Supplemental Instruction (SI)

Supplemental Instruction (SI) is a nationally recognized, non-remedial student assistance program aimed at improving student performance and increasing retention. SI targets historically difficult (high D, F and drop rate) entry-level courses by offering students regularly scheduled discussion sections led by specially trained graduate students and selected undergrads. These discussion sections are designed to help students master the concepts of an academic course and, at the same time, increase their competency in the learning strategies relevant to the course. In the majority of courses, attendance at SI discussions is voluntary; in a few instances (calculus and biology, for example), discussion sections may be mandatory

Frequently Asked Questions

• What is the history of SI?
  • Supplemental Instruction has been in place on the UT campus for over 15 years. It was introduced in 1985 for a summer Preview program and was so successful that by 1989 it had been expanded to targeted courses in both Liberal Arts and Natural Sciences. In recent years, SI has been offered in approximately 20 courses a semester. Since 1992, more than 83,000 students have participated in the program and at least 200 UT administrators, deans, chairs, faculty, teaching assistants and staff have been involved in the effort.
  • The SI program at UT is an off-shoot of the model created by Dr. Deanna Martin at the University of Missouri Kansas City in 1973 Dr. Martin developed the SI model in response to the high failure rate of minority students in her university's medical school. The methods and philosophy spread quickly out of the health and professional schools to other colleges within the university and then nationwide. Today over 1800 institutions in the United States and 27 countries have active SI programs on their campuses.
• What do SI Leaders do?
  • SI leaders serve as "master students" who combine what to learn (content) with how to learn it (study strategies). The leader also teaches students to process course material more effectively by modeling and discussing the critical thinking skills important for that discipline. Their responsibilities include planning and conducting a weekly discussion session, participating in a weekly meeting with other SI leaders in the same discipline, and participating in approximately ten hours of pre-semester training.
• What happens in an SI section?
  • In the course of an SI session, the SI leader reinforces and clarifies course content while integrating study and reasoning skills as they become relevant. Leaders are trained to employ teaching strategies which facilitate active, independent learning, rather than the passive regurgitation of facts. A typical session might include some direct instruction, some modeling of a helpful learning strategy (such as constructing a matrix or a concept map), and then an opportunity for students to practice and apply that approach. Leaders are encouraged to make use of the resources in the online training manual and brainstorm collaboratively at weekly meetings regarding common course challenges.
• Does SI work?
  • Data collected both nationally and locally for more than 30 years confirms that regular SI attendance has a significant positive effect on final course grades (sometimes as much as a full letter grade). And although student evaluations tend to focus on improved test performance, many other comments speak to larger gains in self-management, academic engagement and intellectual growth
  .
• How are the courses selected?
  • SI typically supports large introductory or gate-keeper courses which have proven challenging for students. It targets high risk courses (rather than high-risk students) and is open to all students enrolled in designated sections. The UTLC also works closely with the Longhorn Scholars program to select courses
  • SI is offered in both fall and spring semesters in many of the most highly subscribed lower division classes, such as introductory biology, calculus, microeconomics, survey of American history, government, sociology, advertising and communication studies.
• How do I become an SI leader?
  • SI leaders are recruited by either a department's graduate coordinator or SI supervisor working on behalf of the UTLC. Typically, interested applicants are solicited at about the time TA assignments are being made for spring and fall semesters. (In some instances . . .economics, for example . . qualified undergraduates are recruited by a departmental supervisor.)
  • In addition to previous TA experience, the SI program is looking for students who enjoy teaching and are committed to improving their classroom effectiveness. We assume that with an interest in teaching comes empathy for undergraduates and curiosity about the learning process.
  • These are paid positions which entail an average 6-8 hour a week time commitment. For a complete job description and application forms:
  • Job description
  • Graduate SI Leader Application
  • Undergraduate SI Leader Application
• How do I get SI support for my class?
  • Due to budgetary and administrative constraints, the UTLC can support and train SI leaders in a limited number of courses each semester. However, SI coordinators will work with interested professors and departments to identify funding sources and potential SI leaders. For more information about the SI program or to arrange consultations or training, contact the program directors (Beth Moreno or Marty Maas).