102:"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."
123:“Supplemental Instruction (SI) was created at the University of Missouri-Kansas City (UMKC) in 1973 as a response to a need at the institution created by a dramatic change in the demographics of the student body and a sudden rise in student attrition ... Gary Widmar, Chief Student Affairs Officer, hired Deanna Martin, a then-doctoral student in reading education, in 1972 to work on a $ 7,000 grant from the Greater Kansas City Association of Trusts and Foundation to solve the attrition problem among minority professional school students in medicine, pharmacy, and dentistry.”
66:"attend the course lectures where they take notes and complete assigned readings. The specialists also schedule and conduct three or four, fifty-minute SI sessions each week at times convenient to the majority of students in the course. Student attendance is voluntary. Individual attendance by participants ranges widely from one to twenty-five hours, and averages 6.5 hours per semester. The leader is presented as a 'student of the subject.'"
93:"In VSI courses, instructors record their lectures on video tape and enroll students in a video section of the same course that they teach live on campus. For students in the VSI section, a trained facilitator uses the taped lectures to regulate the flow of information to the learner. The lectures are stopped and started as needed, allowing the facilitator to verify that students have comprehended one idea before moving on to the next."
40:"SI is a program that works. Since SI is an enrichment program designed to target high risk courses, it takes the emphasis off the individual student's projected performance. A high risk course, as defined repeatedly in the literature, is any course (usually entry-level) in which unsuccessful enrollment (percentages of D's and F's as final grades and rates of withdrawal from the course and/or institution) exceeds 30%."
71:
the 1970s and 1980s from its beginnings at a single "Student
Learning Center" at the University of Missouri-Kansas City. Supplemental Instruction expanded globally in the 1990s: Higher-education institutions around the world have adopted some variant of the UMKC Supplementary Instruction model. Some attribute this widespread diffusion to the SI model and to its founders.
247:
adaptation was longer lecture times in the professor's class that matched the time spent in VSI; the authors conceded that VSI has at least one advantage: "Although experienced lecturers might be still preferable to VSI, these results may have positive implications for distance learning in the absence of enough experienced lecturing or teaching staff
213:. There is also a Regional Center for SI in northern South Africa at North West University. SI may also be called PASS (peer assisted study sessions) and PAL (peer assisted learning). Each national center is responsible for supervision and training interested institutions in their region in the SI model.
36:, "Since its introduction in 1974 at the University of Missouri-Kansas City by Deanna C. Martin, Supplemental Instruction (SI) has been implemented, studied, and evaluated for its effectiveness across a variety of disciplines and institutional levels." The article further noted that for some students,
229:
The name "Supplemental
Instruction" has been changed to better fit into other variations of the English Language. For example, "the University of Manchester engages students as partners in two established Peer Support programs: Peer Mentoring and Peer Assisted Study Sessions (PASS)," which is "Based
681:
Arendale, D. R. (2002). History of
Supplemental Instruction (SI): Mainstreaming of developmental education. In D. B. Lundell, & J. L. Higbee (Eds.), Histories of developmental education (pp. 15-28). Center for Research on Developmental education and Urban Literacy, General College, University of
589:"What Is Collaborative Learning?" in Kadel Stephanie Julia A Keehner and National Center on Postsecondary Teaching Learning and Assessment. 1994. Collaborative Learning : A Sourcebook for Higher Education Vol. Ii. Pennsylvania PA: National Center on Postsecondary Teaching Learning and Assessment
242:
when measuring SI outcomes in non-experimental settings: A. R. Paloyo of the
University of Wollongong noted that "we expect the selection-bias term to be nonzero, implying that the observed difference in, say, final marks is not equal to the effect of SI because it is contaminated by self-selection.
70:
The use of trained SI leaders rather than professors, lecturers, PhDs, MDs or other credentialed experts allows the service to scale up quickly to large numbers of students and for a large variety of courses at the undergraduate, graduate, and professional-school levels. The SI model evolved during
57:
Unlike tutoring, SI is attached to the course and not the student: "This approach focused not on 'at risk students,' but rather on 'at risk classes,' entry-level classes in health sciences, and later in general arts and sciences classes." According to Martin and
Arendale, Supplemental Instruction
127:
Also from the start, Martin's SI programs were driven by practical results: A successful SI program will show statistically-significant drops in attrition in the classes that have SI services. Supplemental
Instruction was also supposed to be cheap: What Martin and her collaborators sought was
97:
In contrast to non-video
Supplemental Instruction in which one lecture is always matched with one class, VSI starts with a video-recorded lecture that SI leaders then use to lead discussions in one or more SI classes, as was done for teaching basic sciences for medical board certification exams:
246:
Based on their study of students enrolled in a
Mathematics course at the Ethembeni Community College in Port Elizabeth, South Africa, Koch and Snyders concluded that a lecture that is adapted to the student may have at least as good outcomes as Video Supplementary Instruction; in the study, one
88:
With the widespread use of consumer video products in 1980s, Deanna Martin, Robert Blanc, and their colleagues applied video to
Supplemental Instruction sessions for students who hadn't previously benefited from SI, such as student athletes. Video Supplemental Instruction (VSI) allows the SI
53:"Typical learning center programs operate on a drop-in basis, offering services primarily designed to address the needs of high-risk students. Staff devote a high percentage of time to one-on-one tutorial instruction, with basic skills courses and workshops complementing individual services."
31:
and student success in high-attrition courses. Supplemental
Instruction is used worldwide by institutions of higher learning. SI is also called "Peer-Assisted Study Sessions," "PASS" or "SI-PASS" in parts of the Africa, Europe, North America, and Oceania. According to an article in the
98:
Martin and Arendale subsequently reported that the "VSI method has been used with salutary effect by two dozen different medical schools and health-care institutions, preparing people to perform well on medical boards." For many learner, however, VSI offers advantages that SI lacks:
177:
within Academic Support and Mentoring, formerly the Center for Academic Development. The International Center for SI hosts and conducts regular trainings on the SI model and has trained individuals representing more than 1,500 institutions in 30 different countries.
79:
Hundreds of institutions around the world implement some variant of SI, PASS or SI-PASS. Hundreds of scholarly articles have studied and extended the Supplemental Instruction model since the 1970's. Supplemental Instruction programs are frequently in the news.
153:
Despite ethnicity and prior academic achievement, students participating in SI within targeted high-risk courses succeed at a higher rate (withdraw at a lower rate and receive a lower percentage of final course grades) than those who do not participate in
128:"an academic support service that would be both cost-effective and successful in reducing the high rates of student attrition." To be cost effective: Typically, "student SI leaders can be assigned to the program from the work study program.
902:
Dawson, Phillip; van der Meer, Jacques; Skalicky, Jane; Cowley, Kym (2014). "On the Effectiveness of Supplemental Instruction A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature Between 2001 and 2010".
347:
Blanc, Robert A., Larry E. DeBuhr, and Deanna C. Martin. “Breaking the Attrition Cycle: The Effects of Supplemental Instruction on Undergraduate Performance and Attrition.” The Journal of Higher Education 54, no. 1 (1983): 80–90.
149:
Students participating in SI within the targeted high-risk courses earn higher mean final course grades than students who do not participate in SI. This finding is still true when analyses control for ethnicity and prior academic
564:
Reittinger, Donna L. and Tammi M. Palmer. “Lessons Learned from Using Supplemental Instruction: Adapting Instructional Models for Practical Application.” Research and Teaching in Developmental Education 13, no. 1 (1996): 57–68.
623:
Martin, Deanna C; Arendale, David R.. (1992). Understanding the Supplemental Instruction model. Retrieved from the University of Minnesota Digital Conservancy,
136:
approach. Although the founders of Supplemental Instruction were influenced by Piaget and Karplus, as SI spread across the world, the founders encouraged adaptation to local circumstances and change when needed.
131:
Thus, SI was founded to be a cheap and effective means to reduce attrition and thereby improve equity in higher-education graduation rates. Smith and MacGregor see Supplemental Instruction (PASS or SI-PASS) as a
75:"Early on, SI’s founders decided that the SI model should be modified by its users rather than its creators. Martin and Blanc ... argue that SI should be 'fluid rather than rigid, dynamic rather than static.'"
106:
Thus, the population of students taking SI is stratified with some being unsuccessful in SI; "a more intense and sustained experience was needed for the least academically prepared students," namely, VSI.
857:
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Every two years, the International Center for SI hosts a conference where administrators, educators, SI leaders, and students gather to share new research and ideas that pertain to SI.
325:
58:"provides regularly scheduled, out-of-class, peer-facilitated sessions that offer students an opportunity to discuss and process course information." An SI program organizes
1152:"Supplemental Instruction - Student Academic Development and Support | Centre for Teaching and Learning (CTL) | Services | NWU | North-West University"
431:
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62:
through an "SI leader," who is typically a student who succeeded in the particular academic course (e.g., Organic Chemistry, Economics 101, Algebra II). SI leaders
1316:
161:
A more recent review of all published SI research between 2001 and 2010 found studies in support of all three of these claims, and no studies contradicting them.
881:
Burmeister, Sandra, and Deanna Martin. “Supplemental Instruction: An Interview with Deanna Martin.” Journal of Developmental Education 20, no. 1 (1996): 22–26.
846:
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Martin, Deanna C., and Robert Blanc. “Video-Based Supplemental Instruction (VSI).” Journal of Developmental Education 24, no. 3 (2001): 12–45.
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The National Forum on New Student Athletes. The Freshman Year Experience. Program and Proceedings (Columbia, South Carolina, February 18, 1994)
157:
Students participating in SI persist at the institution (reenroll and graduate) at higher rates than students who do not participate in SI
1203:
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243:
Good final marks can be expected from motivated students, but motivation is also positively correlated with participation in SI."
420:
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Supplemental Instruction: New Visions for Empowering Student Learning: New Directions for Teaching and Learning, Number 106
483:
458:
1223:
Paloyo, Alfredo R., A note on evaluating Supplemental Instruction, Journal of Peer Learning, 8, 2015, 1-4. Available at:
595:. Philadelphia, PA: National Center on Postsecondary Teaching, Learning and Assessment, Pennsylvania, PA. Archived from
516:
28:
700:
303:
145:
In the early 1990s, the U.S. Department of Education validated three specific claims about the effectiveness of SI:
640:"The effect of video supplemental instruction on the academic performance in mathematics of disadvantaged students"
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Minnesota. http://purl.umn.edu/5366. In archive.org as https://conservancy.umn.edu/handle/11299/200451
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133:
1238:"The effect of supplemental instruction on academic performance: An encouragement design experiment"
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https://www.google.com/search?tbm=nws&q=%22Supplemental+instruction%22+-wikipedia&tbs=ar:1
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The International Center for SI is located at the University of Missouri-Kansas City in
49:
Supplemental Instruction differs from other types of student support, such as tutoring:
89:
leader to play back a lecture at a rate tailored to the particular group of students.
1305:
1253:
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1196:"Demystifying Peer Assisted Study Sessions (PASS): What...? How...? Who...? Why...?"
513:"The European Center for Supplemental Instruction for Peer Assisted Study (SI-PASS)"
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788:. Freshman-Year Experience, University of South Carolina: 2 – via ERIC.
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484:"SI Around the World – The International Center for Supplemental Instruction"
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779:"Video-based Supplemental Instruction: An Alternative to Remedial Courses"
459:"SI Around the US – The International Center for Supplemental Instruction"
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Paloyo, Alfredo R.; Rogan, Sally; Siminski, Peter (December 2016).
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856:. Unpublished Manuscript, University of Missouri - Kansas City.
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Europeiskt centrum för SI-PASS, University of Lund, Lund, Sweden
306:. 9 February 2010. Archived from the original on 9 February 2010
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The International Center for Supplemental Instruction at UMKC
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832:
Unpublished Manuscript, University of MIssouri - Kansas City
374:
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The International Center for Supplemental Instruction, UMKC
421:"Peer Assisted Study Sessions, PASS, Information for Staff"
392:"12th International Conference on Supplemental Instruction"
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University of Ballarat, Federation University, Australia
845:Martin, Deanna; Arendale, David (2 January 1998).
946:International Center for Supplemental Instruction
586:Smith, Barbara Leigh; MacGregor, Jean T (1994).
324:: CS1 maint: bot: original URL status unknown (
34:Research and Teaching in Developmental Education
238:There has been criticism and debate concerning
948:. University of MIssouri - Kansas City. 2022.
8:
971:"Academic Support and Mentoring | Home"
115:From its inception, the goal of SI has been
230:on the Supplemental Instruction model."
1261:
644:South African Journal of Higher Education
531:"Pass Program: Information for Lecturers"
181:There are national centers for SI at the
23:) is an academic support model that uses
1200:University of Manchester, Manchester, UK
1020:"The International Center for SI - FAQ"
725:Stone, Marion E.; Jacobs, Glen (2006).
295:
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1317:Higher education in the United States
1225:http://ro.uow.edu.au/ajpl/vol8/iss1/2
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304:"Supplemental Instruction - Overview"
7:
1065:"Supplemental Instruction in Canada"
823:Martin, D. C.; Arendale, D. (1998).
703:from the original on 7 February 2010
624:https://hdl.handle.net/11299/200469.
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995:"Training in Kansas City | si"
854:University of Minnesota Conservancy
777:Martin, Deanna (18 February 1994).
942:"What is Supplemental Instruction"
428:University of Newcastle, Australia
14:
515:. Lund University, Lund, Sweden.
284:The First Year Experience Program
1254:10.1016/j.econedurev.2016.08.005
847:"VSI: Interactive Video Courses"
540:. Peer-Assisted Study Sessions.
519:from the original on 2022-08-19.
371:Mandela University, South Africa
45:Peer Learning Using the SI Model
1206:from the original on 2021-05-12
1133:from the original on 2022-09-29
1127:Lund University Graduate School
1123:"Supplemental Instruction (SI)"
1104:from the original on 2023-01-12
1075:from the original on 2023-01-12
952:from the original on 2023-01-13
863:from the original on 2023-01-08
825:"VSI Interactive Video Courses"
547:from the original on 2023-01-14
437:from the original on 2022-03-03
402:from the original on 2021-09-25
905:Review of Educational Research
638:Koch, E.; Snyders, M. (2001).
84:Video Supplemental Instruction
1:
1242:Economics of Education Review
251:especially in rural areas."
29:university student retention
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1094:"Supplemental Instruction"
367:"Supplemental Instruction"
117:equity in higher education
1098:Nelson Mandela University
656:10.4314/sajhe.v15i1.25389
271:Peer-mediated instruction
199:Nelson Mandela University
1071:. University of Guelph.
917:10.3102/0034654314540007
183:University of Wollongong
17:Supplemental instruction
753:"JSTOR: Search Results"
734:. Wiley. Archived from
275:Peer Leadership Program
32:peer-reviewed journal,
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1312:Educational practices
1282:– via Elsevier.
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191:University of Guelph
134:cooperative learning
699:. 7 February 2010.
693:"Other SI Programs"
240:self-selection bias
1194:Ody, M; Carey, W.
266:Academic tutoring
261:Academic coaching
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