Academic Success Center

Sections of this page:

• Introduction
• Historical Overview of SI at Iowa State University
• Iowa State University SI Reports
• Recommended Readings

Introduction

The Iowa State University SI program is continually assessed through the following methods:

• Attendance and participation data
  • Session Attendance Form
  • Monthly Attendance Report Sample
  • Summary Report Form
• Scheduling surveys
  • Survey Form (Current version)
  • Survey Form (Used through spring 2008 semester)
• End of the semester student evaluations
  • Survey Form for SI Participants
  • Survey Form for Non-Participants
• Feedback from faculty
• SI Leader self-evaluation

Supplemental Instruction (SI) is an internationally developed student learning program. The University of Missouri-Kansas City International Center for SI established the framework which guides our assessment at Iowa State University, and provides the following excellent resources for SI research:

• An Annotated Bibliography of completed research about SI.
• National SI Report
• Stone, M. E., and Jacobs, G. (2006). Supplemental instruction: New visions for empowering student learning (New Directions for Teaching and Learning, no 106). San Francisco: Jossey-Bass. ^{(Note: ISU faculty and staff can access this resource through Parks Library e-Journals.)}

Historical Results

At Iowa State University, our basic annual results show the following:

* Significant difference of means at p<.05.

Iowa State University SI Reports

SI reports are available for at least the past twenty semesters. If you are interested in viewing reports, please contact the SI Coordinator. Specific reports will soon be added to this page.

• VPSA Executive Summaries
  • 2008-2009 Annual Report (Available June 30, 2009)
  • 2007-2008 Annual Report
  • 2006-2007 Annual Report
  • 2005-2006 Annual Report
  • 2004-2005 Annual Report
  • 2003-2004 Annual Report
  • 2002-2003 Annual Report
• Summary Reports for UMKC (Frequencies Only)
  • Summary Report, 2008-2009
  • Summary Report, Spring 2009
  • Summary Report, Fall 2008
  • Summary Report, 2007-2008
  • Summary Report, Spring 2008
  • Summary Report, Fall 2007
  • Summary Report, 2006-2007
  • Summary Report, Spring 2007
  • Summary Report, Fall 2006
• Special Reports
  • 1999-2009 A Decade of SI at Iowa State University
  • 2008-2009 Supplemental Instruction Student Feedback
  • 2008-2009 Motivation to Attend Supplemental Instruction
  • Spring 2009 Supplemental Instruction Pre- and Post-Midterm: Does When You Attend Make a Difference?
  • Spring 2009 Maximizing the Availability of Supplemental Instruction Sessions
  • Fall 2008 Electronic Communication with Students: A Correlation with Participation in Supplemental Instruction
  • 2007-2008 Motivation Factors Leading to Participation in Supplemental Instruction: Scheduling Survey Report
  • 2007-2008 Supplemental Instruction Student Feedback
  • Spring 2008 Supplemental Instruction & the Seven Principles for Good Practice in Undergraduate Education
  • 1999-2009 Course History of SI

Recommended Readings

SI methods are no secret. (Surprise!) The following represent resources we regularly reference for our staff training/development, research, and collaboration between student- and academic-affairs. We strongly prefer research-based information, but often are willing to try anything that seems like a great idea. Obviously we are big fans of Jossey-Bass.

Academic Affairs/Student Affairs Partnerships

• American Association of Higher Education. (1998). Powerful partnerships: A shared responsibility for learning.

Foundational Resources

• American College Personnel Association. (1994). The student learning imperative: Implications for student affairs.
• American College Personnel Association, & National Association of Student Personnel Administrators. (1996). Principles for good practice in student affairs.
• Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 29(7), 3-7.
• Hamrick, F. A., Evans, N. J., & Schuh, J. H. (2002). Foundations of student affairs practice. San Francisco: Jossey-Bass.

Supplemental Instruction Primary Resources

• Hensen, K. A., & Shelley, M. C. (2003). The impact of Supplemental Instruction: Results from a Large, Public, Midwestern University. Journal of College Student Development, 44(2), 250-259.
• Stone, M. E., & Jacobs, G. (2008). Supplemental Instruction: Improving first-year student success in high-risk courses, 3rd ed. Columbia, SC: National resource Center for the First-Year Experience and Students in Transition, Universty of South Carolina.
• Stone, M. E., and Jacobs, G. (2006). Supplemental instruction: New visions for empowering student learning (New Directions for Teaching and Learning, no 106). San Francisco: Jossey-Bass.

Collaborative Learning and/or Facilitating Learning

• Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco: Jossey-Bass.
• Barr, R., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 12-25.
• Braxton, J. M. (2006). Faculty professional choices in teaching that foster student success. Nashville, TN: Vanderbilt University.
• Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1-32.
• Daniels, H., & Bizar, M. (1998). Methods that matter. York, ME: Stenhouse.
• Erickson, B. L., Peters, C. B., & Strommer, D. W. (2006). Teaching first-year college students. San Francisco: Jossey-Bass.
• Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
• Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.
• Kinzie, J. (2005). Promoting student success: What faculty members can do. Kinzie, J., & Kuh, G. D. (2004). Going DEEP: Learning from campuses that share responsibility for student success. About Campus, 9(5), 2-8.
• Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. Journal of College Student Development, 37(2), 135-148.
• Kuh, G. D. (2003). What we're learning about student engagement from NSSE: Benchmarks for effective educational practices. Change, 35(2), 24-32.
• Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass.
• Kuh, G. D., Schuh, J. H., Whitt, E. J., & Associates. (1991). Involving colleges. San Francisco: Jossey-Bass.
• Levine, A., & Cureton, J. S. (1998). When hope and fear collide: A portrait of today's college student. San Francisco: Jossey-Bass. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA.
• Mentkowski, M., & Associates. (2000). Learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco: Jossey-Bass.
• Miller, T.E, Bender B. E., & Schuh, J. H. (Eds.), Promoting reasonable expectations: Aligning student and institutional views of the college experience. San Francisco: Jossey-Bass.
• Pascarella, E. T., & Terenzini, P., T. (2005). How college affects students (Vol. 2). San Francisco: Jossey-Bass.
• Roper, L. D. (1996). Teaching and training. In S. R. Komives & D. B. Woodward Jr. (Eds.), Student services: A handbook for the profession (3rd ed., pp. 320-334). San Francisco: Jossey-Bass.
• Sandeen, A. (2004). Educating the whole student: The growing academic importance of student affairs. Change, 36(28), 28-33.
• Shapiro, N. S., & Levine, J. H. (1999). Creating learning communities: A practical guide to winning support, organizing for change, and implementing programs. San Francisco: Jossey-Bass.
• Stage, F. K., Muller, P. A., Kinzie, J., & Simmons, A. (1998). Creating learning centered classrooms. What does learning theory have to say? Washington, DC: Association for the Study of Higher Education.
• Strange, C. C., & Banning, J. H. (2001). Educating by design: Creating campus learning environments that work. San Francisco: Jossey-Bass.
• Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass.

University References

• Iowa State University. (2005). Iowa State University strategic plan, 2005-2010.
• Iowa State University. (2006). Fact book.

Assessment References

• Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. San Francisco: Jossey-Bass.
• Maki, P. L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Styllus Publishing.
• Upcraft, M. L., Schuh, J. H., & Associates. (1996). Assessment in student affairs: A guide for practitioners. San Francisco: Jossey-Bass.
• Walvoord, B. E. (2004). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Franciso: Jossey-Bass.

Academic Consulting, Academic Intervention, Psych 131, Supplemental Instruction, and Tutoring Services
1060 Hixson-Lied Student Success Center, Ames, Iowa 50011
(515) 294-6624

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