% Agree
Fall 2011
n=181
Fall 2012
n=398 %
Agree
Construct knowledge within the domain of a particular discipline
My participation in Supplemental Instruction has helped me learn course content
91%
96%
99%
Acquire effective study, reading, and/ or writing strategies
My participation in Supplemental Instruction has helped me to develop effective learning strategies and study skills
90%
93%
Utilize strategies acquired
through tutoring in other relevant coursework
I have used some of the strategies that I learned in SI sessions in my other courses
69%
78%

14. Links to Evaluations and Rubrics
SI Leader Session Plans
SI Observation Record
Student Evaluation of Supplemental Instruction
SI Session Plans Rubric
SI Leader-Created Materials Rubric
SI Overall Portfolio Analysis Rubric

15. References
Arendale, David R. “Understanding the Supplemental Instruction (SI) Model.” New Directions for Teaching and Learning, 1994
Boylan, Hunter. “Exploring Alternatives to Remediation.” Journal of Developmental Education, Volume 22 Issue 3, Spring 1999
Tinto, Vincent, Access Without Support is not Opportunity. Keynote speech, 7th International SI Conference, San Diego, California, June 21, 2012.
Photo credits: Slide 5: