New York College Learning Skills Association

RTDE Issue Contents

Research and Teaching
in Developmental Education

Volume 21, Issue 2, Spring 2005

Supplemental Instruction’s Impact in Two Freshman Chemistry Classes:
Research, Modes of Operation, and Anecdotes
By Dennis Congos and Ana Mack

Abstract

Colleges and universities have employed Supplemental Instruction (SI) programs to promote retention and success of students in courses identified as “historically-difficult.” SI sessions typically consist of a trained undergraduate SI leader meeting with groups of students to refine problem solving techniques and the study skills essential for learning the subject matter. While much has been written about the positive impact of SI on student academic performance and retention, the students who attend SI sessions represent only one of four important components that make an SI program work. The other components of a successful SI program are the SI coordinator, the SI leader, and the SI faculty member who teaches the course to which SI sessions are attached. While there are many benefits of an SI program, the benefits are even greater if a faculty member is open and receptive to understanding what are the techniques used by SI leaders in SI sessions to promote learning. This article will describe outcomes between student SI participants and non-SI participants in introductory chemistry courses with SI components at the University of Central Florida (UCF). These outcomes include higher final course grade averages, more final grades of A, B, and C and fewer grades of D, F, and withdrawals.