University Learning Center

Leader Resources

Supplemental Instruction is administered by the Division of Student Affairs and we are housed, with the Writing Center, Learning Services, and Math Services, in the University Learning Center. We are partnered with these other programs as the primary location on campus that provides students with peer academic learning assistance outside of their classes.

What is SI?

  • SI does not identify high-risk students, but rather identifies historically difficult classes, along with classes in high student demand for Academic Support. The SI program targets traditionally difficult academic courses - those that have a high rate of D or F grades and withdrawals - and provides regularly scheduled, out-of-class, peer-facilitated sessions.

What is the Role of the SI Leader?

  • SI leaders are students who have demonstrated competence in this or in a comparable course. Their training covers such topics as how students learn as well as instructional strategies aimed at strengthening student academic performance, data collection and management details. All SI Leaders are required to become certified nationally through the College of Reading and Learning Association (CRLA).
  • SI leaders attend class sessions, meet regularly with the instructor, take notes, read all assigned material, and conduct three 60-minute or two 90-minute SI sessions each week. SI sessions integrate how-to-learn with what-to-learn.

Where does SI take place?

  • SI sessions normally occur in classrooms near the course classroom instead of in the ULC office in DePaolo Hall. Sessions are open to all students in the course and are attended on a voluntary basis free of charge.

Who should attend SI?

  • SI sessions are comprised of students of varying abilities, and no effort is made to segregate students based on academic ability. SI is introduced during the first week of classes and is open to all students in the class.
  • Students who attend SI sessions discover appropriate application of study strategies, e.g., note taking, graphic organization, questioning techniques, vocabulary acquisition, problem solving, and test preparation, as they review content material.
  • Students have the opportunity to become actively involved in the course material as the SI leaders use the text, lecture notes, and supplementary readings as the vehicle for refining skills for learning.
  • SI participants earn higher course grades and withdraw less often than non-SI participants. Also, data demonstrate higher reenrollment and graduation rates for students who participate in SI.

Adapted from The Curators of the University of Missouri, 2003


It is essential that we make our SI Sessions as comfortable as possible for students who come to us for help. The atmosphere of the some rooms may vary due to limited capacity. It is the SI Leader's job to make the best use of classroom space during both large and small sessions.

The following links will provide more detailed information about working as an SI Leader:

  1. Your Role as an SI Leader
  2. Partners in the Process
  3. Preparing for the Semester
  4. Planning and Conducting an SI Session

The following worksheets are designed to assist you in the SI Session:

  1. Assigning Groups
  2. Using the Matrix in SI Sessions
  3. Strategies for Large and Small Group Settings
  4. Large Group Exam Reviews
  5. Creating PowerPoints for SI Sessions