What is Supplemental Instruction?

Supplemental Instruction (SI) is an evidence-based academic support program designed to improve student success in historically challenging courses.

SI is attached directly to specific courses rather than offered as general tutoring. It provides regularly scheduled, structured study sessions that focus on course content and learning strategies.

SI sessions are facilitated by a trained peer leader who has previously succeeded in the course. The SI Leader does not re-lecture, reteach the material, or provide answers. Instead, the leader guides students through collaborative learning activities that promote deeper understanding of course concepts.

Expectations of SI Participants

SI is grounded in active learning. Students who attend SI sessions are expected to:

  • Attend consistently and engage with the process
  • Participate in structured learning activities
  • Contribute to group discussions
  • Practice applying course concepts
  • Engage respectfully with peers

SI is designed to support students at all levels of preparation. The expectation is not prior mastery of content, but a willingness to engage in the learning process.

The Collaborative Nature of SI

Collaboration is central to the SI model. Sessions are intentionally structured to promote peer- to-peer interaction rather than passive review. Students work together to:

  • Analyze and discuss course concepts
  • Solve problems collectively
  • Compare interpretations and approaches
  • Clarify misunderstandings
  • Practice explaining ideas to one another

This collaborative structure is grounded in research demonstrating that students develop stronger comprehension when they actively process material, articulate their reasoning, and learn through dialogue with peers. By engaging in shared academic problem-solving, students strengthen both content knowledge and critical thinking skills.

In addition to improving understanding of course material, SI nurtures a supportive academic environment in which students build confidence and a sense of belonging within the course.

Here at CSUN, we follow the best practices of the International Center of Supplemental Instruction. In 1995, the U.S. Department of Education confirmed three important findings about Supplemental Instruction (SI):

  1. Students who attend SI sessions in difficult courses earn higher final grades on average than students who do not attend. This is true even when taking into account factors like students’ ethnicity and their previous academic performance.
  2. Students who participate in SI are more likely to pass their courses. They are less likely to withdraw and less likely to fail compared to students who do not attend SI — regardless of their background or prior achievement.
  3. Students who attend SI are more likely to stay in college. They re-enroll at higher rates and are more likely to graduate than students who do not participate in SI (Lang, 1995).