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O'Brien, Kathy wrote:


>What follows is an excerpt from the SI material provided by the
>University of Missouri at Kansas City, where Supplemental Instruction
>was created (http://www.umkc.edu/cad/si/index.htm). Their material
>clearly describes what SI tutors do and do not do. I'd start there, and
>I'd also pursue getting SI certification for your tutors. 
>I certainly would not support SI tutors grading anything. 
>Kathy Mosdal O'Brien
>Academic Support Center
>Montana State University-Billings
>
>****************************************
>Overview of Supplemental Instruction (SI)
>Definition, Purpose, and Participants 
>How SI Works 
>History of Supplemental Instruction 
>Definition, Purpose, and Participants 
>
>Definition  
>
>Supplemental Instruction (SI) is an academic assistance program that
>utilizes peer-assisted study sessions.  SI sessions are
>regularly-scheduled, informal review sessions in which students compare
>notes, discuss readings, develop organizational tools, and predict test
>items.  Students learn how to integrate course content and study skills
>while working together.
>
>Purpose  
>
>(1)   to reduce rates of attrition within targeted historically
>difficult courses 
>
>(2)   to improve student grades in targeted historically difficult
>courses 
>
>(3)   to increase the graduation rates of students
>
>Participants
>
>Because all students in a targeted course are urged to attend SI
>sessions, students with varying ability levels and ethnicities
>participate. There is no remedial stigma attached to SI since the
>program targets high-risk courses rather than high-risk students. 
>
> 
>
>How SI Works
>
>The SI model involves key persons:  
>
>(1) The SI Coordinator is a trained professional who is responsible for
>identifying the targeted courses, gaining faculty support, selecting and
>training SI leaders, and evaluating the program. 
>
>(2) The faculty members of the identified historically difficult courses
>invite and support SI. Faculty members screen SI leaders for content
>competency and approve selections.
>
>(3) The SI leaders are students who have been deemed course competent,
>approved by the course instructor, and trained in proactive learning and
>study strategies.
>
>(4) Students participating in the SI sessions, although mentioned last,
>are the most crucial component of SI. 
>
>SI is attached to specific historically difficult courses.  These
>courses frequently are introductory or "gatekeeper courses" but also
>include upper level undergraduate courses and courses in professional
>schools.  
>
>SI leaders attend course lectures, take notes, read all assigned
>materials, and conduct three to five out-of-class SI sessions a week.
>The SI leader is the "model student," a facilitator who helps students
>to integrate course content and learning/study strategies.
>
>-----Original Message-----
>From: Open Forum for Learning Assistance Professionals
>[mailto:[log in to unmask]] On Behalf Of Pharris, Karey
>Sent: Thursday, July 13, 2006 10:14 AM
>To: [log in to unmask]
>Subject: Re: question about SI
>
>I do not have literature to provide you, but it is our policy that the
>SI Leader not grade tests or homework ore even facilitate tests on
>behalf of the instructor. The SI Leader should be very clearly separate
>from instruction. Our SI Leaders are students who have successfully
>completed a course with an A or a B and have been endorsed by an
>instructor for that course. It has been very effective to have SI
>Leaders be peers. The SI Leader needs to be someone students are able to
>go to comfortably to ask questions and get help while they may not be
>comfortable to do the same with the instructor. It would be very
>inappropriate and ineffective for the SI Leader (tutor) to be aware of
>student's grades without the student's consent or voluntary disclosure.
>To preserve the SI - student relationship I recommend against it. 
>
>For useful information on starting an SI program, CRLA is highly
>recommended: http://www.crla.net/.
>  
>
>Karey A. Pharris
>Learning Services Coordinator 
>Student Support Services
>Pikes Peak Community College
>
> "The only limit to our realization of tomorrow will be our doubts of
>today" - Franklin D. Roosevelt
>
>
>
> 
>
>-----Original Message-----
>From: Open Forum for Learning Assistance Professionals
>[mailto:[log in to unmask]] On Behalf Of [log in to unmask]
>Sent: Thursday, July 13, 2006 8:53 AM
>To: [log in to unmask]
>Subject: question about SI
>
>Colleagues,
>
>I have been trying to get an SI program started here for several years,
>without much success. I now have a professor who is willing to give it a
>try and a prospective SI leader. The question I have is that the
>professor
>has asked the leader to grade tests and homework. My first instinct is
>that
>this should not be a part of the SI relationship, although I have no
>concrete data to back this up. The SI leader said he is willing to grade
>on
>his own time, but I am still not sure that this is a sound pedagogical
>move. I need to tap into your collective wisdom on this. Any references
>to
>SI literature would be very helpful here, as I reviewed all of the info
>I
>have and have not come up with an answer to this question, or those
>below:
>What are the pros and cons of having an SI leader grade homework and
>tests?
>Can you share your experiences w/ starting an SI program?
>The professor thinks he is getting a TA at no cost to his department.
>What
>are the similarities and differences between an SI leader and a TA?
>
>Thanks,
>Roberta Schotka
>NADE'08 conference co-chair
>Head, Peer Tutoring
>Northeastern University Libraries, 242 SL
>(617) 373-2150 voice
>(617) 373-2529 fax
>[log in to unmask]
>
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