the new vision for si: where are we heading?

SI goes beyond the traditional classroom and assists com-munication and education anywhere humans can befound—in industry, in cyberspace, or in the villages of themost remote corners of the world.

The New Vision for SI: Where Are We Heading?

Glen Jacobs, Marion E. Stone, M. Lisa Stout

Now in its fourth decade, Supplemental Instruction (SI) is an internation-ally acclaimed academic support model. Communication and critical think-ing skills developed through collaborative learning are the hallmarks of theprogram. The learning strategies involved in the acquisition of such skillshelp increase academic performance and retention. The effectiveness of SIhas been proven across numerous disciplines (Burmeister and others, 1994;Kenney and Kallison, 1994; Lockie and Van Lanen, 1994; Zerger, 1994) andwith a variety of populations (Bidgood, 1994; Martin and Arendale, 1993;Martin, Blanc, and Arendale, 1996; Martin and Wilcox, 1996; Ramirez,1997). In 1981, the U.S. Department of Education designated SI as a modelpostsecondary retention program and advocated its dissemination through-out the United States (Martin, Blanc, and DeBuhr, 1983).

Since that time, the International Center for SI has continued to trainhundreds of individuals from dozens of institutions from around the worldevery year.

Expanding the SI Retention Model

Although SI was first launched in the early 1970s on the University of Missouri-Kansas City (UMKC) campus as a retention initiative in theSchool of Health Sciences (Widmar, 1994), it has, of course, expanded toa variety of other educational domains, on this campus and others. It has

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been somewhat remarkable—and extremely rewarding—to see SI be sosuccessfully implemented in such a number of different educational set-tings. Over the last thirty-plus years, the International Center for SI and itscertified trainers around the globe have helped establish healthy SI reten-tion programs in community colleges, liberal arts colleges, research insti-tutions, urban-metropolitan universities, rural universities, professionalschools, graduate schools, medical schools, and international schools. Inaddition, the SI-VSI model is currently being very successfully used inmany secondary schools in the United States and abroad.

Expanding the Concept of SI

In this publication, we have begun to truly comprehend that SI is evolvingbeyond the traditional academic retention program that it was first designedto be. We have witnessed how the adaptation of Video-based SupplementalInstruction (VSI) has helped the vision of postsecondary education becomea reality for populations that would have been previously overlooked orneglected. We have also seen how SI can be used as a tool to develop edu-cators themselves, instilling best-teaching practices in faculty, staff, andpractitioners. A very positive new outlook that has been brought to light inthis volume is the identification of SI leaders as possibly among the great-est beneficiaries of the model. The skills needed to disseminate and facili-tate the key ingredients of SI create well-rounded individuals who are betterprepared for future careers and the current global climate.

The contributors to this volume also noted how SI can adapt to thechanging structure of our higher educational system. SI is a logical partnerto collaborate with innovative programs such as learning communities,teaching-learning centers, and distance learning programs.

A New Vision for SI

Supplemental Instruction’s history has a solid foundation and a track recordof success. With the enthusiasm and dedication of today’s leadership cou-pled with the wisdom and forethought of the founders, the possibilities andapplications for SI are boundless. There are so many directions in which SIcan go. We will highlight some of these here.

SI in the Business Sector. In the near future, innovative applicationsof SI could be in use in the business community. The current zeitgeist of thecorporate world is teamwork. The fundamental practices that are the trade-mark of SI lend themselves to facilitating any group of people workingtogether. Thus, the same strategies that have been so effective in educationcould transfer easily into the boardroom environment. For example, SI prin-ciples could assist groups with problem solving, brainstorming, conflict res-olution, or project development. Basically, communication is the key tosuccess whether you are in the classroom or the corporate world.

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In the thirty-some years since SI’s inception, worldwide communica-tion has been dramatically streamlined through the expansion of technol-ogy and advances such as computers, the World Wide Web, and a multitudeof other modern conveniences. With such technological amenities, theglobal marketplace has an opportunity to use efficient educational tools toassist with employee training. Because many companies have satellite officesin multiple countries, or communicate with international partners, it isessential that efficient services be used to train employees and disseminateinformation in order to maximize workplace effectiveness. VSI might be theideal vehicle for this venture. For example, VSI could allow employees indifferent countries to view the same training session while concurrently pro-viding personalized training material and tailored facilitation. Similarly, VSIcould be used to allow corporate heads in different locales to tackle difficultshared problems by jointly identifying possible solutions and developingunified plans of action. If the success of VSI in educational systems is mir-rored in the business world, substantial profits are guaranteed. Through theuse of the SI model and global partnerships, VSI can reap sizable financialgains for companies while simultaneously enhancing creative collaborationand improving workplace satisfaction for its employees.

Worldwide Collaborations-Expansion. Most academic support pro-grams are either limited in their scope, unsuccessful with diverse popula-tions, or not cost-effective; most quickly fade away. We are proud to say thatSI has continued to thrive throughout its history, emerging to continuallymeet its intended objectives. When SI was a fledgling program at the Uni-versity of Missouri-Kansas City’s (UMKC) School of Dentistry (Widmar,1994), its positive impact was instantly noted and the program soon beganto grow. Through the hard work and dedication of its supporters, SI has nowexpanded into a worldwide educational system. Educators from fifteen hun-dred institutions representing twenty-nine countries have been trained bythe International Center for SI and its certified SI trainers around the globe.

As an example of this global expansion, some very recent internationalpartnerships are being implemented or strengthened. The InternationalCenter for SI has just certified SI trainers at Uppsala University in Sweden,El Universidad de Monterrey in Mexico, and the University of Wollongongin Australia. In addition, the formal partnership between the University ofMissouri-Kansas City and Nelson Mandela Metropolitan University (for-merly the University of Port Elizabeth) in South Africa was renewed this fallin a formal ceremony with the highest dignitaries from both institutions rep-resented. A culmination of our efforts to convene our international col-leagues will happen, as this publication goes to press, at the FourthInternational Conference on SI in Malmo, Sweden. Its title: “Crossing Bor-ders with Collaborative Learning.”

Integrating SI into the Educational Systems of Developing Coun-tries. Educational systems vary enormously around the world. Studentshave myriad educational and cultural backgrounds. Because of its solid basis



in learning theory, active learning, and collaborative facilitation, SI’s foun-dation can easily be modified to fit the requirements of diverse cultures, peo-ple’s unique learning needs, and diverse educational systems. These systemsoften vary philosophically, methodologically, and in the targeted learningobjectives. In many countries around the world, students are underpre-pared or even completely unprepared for the rigors of higher education. Stu-dents of other countries sometimes find their greatest challenges inmastering the social norms associated with a formal learning environment.Regardless of the individual’s background or most salient needs, SI and itsadaptations can improve and enrich his or her educational experiences.

The key delivery system that makes this possible is Video-based Supple-mental Instruction (VSI), which has been noted for its use with limitedresources. Dr. Deanna Martin, founder of SI, stated that VSI can “be used inany reasonable, safe and stable venue that has electricity, a VCR, a monitor,some basic supplies, and a trained facilitator” (2005, p. 8). It is rare to discovera program such as VSI that is historically successful, easily transferable to mul-tiple populations, and yet also cost-effective and relatively easily implemented.

Historically, SI has proven itself to be a program that can be adapted tothe needs of disadvantaged communities, both locally and worldwide. Theefficiency and ease with which SI can be delivered is a key reason why it isso appealing for international application. SI has consistently proven to becost-effective, highly functional with large groups, and easily adapted todiverse populations. As humankind faces overwhelming barriers to educa-tion—the primary obstacle being horrific, abject poverty—SI may be oneform of relief in the battle for human betterment.

Integrating SI into Developing Countries. A particularly excitingaspect of SI is its proven ability to be a catalyst for large-scale change. Itsgrowth in a global setting is a natural progression, because SI has alreadybeen successfully initiated in various international venues. This attributemakes SI an excellent candidate for expansion into struggling populationswith a multitude of needs, especially developing countries.

SI initiates a domino effect: it benefits the targeted learners, the leaders-facilitators, the faculty-teachers, and the greater society. Furthermore, SI hasthe flexibility to help the wealthy as well as the impoverished, large compa-nies as well as nonprofit agencies, urban communities as well as rural areas.In its ability to help so many institutions and populations, SI has becomean institution in itself.

For example, recent headlines have documented several devastatingnatural disasters worldwide that have affected global education in devel-oping countries, as well as inside the United States. By working with non-profit agencies, such as the Red Cross, Red Crescent, and UNICEF, it ispossible that the SI and VSI programs could assist in providing much-needed educational services to citizens whose lives have been disruptedand whose mass numbers are overwhelming to their communities. Manysuch communities are already struggling with difficulties such as poverty,

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lack of efficient health care, and an underfunded and inadequate educa-tional system. Using SI to assist in such situations is among the futuregoals and hopes of Deanna Martin, who has stated: “I believe that weshould give priority to projects that will embrace the goals of nonviolence,world peace, respect for human rights, and the education of all those whoseek it” (2005, p. 10).

Conclusion

Supplemental Instruction has enjoyed thirty-some years of robust successin the world of the academy. It has proven itself to be an accomplished aca-demic retention model, founded on a solid theoretical foundation, and sup-ported by three decades of empirical validation. SI continues to thrive andadapt to the changing educational landscape. SI keeps in step with the times.

But SI will not be bound by the traditional confines of the universitysetting. Because of the model’s adaptability, it can be easily modified to meetthe needs of virtually any situation. We have just begun to realize the fullpotential SI has to offer.

References

Bidgood, P. “The Success of Supplemental Instruction: Statistical Evidence.” In C. Rust andJ. Wallace (eds.), Helping Students to Learn from Each Other: Supplemental Instruction (pp.71–79). Birmingham, England: Staff and Educational Development Association, 1994.

Burmeister, S. L., Carter, J. M., Hockenberger, L. R., Kenney, P. A., McLaren, A., andNice, D. “Supplemental Instruction Sessions in College Algebra and Calculus.” In D.C. Martin and D. Arendale (eds.), Supplemental Instruction: Increasing Achievement andRetention. San Francisco: Jossey-Bass, 1994.

Kenney, P. A., and Kallison Jr., J. M. “Research Studies on the Effectiveness of Supplemen-tal Instruction in Mathematics.” In D. C. Martin and D. Arendale (eds.), SupplementalInstruction: Increasing Achievement and Retention. San Francisco: Jossey-Bass, 1994.

Lockie, N. M., and Van Lanen, R. J. “Supplemental Instruction for College ChemistryCourses.” In D. C. Martin and D. Arendale (eds.), Supplemental Instruction: IncreasingAchievement and Retention. San Francisco: Jossey-Bass, 1994.

Martin, D. C. “World Education Proposal.” Unpublished paper, International Center forSupplemental Instruction, University of Missouri-Kansas City, 2005.

Martin, D. C., and Arendale, D. “Supplemental Instruction in the First College Year.” InD. C. Martin and D. Arendale (eds.), Supplemental Instruction: Improving First-YearStudent Success in High-Risk Courses (2nd ed., pp. 11–18). Columbia: NationalResource Center for the Freshman Year Experience and Students in Transition, Uni-versity of South Carolina, 1993.

Martin, D. C., Blanc, R. A., and Arendale, D. “Supplemental Instruction: Supporting theClassroom Experience. In J. N. Hankin (ed.), The Community College: Opportunityand Access for America’s First-Year Students. Columbia: National Resource Center forthe Freshman Year Experience and Students in Transition, University of South Car-olina, 1996.

Martin, D. C., Blanc, R., and DeBuhr, L. “Breaking the Attrition Cycle: The Effects ofSupplemental Instruction on Undergraduate Performance and Attrition.” Journal ofHigher Education, 1983, 54, 80–89.



Martin, D. C., and Wilcox, F. K. “Supplemental Instruction: Helping Students to HelpEach Other.” In S. Brown (series ed.) and G. Wisker (vol. ed.), Enabling Student Learn-ing: Systems and Strategies (pp. 97–101). London: Kogan Page and Staff and Educa-tional Development Association, 1996.

Ramirez, G. “Supplemental Instruction: The Long-Term Impact.” Journal of Developmen-tal Education, 1997, 21(1), 2–9.

Widmar, G. E. “Supplemental Instruction: From Small Beginnings to a National Pro-gram.” In D. C. Martin and D. Arendale (eds.), Supplemental Instruction: IncreasingAchievement and Retention. San Francisco: Jossey-Bass, 1994.

Zerger, S. “Supplemental Instruction in the Content Areas: Humanities.” In D. C. Mar-tin and D. Arendale (eds.), Supplemental Instruction: Increasing Achievement and Reten-tion. San Francisco: Jossey-Bass, 1994.

GLEN JACOBS is director of and a certified SI trainer in the Center for AcademicDevelopment and the International Center for Supplemental Instruction at theUniversity of Missouri-Kansas City.

MARION E. STONE is associate director and research coordinator of the Centerfor Academic Development and the International Center for SupplementalInstruction at the University of Missouri-Kansas City.

M. LISA STOUT is assistant to the director of the Center for Academic Develop-ment and the International Center for Supplemental Instruction at the Univer-sity of Missouri-Kansas City.

the new vision for si: where are we heading?

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