Supplemental Instruction: Improving First-Year Student Success in High-Risk Courses. 3rd Edition. The First-Year Experience Monograph Series No. 7
Author: Stone, Marion E., Ed.
Date: 2008-00-00
Type: Information Analyses
Subjects: Supplementary Education,College Freshmen,Success,Student Improvement,Student Experience,Remedial Instruction,Remedial Programs,Reflection,Educational History,Models,Educational Research,Program Effectiveness,Educational Theories,Program Implementation,Instructional Leadership,Teacher Recruitment,Faculty Development,Intellectual Disciplines,Educational Strategies,Multimedia Materials,Adoption (Ideas),Media Adaptation,Academic Support Services,Program Descriptions,Foreign Countries

This monograph describes Supplemental Instruction, a student assistance program designed to improve the academic success of college freshmen based on the idea that if students are not being successful in courses then perhaps colleges should change the way courses are taught. Supplemental Instruction (SI) utilizes regularly scheduled, out-of-class, peer-facilitated sessions that offer students an opportunity to discuss and process course information. SI does not identify high-risk students but rather identifies high-risk classes. The first edition was reprinted with minor revisions a year after its initial release, however, this third edition offers an opportunity to explore the subsequent progression of SI and serve as a practical resource for educators seeking to implement a new program or revamp an existing one. The monograph beings with the: Introduction: &quot;Thirty-Five Years of Supplemental Instruction: Reflections on Study Groups and Student Learning.&quot; (F, Kim Wilcox and Glen Jacobs). Next follow nine chapters. The first chapter presents the &quot;Basic Supplemental Instruction Model.&quot; (Maureen Hurley and Melinda Gilbert). Chapter 2 explains &quot;Research on the Effectiveness of Supplemental Instruction.&quot; (Maureen Hurley and Melinda Gilbert). Chapter 3 explains &quot;Theoretical Frameworks That Inform the Supplemental Instruction Model.&quot; (Sandra Zerger). Chapter 4 looks at &quot;Implementing a New Supplemental Instruction Program.&quot; (F. Kim Wilcox). Chapter 5 explores &quot;Recruiting and Training Supplemental Instruction Leaders.&quot; (Amelia McDaniel). Chapter 6 presents &quot;Strategies for Adapting Supplemental Instruction to Specific Academic Disciplines.&quot; (Sandra Zerger). Chapter 7 offers &quot;Video-Based Supplemental Instruction.&quot; (Maureen Hurley, Kay Patterson, Sonny Painter, Jennifer Carnicom). Chapter 8 presents &quot;Supplemental Instruction: International Adaptations and Future Directions.&quot; (Glen Jacobs, M. Lisa Stout, Marion E. Stone). The last chapter provides the Epilogue: &quot;Concluding the First 35 Years.&quot; (Amelia McDaniel). The monograph also includes a Foreword by Glen Jacobs and Marion E. Stone and a section about the contributors. The following are appended: (1) Glossary of Terms; and (2) Selected Annotated Bibliography for Supplemental Instruction. [Individual chapters contain notes and/or references. For &quot;Supplemental Instruction: Improving First-Year Student Success in High-Risk Courses. The Freshman Year Experience: Monograph Series Number 7,&quot; see ED354839. This monograph was co-sponsored with the International Center for SI, University of Missouri-Kansas City.]