Build a High Impact Program
through the 3 R’s –
Research, Resources, and Rubrics
Kendall Andersen Friedman
Director, Student Success Center
kfriedman@rider.edu
Academic Support at Rider University
 Tutoring Services
 peer tutors
 professor and coursespecific supports
 Writing Lab
 peer tutors


writing support across
the disciplines
professional tutors

 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
reading, writing, ESL,
and disability specialists
Drop in collaborative
learning groups
Individual or Group
appointments
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
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
Resources
 Hypothesis

SI levels the playing field for weaker students
 Evidence

Work with Office of Institutional Analysis

assess predictors of success (SAT, GPA, reenrollment)
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
Visits
SAT
> 4 SI
Visits
Course
Grade
>4 SI
Visits
Cum.
GPA
PSY 100
1000
2.74
2.95
870
2.86
2.95
SOC 101
1053
2.35
2.98
925
2.71
3.03
SI improves grades, reduces attrition
rate, increases persistence
LE 1000
1010-1140
GE 1150
AY2010-2011
3.49
3.21
Cum GPA
Avg DWFZ
% retained
0.2
0.5
93%
89%
3.01
2.77
Cum GPA
Avg DWFZ
% retained
0.7
1.0
90%
81%
4 or more hrs
No tutoring
2.47
2.35
Cum GPA
1.2
Avg DWFZ
% retained
1.6
82%
71%
7
0.00
1.00
2.00
3.00
4.00
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
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
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
Collaborative learning techniques you plan to
use during this review session
Student Evaluation Form
The most effective strategies used by the SI
Leader were (choices include: group activities
and games)
Overall Rubric
Facilitate collaborative learning strategies or
activities
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
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.
Results of Action Plan:
The SI students’ perspective
Student Learning Outcome
Evaluation Question
Fall
2010
n=93
%
Agree
Fall
2011
n=181
%
Agree
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, My participation in
and/ or writing strategies
Supplemental Instruction has
helped me to develop effective
learning strategies and study
skills
90%
93%
99%
Utilize strategies acquired
through tutoring in other
relevant coursework
69%
69%
78%
I have used some of the
strategies that I learned in SI
sessions in my other courses
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
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:
http://australianclimatemadness.files.wordpress.com/2011/11/sloping_field1.jpg