1st Stage: New ITPC Program Application Packet
1. Training Program and Institution Details for Certification:
Institution Name: Monmouth University
Program Name: Supplemental Instruction
Program’s Webpage URL Address Link: www.monmouth.edu/si
Program’s Complete Mailing Address:
Neva Pontoriero, c/o Monmouth University, Center for Student Success, 400 Cedar
Avenue, West Long Branch, NJ 07746
Name(s) of the Primary & Other Contact Person(s) & their Position Title(s):
Ms. Neva Pontoriero, Coordinator of Supplemental Instruction
Email Address(s): npontori@monmouth.edu
Voice Phone #: 732-263-5345
Fax Phone #: 732-263-5137
2. Optional questions used only for statistics & demographic research by other CRLA
members:
Primary Contact is a CRLA Member: X No
Type of Institution: X 4 yr Fr-Sr
Funding Source: X Private
3. Certification Level(s) requested using this application:
X Level 1 / Certified Tutor (1 year certification)
6. Brief Program Overview for the Levels Requested on this
Application
a) Program history:
The Supplemental Instruction (SI) model is a peer-facilitated academic assistance program that
was originally developed by Dr. Deanna Martin in 1973 at the University of Missouri, Kansas
City, with the overall goal of identifying and supporting the most challenging courses for
students. SI integrates how to learn with what to learn, incorporating collaborative learning
strategies with course content. Because of its proven success in increasing student
performance and retention, SI is now offered at over 1,500 academic institutions around the
world. SI was initially implemented at Monmouth University during the spring 2010 semester,
with a small pilot in one section of Western Civilization. Due to its initial success, the program
was officially launched campus-wide in the fall 2010 semester, serving over 210 students across
multiple disciplines: English, Western Civilization, Chemistry, and Physics. Currently, for the
spring 2011 semester, SI is offered in Western Civilization, Chemistry, Physics, Biology, and
Accounting. We look forward to expanding the program in fall 2011 to serve additional students
in the School of Business.
b) Program objectives:
The SI model targets traditionally difficult academic subjects—those that have a high rate of D
or F grades and withdrawals—and provides regularly scheduled, peer-facilitated study sessions
outside of class. The peer facilitator, or SI leader, is a student who has already done well in the
targeted course and is recommended by a professor to lead the sessions. The SI leader’s
responsibility is to organize and add structure to the SI sessions, allowing students to engage in
their own learning. SI does not identify high-risk students, but rather identifies historically difficult
classes, thereby avoiding a remedial stigma. While all students may not take advantage of the
voluntary service, it attracts an equal proportion of students from differing abilities and cultural
groups. Participating students receive higher measures of academic achievement in comparison
to their nonparticipating counterparts. SI also provides an opportunity for students to develop
relationships with other students and staff, an important factor in retention. SI places the
responsibility of learning with the students, thereby developing self-confidence and
independence.
c) Reporting lines:
The SI leaders are supervised by the SI Coordinator, who is responsible for identifying targeted
courses, gaining faculty support, selecting and training SI leaders, and providing ongoing
outcomes assessment of the SI program. The SI Coordinator reports to the Director of the
Tutoring Center, under which SI is held. The Director of the Tutoring Center then reports to the
Associate Dean for Support Services and Articulation, who reports to the Dean for the Center
for Student Success, under which all academic support services are housed.
d) Sources of funding:
The SI program at Monmouth University is currently funded through the Tutoring Center budget.
In addition, the University Retention Committee provided the program with a one-time, start-up
gift of $10,000 upon its official launch in fall 2010. Further, the program is seeking outside
funding through gifts and grants from local, private, non-profit foundations.
e) Services and students served:
The SI program serves all students who are enrolled in traditionally difficult courses, those with
a 30% or greater rate of D’s, F’s, and withdrawals. This semester, those targeted courses
include Chemistry, Physics, Accounting, Western Civilization, and Biology. Each semester, the
courses are reassessed and chosen based on the needs of the students. The SI sessions are
hour-long meetings which might include a review of lecture and assigned readings, group work
and discussion, problem-solving and critical thinking activities, or a mock exam. The SI leader’s
primary focus is to assist students in understanding the course material while helping them to
develop effective study skills that are applicable to the content. While some students may attend
SI prior to an exam, national data suggests that students who regularly attend SI improve their
class standing by one-half to one whole letter grade. With this understanding, SI leaders
constantly promote SI as guaranteed study time, encouraging students to participate in SI on a
weekly basis.
f) Program location and facility:
The SI program is currently housed within the Tutoring Center, located in the Center for Student
Success. The Center for Student Success is the hub of a comprehensive, integrated advising
system that provides academic and career counseling for all students at Monmouth University. It
is centrally located in the Student Center on campus. Within the Center for Student Success,
two rooms are designated specifically for SI sessions between the hours of 8:45am and 5pm. All
after-hours sessions that take place are held in other rooms across campus: evening sessions
for Biology and Chemistry are held in Mullaney Hall (on the residential side of campus) or in the
Edison Science Building, while evening sessions for Western Civilization are held in the
conference rooms on the second floor of the Student Center. In addition, the Coordinator of
Supplemental Instruction’s office is located within the Center for Student Success as well, which
allows for ongoing supervision throughout the day of the SI leaders by the Coordinator.
g) Training guidelines (administration; selection, hours, tracking, evaluation, etc.):
The Coordinator of Supplemental Instruction attended a four-day supervisor training workshop
in Kansas City, Missouri, upon her hiring in February 2010. The workshop was conducted by the
University of Missouri, Kansas City, and the Coordinator received a certificate of completion
which allowed her to bring the program to the Monmouth University campus. The Coordinator is
responsible for hiring and training the SI leaders. SI leaders are recommended by faculty
members and selected based on the following requirements: a grade of B+ or higher in the
selected course; a minimum overall GPA of 3.0; excellent communication and interpersonal
skills; a professional attitude; and the ability to commit to 8-10 hours per week working for the SI
program. These 8-10 hours per week are broken down as follows: attend all lectures of the
targeted course (2.5 hours); conduct weekly SI sessions (2 hours); maintain regular office hours
throughout the semester (4 hours)—during office hours, SI leaders prepare for sessions,
perform administrative duties (i.e. data entry), meet with the SI Coordinator, and are available
for students; attend SI team meetings and meet with the SI Coordinator regularly (0.5 hours;
and maintain contact with the course professor (1 hour). In addition to the two-day, mandatory
training held at the start of the semester (to be outlined below), SI leaders receive ongoing
evaluation throughout the semester through scheduled observations of their SI sessions and
debriefing opportunities. Further, they meet with the Coordinator regularly each week to discuss
session strategies or any concerns that may arise.
h) How you generally conduct your training:
New SI leaders are required to attend a mandatory, two-day training, led by the Coordinator,
prior to the start of the semester for which they were hired. The training is held from 9am to 3pm
on each of the two days, with a one-hour lunch break included. The SI leaders are paid for their
training time. Typically, there are 4-6 leaders at each of the trainings. This number may increase
or decrease depending upon how many new hires there are for a given semester.
On the first day of the training, the Coordinator outlines the fundamentals of the SI program and
both distributes and reviews the SI Leader Manual with the new SI leaders. Within the manual
(attached to this application) are specific collaborative learning activities and session strategies.
In addition, the new leaders are each provided a deck of cards which outlines these activities
and strategies. The cards are theirs to keep throughout the semester. It is responsibility of the
Coordinator to train the SI leaders in these activities and strategies during the two-day training;
it is then the responsibility of the SI leaders, who are experts in their assigned subject areas, to
pair which activities and strategies would work best with their content areas. During day one of
training, the SI leaders watch a videotaped lecture on the History of Science, acting as though
they were students in a class. After the lecture, the Coordinator holds a mock SI session based
on the previously watched lecture, acting as an SI leader, so the new SI leaders can experience
the student perspective of being in an SI session. The Coordinator then asks the new leaders to
provide feedback about the session and prepare their own session for the following day.
The second day of training is more hands-on for the new SI leaders. They begin by reviewing
the previous day’s work and then practice introducing SI to their classes. During day two, each
new leader also has the opportunity to lead an SI session based on the previous day’s lecture
and provide constructive criticism to each other after the session have concluded. In addition,
the Coordinator reviews possible SI scenarios and troubleshooting with the new leaders,
preparing them for any obstacles that may occur during the semester. The second day of
training also provides an opportunity for the new leaders to meet the existing leaders, as all SI
leaders join together for lunch on day two. The Coordinator then conducts a roundtable during
which the new leaders can ask the experienced leaders more specific questions about the job
and its responsibilities.
Training continues throughout the semester through the Coordinator’s observations of SI
leaders and subsequent debriefing sessions.
7. Summary Chart(s) of Tutor Training Topics, Materials, &
Documents / Files used for Each Level on This Application
7.1 LEVEL I: TOPICS, MATERIALS, AND DOCUMENTATION
Topic
When
Covered
Amount
of time
Methods
Materials Used/ Documentation
Overview of the SI
Program and Leader
Responsibilities
SI Leader Relationships:
Students, Faculty,
Coordinator
Training Day
1
1 hour
Group Discussion
SI Leader Manual, PowerPoint
Presentation, KWL Chart
Training Day
1
0.5 hours
Assigned Discussion
Leader, Turn to a
Partner, Think-PairShare
SI Leader Manual
Conducting SI Sessions:
First Day of Class,
Introducing SI to
Students,
Opening/Closing
Sessions
Training
Days 1 & 2
2 hours
Group Discussion,
Turn to a Partner,
Individual
Presentations,
Assigned Discussion
Leaders
Forms and Procedures
Training Day
2
Mock Lecture/Mock SI
Session
Training
Days 1 & 2
Polishing SI Session
Strategies
Troubleshooting
Scenarios
SI Leader Roundtable
Training
Days 1 & 2
SI Leader Manual, First Day of Class
Handouts, Redirecting Questions PingPong
Review Forms in SI
Leader Manual
Beginning-of-Term Survey, End-of-Term
Survey, Timesheets, Sign-in Sheet,
Planning the SI Session Sheet, List of
Campus Resources, SI Leader Self-Test
3 hours
Watch a Videotaped
Mock Lecture,
Participate in a Mock
SI Session
“History of Science” DVD Lecture
(provided by the University of Missouri),
Chart Paper, Markers, Group Activity
2 hours
Review Collaborative
Learning Strategies as
a Group
Group Discussion,
Assigned Discussion
Leader
Informal Discussion
During Lunch
0.5 hours
SI Leader Manual, Deck of Strategy Cards
Training Day
2
1 hour
Training Day
2
1 hour
SI Leader Manual, Scenarios Created by
Coordinator
Experienced SI Leaders Answer New SI
Leaders’ Questions
8. Document Bibliography for the Levels Requested on this
Application
1. The SI Leader Manual is the core element behind the SI leader training. The manual was
originally developed by the Curators of the International Center for Supplemental Instruction,
located at the University of Missouri, Kansas City, and is used with permission. The Coordinator
of Supplemental Instruction at Monmouth University adapted this manual, and created
additional documentation, to better fit the Monmouth campus community.
2. The Coordinator tracks the SI leaders’ training hours. Since the two-day, ten-hour training
before the start of the semester is mandatory, the SI leader is not able to work within the
program until that requirement has been met. In addition, the Coordinator ensures that each
leader is observed two times throughout the course of the semester, which includes both
experienced and new SI leaders. Documentation of these observations is provided to the leader
afterwards during a debriefing session.
3. The following documents are attached to this e-mail application in their electronic forms:
Bibliography
Curators of the University of Missouri. (2005). “End-of-Term Supplemental Instruction Survey.”
The SI Leader’s Guide to Supplemental Instruction. 29. Print.
Curators of the University of Missouri. (1995). Lectures for Simulated SI Sessions: History of
Science. DVD.
Curators of the University of Missouri. (2005). “Planning the SI Session.” The SI Leader’s Guide
to Supplemental Instruction. 31. Print.
Curators of the University of Missouri. (2005). The SI Leader’s Guide to Supplemental
Instruction. 1-69. Print.
Curators of the University of Missouri. (2005). “SI Sign-In Sheet.” The SI Leader’s Guide to
Supplemental Instruction. 30. Print.
Curators of the University of Missouri. (2006). “SI Observation Record.” The Supplemental
Instruction Supervisor Manual. 30-31. Print.
Curators of the University of Missouri. (2004). Supplemental Instruction Leader Resource
Manual. 1-156. Print. (not attached).
Curators of the University of Missouri. (2006). The Supplemental Instruction Supervisor Manual.
1-101. Print.
Curators of the University of Missouri. (2005). “Supplemental Instruction Survey.” The SI
Leader’s Guide to Supplemental Instruction. 28. Print.
Monmouth University. (2011). “Supplemental Instruction.” Monmouth University. Retrieved from
http://www.monmouth.edu/si. Web.
Pontoriero, N. (2010). “SI Faculty Manual.” Monmouth University. 1-8. Print.
Pontoriero, N. (2010). “SI Leader Employment Application.” Print.
Pontoriero, N. (2010). SI Leader Training PowerPoint. Monmouth University.
Pontoriero, N. (2010). “SI Training Survey.” Monmouth University. Print.
Pontoriero, N. (2010). Supplemental Instruction Leader Job Description. Print.
Texas A&M University. “SI Strategy Cards.” Print.
Unite, C. & Carnicom, J. (2007). Learning to Train SI Leaders: Advanced Applications.
University of Missouri-Kansas City. 1-84. Print. (not attached)
9. Questions on Certification Requirements for Each Level
9-A.1: Level 1 (L1)
1. Number of hours for Level 1: 12
2. The requirements of Level 1 are: X Exceeded
3. The 1st set of Tutor Training Sessions is done in: X Semesters
4. The method(s) we use to track/document our training sessions is: Timesheets and
Coordinator Supervision
5. Our tutor training is done as a: X Other (specify):Mandatory training requirement
6. Documentation:
Curators of the University of Missouri. (2005). The SI Leader’s Guide to Supplemental
Instruction. 1-69. Print.
9-B.1: Level 1 (L1):
1. Describe the training modes used for training Level 1 tutors.
a. Tutor-trainer supervised: 6 hours
b. Interactive: 4 hours
c. Live/Real-Time Training: 2 hours
2. Describe the training forms used for training Level 1 tutors.
Group discussion, assigned discussion leader, turn to a partner, think-pair-share,
videotaped mock lecture, participate in a mock SI session, individual presentation,
review collaborative learning strategies, informal roundtable.
3. Describe the main delivery medium(s) used for any remaining training time for Level 1
tutor training: real-time observations and debriefing sessions
4. The requirements of Level 1 are: X Exceeded
5. Documentation:
Curators of the University of Missouri. (1995). Lectures for Simulated SI Sessions:
History of Science. DVD.
Curators of the University of Missouri. (2005). The SI Leader’s Guide to Supplemental
Instruction. 1-69. Print.
Pontoriero, N. (2010). SI Leader Training PowerPoint. Monmouth University.
Pontoriero, N. (2010). “SI Training Survey.” Monmouth University. Print.
Texas A&M University. “SI Strategy Cards.” Print.
9-C.1: Level 1 (L1): a min. of eight (8) of the following 15 listed topics must be covered in
Level 1 training.
X
X
X
_
X
X
X
X
_
X
X
X
X
Definition of Tutoring and Tutor Responsibilities
Basic Tutoring Guidelines, and/or, Tutoring Do's, and/or, Tutoring Don'ts
Techniques for Successfully Beginning and Ending a Tutor Session
Adult Learners, and/or, Learning Theory, and/or, Learning Styles
Assertiveness, and/or, Handling Difficult Students
Role Modeling
Setting Goals, and/or, Planning
Communication Skills
Active Listening and Paraphrasing
Referral Skills
Study Skills
Critical Thinking Skills
Compliance with the Ethics and Philosophy of the Tutor Program,
and/or, Sexual Harassment, and/or, Plagiarism
X Modeling Problem Solving
_ Other (please specify):
____________________________________________________
2. Indicate if you have met or exceeded the minimum of 8 of these specific topics listed
above.
The Level 1 requirements are: X Exceeded
3. Documentation:
Curators of the University of Missouri. (2005). The SI Leader’s Guide to Supplemental
Instruction. 1-69. Print.
Curators of the University of Missouri. (2006). The Supplemental Instruction Supervisor
Manual. 1-101. Print.
9-D.1: Level 1 (L1): Required: a minimum of 25 initial hours of actual tutoring experience for
Level 1.
1. The tracking method(s) we use to track our tutors’ actual tutoring experience include
the following: Hours are documented on SI leaders’ timesheets as well as through
TutorTrac, an online scheduling software through which SI student attendance is
correlated with course grades. On average, SI leaders work 100 hours over the
course of one semester.
2. The requirement of 25 hours of actual tutoring experience for Level 1 is: X Exceeded
3. These are examples of our tutor tracking documentation:
http://tutortrac.monmouth.edu
4. Documentation:
Curators of the University of Missouri. (2005). “SI Sign-In Sheet.” The SI Leader’s Guide
to Supplemental Instruction. 30. Print.
9-E.1: Level 1 (L1): Describe below how your program completes the tutor selection criteria
requirements:
1. The Step 1 interview option(s) we use for L1 tutor selection, and how we use them,
are: SI leaders are recommended by faculty members, interviewed by the
Coordinator, and selected based on the following requirements: excellent
communication and interpersonal skills; a professional attitude; and the ability to
commit to 8-10 hours per week working for the SI program.
2. The Step 2 knowledge verification means we use for L1 tutor selection, and how we
use them, are: SI leaders’ knowledge verification is based on the professor’s
recommendation; a grade of B+ or higher in the selected course; and a minimum
overall GPA of 3.0.
3. The requirements of Level 1 tutor selection are: X Met
4. Here are clearly titled document samples (with page numbers specified) to confirm
compliance.
5. Documentation:
Pontoriero, N. (2010). “SI Leader Employment Application.” Print.
Pontoriero, N. (2010). Supplemental Instruction Leader Job Description. Print.
9-F.1: Level 1 (L1):
1. Mark an “X” for all options that you use to evaluate your tutors for this level:
X a formal evaluation procedure is in place
X a formal informal evaluation occurs on a regular basis
X results of their evaluation process are made known to tutors
__ other (please specify):
_____________________________________________________
2. The evaluation requirements for Level 1 tutors are: X Met
3. Here are clearly identified samples, with page numbers specified, of these tutor
evaluations:
4. Documentation:
Curators of the University of Missouri. (2006). “SI Observation Record.” The
Supplemental Instruction Supervisor Manual. 30-31. Print.