Browsing by Author "Martin, Deanna C"

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Foundation and theoretical framework for Supplemental Instruction
(National Resource Center for The First Year Experience and Students in Transition, 1992) Martin, Deanna C; Arendale, David R.
It has been nearly two decades since Supplemental Instruction first appeared in higher education. After starting at the University of Missouri-Kansas City in 1973, it has been implemented at a variety of institutions across the U.S. and around the world. Borrowing ideas from developmental psychology, SI has attempted to encourage students to become actively involved in their own learning. By integrating appropriate study skill with the review of the course content, students begin to understand how to use the learning strategies they have heard about from teachers and advisors. As new educational theories and practices have surfaced, the SI model has been adapted to incorporate the best in educational research. With the increasing diversity of today's college students and the advent of alternative admission programs, the student body is continuing its evolution into a heterogeneous group reflective of American society. The popular and professional literature often carries articles decrying the poor academic preparation level of students and/or poor quality of teaching by classroom professors. Few solutions have been offered that work. From our point of view, the matter is moot. Many professors have tenure and colleges need all the students that they can recruit. Rather than blaming either of the two parties, strategies must be developed that allow for students to succeed while ensuring that academic standards are maintained, if not strengthened. SI, as one component, can help contribute to an overall institutional plan for student success.
Mainstreaming of Developmental Education: Supplemental Instruction and Video-based Supplemental Instruction
(1997) Martin, Deanna C; Arendale, David R.; Blanc, Robert
The foregoing should not be interpreted to suggest that SI is a one-size-fits-all solution to academic problems. Data suggest that the SI experience can move a student’s performance from below average to average, from average to above average, from above average to excellent. In the lower ranges of performance, it appears that participation in SI can elevate a student’s grade from sub-marginal to below average. At UMKC as at other Universities, however, practitioners have found that there are students for whom SI offers insufficient support. Typically, these students fall at or near the bottom of the fourth quartile in terms of entry-level scores and/or high school rank. SI is not scheduled often enough, nor does it have sufficient structure, breadth, or depth to meet the needs of this population. On other campuses, these students would typically be tracked into developmental courses which, for UMKC, has never been an option.
Mentoring in the classroom: Making the implicit explicit
(1994) Martin, Deanna C; Blanc, Robert; Arendale, David R.
In the SI model, mentorship stands at the center of students' relationship with the SI leader, a peer or near-peer who has previously done well in the class. The leader assumes the mantle of the model student who attends all lectures, takes exemplary notes, and in every way demonstrates the qualities which will assure success in the course. The leader convenes sessions outside class hours. Students attend voluntarily. The sessions blend what-to-learn with how-to-learn-it, artfully mixing study skills with content in ways that empower students in both. SI produces the most dramatic results in the traditional high risk classes where assistance is available to all students in the class. Improvement in student performance and reduction in attrition rates attest to the overall success of the SI model and the mentorship it embodies.
Review of research on Supplemental Instruction
(National Resource Center for The First Year Experience and Students in Transition, 1992) Martin, Deanna C; Arendale, David R.
Validation by U.S. Department of Education of SI's Effectiveness, Research Methodology for Study of SI Claims of Effectiveness, Higher Grades and Lowered Rates of Course Withdrawals, Increased Rates of Persistence and Graduation Rates, Effectiveness with Students of Differing Academic Preparation, Effectiveness with Students of Differing Ethnicities, and Long Range Significance of College Graduation
Supplemental Instruction in the first college year
(National Resource Center for The First Year Experience and Students in Transition, 1992) Martin, Deanna C; Arendale, David R.
SI as a Continuation of First Year Experience Programs, Focus on High-Risk First Year Classes, SI is Helpful for a Variety of Student Subpopulations, Theoretical Framework for First Year Student Programming, SI Facilitates Development of Community, SI Facilitates Student Involvement with the Institution, SI Facilitates Academic and Social Integration, Research on Affective and Cognitive Development, and Supports Collaborative Learning
Supplemental Instruction: Improving first-year student success in high risk courses (2nd ed.)
(National Resource Center for The First Year Experience, 1992) Martin, Deanna C; Arendale, David R.
The Supplemental Instruction (SI) program of the University of Missouri-Kansas City addresses attrition by providing academic support in courses that are high risk for students. The program contains a number of innovative features, for example, high-risk courses are identified instead of high-risk students, and everyone in those courses is offered assistance; student participation in small group sessions is voluntary, and evaluation goes beyond student and faculty satisfaction surveys and includes actual rates of institutional change. Small group sessions incorporate such features as informal quizzes, group discussion, test question prediction, review of previous examinations, restructuring of classroom lecture notes, and other activities. The key people in the program are the SI leaders, who are presented as students of the subject of the course. As such, they present an appropriate model of thinking, organization, and mastery of the discipline. SI leaders attend all class sessions, take notes, read all assigned material, and conduct small group sessions. The SI program has been certified as an Exemplary Educational Program by the United States Department of Education, and has received National Diffusion Network funding. This paper describes program development, specific goals and objectives, results and outcomes for students and/or the institution, and potential for adaption by other institutions.
Supplemental Instruction: Supporting the classroom experience
(National Resource Center for the First Year Experience and Students in Transition, 1996) Martin, Deanna C; Blanc, Robert; Arendale, David R.
In 1983, the Department of Education certified SI as a model retention program that the Department recommended for replication. Underlying that decision were data that demonstrated to the satisfaction of the panel that SI was successful in retaining students and could be transported to other venues where similar success might ensue. A decade of data collection has demonstrated the correctness of the panel's decision. Although much attention has focused on the effectiveness of SI in the four-year tertiary institutions, careful analysis of data suggests that the model has been similarly effective in the two-year tertiary institutions. The reasons for the effectiveness of SI remain somewhat elusive. Achievement data support the inference that SI contributes to higher levels of student achievement and, therefore, to increased rates of persistence. As much as the difficulty of the curriculum inhibits student success, SI serves as an effective counter. Both subjective evaluations by SI supervisors and anecdotal evidence from participants bolster claims that SI counters the isolation that leads to a substantial number of voluntary withdrawals from tertiary institutions. A specific goal of SI programs, although not readily quantifiable, is the reduction of the level of perceived incongruence between institutions and individuals. Effective mentorship, a key component of the SI program, stands against abandonment of the pursuit of higher education by students who incorrectly assess the nature of the institution. To this extent, SI stands in the mainstream of curricular responses to Professor Tinto and other students of the problem of inappropriate student departure from the two-year tertiary institutions. Further support for the SI program derives from what has been called the unintended, salutary side effects of the adoption of the model. Across a broad field, practitioners have noted that SI contributes significantly to the career awareness and professional development of SI leaders. Institutional leaders have noted the faculty development aspect of the SI program. And, in a time of scarce economic resources, the cost-effectiveness of the SI model emerges as a strong argument for its implementation. In recent years, with heightened institutional awareness of the transitional risks that endanger first-year students in tertiary education, Tinto's research has become central to retention programs. The Freshman Year Experience has developed in the milieu of declining pools of potential students. Once the tertiary institutions have exhausted the declining clientele, they need to look to retain rather than to replace students who might depart the institution. SI offers a strong component to the choice of strategies the institutions can bring to bear on the problem.
Understanding the Supplemental Instruction model
(1992) Martin, Deanna C; Arendale, David R.
It has been nearly two decades since Supplemental Instruction first appeared in higher education. After starting at the University of Missouri-Kansas City in 1973, it has been implemented at a variety of institutions across the U.S. and around the world. Borrowing ideas from developmental psychology, SI has attempted to encourage students to become actively involved in their own learning. By integrating appropriate study skill with the review of the course content, students begin to understand how to use the learning strategies they have heard about from teachers and advisors. As new educational theories and practices have surfaced, the SI model has been adapted to incorporate the best in educational research. With the increasing diversity of today's college students and the advent of alternative admission programs, the student body is continuing its evolution into a heterogeneous group reflective of American society. The popular and professional literature often carries articles decrying the poor academic preparation level of students and/or poor quality of teaching by classroom professors. Few solutions have been offered that work. From our point of view, the matter is moot. Many professors have tenure and colleges need all the students that they can recruit. Rather than blaming either of the two parties, strategies must be developed that allow for students to succeed while ensuring that academic standards are maintained, if not strengthened. SI, as one component, can help contribute to an overall institutional plan for student success.
Use of Supplemental Instruction at an urban high school
(National Resource Center for The First Year Experience and Students in Transition, 1992) Martin, Deanna C; Arendale, David R.; Hall, Peggy T.
In review, the SI program provided the central academic support focus for ninth and tenth-grade students at Westport High School. While not the sole factor, the SI program contributed to increased student performance. After completing the three-year pilot test, the initial results appear favorable. While there has been some difficulty in implementing this comprehensive learning assistance program during the regular school day, the results in improved academic performance and improved student discipline warrant further use of the program. There are a variety of others ways that the program could be implemented in other high schools. Upperclassmen, adult volunteers, parent volunteers, or other persons could serve as SI leaders and supervisors. Strong support from the high school administration and creativity open many opportunities for the adoption of Supplemental Instruction at the high school level.
Video-based Supplemental Instruction: Interactive video courses
(1998) Martin, Deanna C; Arendale, David R.
The magical ingredient in the process appears to be the technology that manifests in the form of the videocassette and the remote control device. This technology enables the student to alternate between the professor's lecture and the silence in which to consider the meaning. The moments of silence are precious. Silence offers the student a rare commodity in the context of a classroom: time to think. And the reflective time allows the student to form questions, observations, and opinions. Those, then, are shared with fellow students. Confusion is resolved; conflicting views are weighed; differences are explored. Students leave the session with clearly defined questions and a sense of what to do next.

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