Student Use of the Supplemental Instruction Program: A Survey of Students in an Introductory American Politics Course

Abstract

Many institutions of higher education – community colleges in particular – are focused on issues related to student success. In an effort to close the achievement gap between student demographic groups, college administrators encourage faculty to link their students to the academic support services provided on campus. Such efforts may be voluntary for the college or part of a coordinated institutional, regional, or national effort. One service employed by many colleges is the Supplemental Instruction (SI ) program. The program is voluntary for students in “academically rigorous courses” and aims to “integrate how-to-learn with what-to-learn.” The program is touted by its proponents for helping students withdraw less and earn higher grades. This paper examines student use of the SI program in an introductory course in American Politics. Students in four sections of the course were surveyed about their use of the SI program and other academic support services provided at a Midwestern community college. The results of this preliminary survey are discussed.