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Supplemental Instruction (SI)

Supplemental Instruction (SI) is a series of weekly study sessions for students taking historically difficult courses at our university. SI sessions are facilitated by students (SI Leaders) who have already taken and done well in the course. 

SI Leaders will guide you through class material in an environment where you are working with other students to discuss important concepts, compare notes, develop strategies for studying the subject, and test each other before you are actually tested by your professor.

SI was developed by Dr. Deanna Martin in 1973 at the University of Missouri at Kansas City, designed to increase student retention and academic performance. The program has been at Ohio University for more than 20 years and has proven successful in these areas.

How SI Works

SI Leaders will contact students directly from class rosters to indicate that SI is available for a course and to provide guidance on how to participate.

Courses & Schedule

Accounting (ACCT)

Course SI Leader SI Session Days & Times

 SI Session Location 

ACCT 1010  



ACCT 1020  



Biology (BIOS)

Course SI Leader SI Session Days & Times SI Session Location
BIOS 1030  



BIOS 1300  



BIOS 1700  



BIOS 1700








BIOS 1710  



BIOS 3010




Chemistry (CHEM)

Course SI Leader SI Session Days & Times SI Session Location
CHEM 1205  



CHEM 1510  



CHEM 1520  



CHEM 3050  





Engineering Technology (ET)

Course SI Leader SI Session Days & Times SI Session Location  
ET 2200  



Math (MATH)

Course SI Leader SI Session Days & Times SI Session Location
MATH 1200   



MATH 1300   



MATH 1350   



MATH 2301   




MATH 2302  



Nutrition (NUTR)

Course SI Leader SI Session Days & Times SI Session Location
NUTR 1000  





NUTR 1000    




Physics (PHYS)

Course SI Leader SI Session Days & Times SI Session Location
PHYS 2000  



PHYS 2051  





Psychology (PSY)

Course SI Leader SI Session Days & Times SI Session Location
PSY 1010  





PSY 1110  



PSY 2110  



Student Testimonials:

"I benefitted from SI sessions because it helped motivate me to study more. I did not do well on my first quiz in the class but after I began to attend SI somewhat regularly my grades improved tremendously."

"It was awesome having a more in depth discussion about the topics while they were still fresh in the mind. [The SI Leader] did a great job of facilitating those discussions, was always prepared with handouts despite her hectic schedule, was always cheerful and kept the SI session light and fun, and covered a large amount of material, breaking sections into individual, small group, and class work."

"It was a comfortable environment to learn."

"Going to SI truly helped me learn these math skills not just temporarily, but in a long term way. I couldn't have made it through without the help of my wonderful leader."

"SI brought my grade up 20%."

"I feel that SI really helped my grade in the course this semester. On my first exam, I failed. After this I started going to SI and got a C+ on my second exam."

How are courses chosen for SI?

SI targets historically difficult courses. These courses tend to have high enrollment, as well as a higher number of students who do not earn a passing grade or withdraw from the course. In other words, these subjects contain content that students consider challenging.

SI is designed to support faculty, and is assigned to a subject because of what is being taught, not because of the manner in which it is being taught.

What are faculty required to do? What can they do to assist?

SI is not intended to create additional work for faculty.

Faculty can support SI by having an open line of communication with their SI leader. Allowing SI leaders time to introduce SI to the class at the beginning of the term, followed by occasional in-class announcements is the minimum amount we would ask of faculty.

We also ask that faculty encourage students to take advantage of SI, since our data shows us that more students attend when encouraged by faculty.

We do ask that faculty avoid the suggestion that only those who do poorly will benefit from SI, especially since our data shows otherwise.

Ideally we would like faculty to collaborate with the SI leader on a weekly basis (30 minutes) to discuss the content for the week and areas students are struggling. These interactions can be very helpful to the SI leader as they prepare their weekly sessions.

In the past, faculty members have also helped encourage students to attend SI sessions by:

  • Allowing SI leaders to have access to Blackboard

  • Posting announcements on Blackboard, or their syllabus about SI sessions

  • Collaborate with the SI Coordinator to discuss ways to improve the program

What can faculty expect from the SI Leader?

The SI Leader will:

  • Attend class meetings
  • Maintain a professional attitude about matters such as class standards, grades, and student complaints
  • Discourage students from attending SI as a substitute for class
  • Share SI materials with the cooperating faculty member before use, if possible
  • Provide feedback to the cooperating faculty member if requested to do so
What can faculty expect from the SI program staff?

The staff in the SI Program will:

  • Cooperate with faculty in selecting candidates for SI leaders
  • Train all SI leaders according to established guidelines and standards
  • Provide supplies, training, in-service experiences and consultations for SI leaders

Aside from SI Leaders and faculty, there is an SI Coordinator and two SI Graduate Assistants.

The coordinator implements and supervises the SI program by: identifying targeted subjects, communicating with faculty, selecting and training SI leaders, monitoring the quality of sessions, and collecting program data.

The graduate assistants support the coordinator in the above areas, focusing most heavily in program quality. To do this, the GAs observe SI Leaders at various times through out the term, giving them immediate feedback and suggestions.