Understanding the Supplemental Instruction model
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Understanding the Supplemental Instruction model
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1992
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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.
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Martin, D. C., & Arendale, D. R. (1992). Understanding the Supplemental Instruction model. In D. C. Martin, & D. R. Arendale (Eds.), Supplemental Instruction: Improving first-year student success in high-risk courses (2nd ed., pp. 3-10). Monograph Series No. 7. Columbia, SC: National Resource Center for The First Year Experience. Available online: ERIC database (ED354839).
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