From Skepticism to Support: Supplemental Instruction for Improved Learning

Abstract

There is a significant amount of research detailing the positive outcomes of Supplemental Instruction (SI). However, research has historically focused on SI success at larger universities instead of rural institutions (Hensen & Shelley, 2003; Skoglund et al., 2018). Supplemental Instruction, a peer-led group tutoring model, includes prepared lessons and engaging activities designed to enhance the content discussed during the lecture portion of a course. While the model has proven successful at hundreds of universities (Skoglund et al., 2018), some faculty are still skeptical; and faculty resistance often proves to be a challenge for institutions aiming to pilot a new academic support program. This article provides research-based, best practices used to support student improvement at one rural, regional institution – practices that moved many faculty members at the institution from skepticism to embracing Supplemental Instruction.