Abstract
This case study closely examines the real-world struggles that Supplemental Instruction (SI) leaders and their graduate assistant supervisors at Saints University face when trying to tackle a common problem on campuses. Students are not showing up for academic support sessions like they did earlier in the semester. Jackson Manuel, a graduate assistant who cares deeply about helping students succeed, teams up with SI Leader Emily White who shares his passion for making a difference. Together, they set out to figure out why attendance at SI sessions is dwindling and what they can do to change that. This study tells the story of two people who refuse to give up in the face of challenges and offers a glimpse into the human side of tackling institutional issues, all in the name of helping students succeed.
Keywords: Supplemental Instruction, Student Engagement, Academic Support, Institutional Barriers, Student Success
Characters
Emily White (she/her): A dedicated SI leader and Mechanical Engineering student, Emily cares deeply about helping her peers succeed. However, she feels discouraged when she sees only a few students showing up, even after preparing detailed and engaging sessions.
Dr. Taylor Davies (they/them): The SI program coordinator at Saints University focuses on providing guidance to the SI leaders. Dr. Taylor recognizes the broader systemic issues that affect student participation and strives to advocate for more support for the program.
Alex Kean (he/him): A second-year student who initially attends SI sessions but gradually stops coming. He’s balancing a busy schedule and believes SI sessions are primarily for struggling students, discouraging him from attending regularly.
Context and Case
It is early afternoon on a warm fall day. Jackson Manuel is sitting in his office at Saints University, scrolling through the attendance reports for the Supplemental Instruction (SI) sessions he oversees. The student participation numbers are not promising. Similar to the previous two semesters, the data shows that attendance is dropping, especially among the students who could benefit the most. As a graduate assistant in the Supplemental Instruction program, Jackson has invested much of his time supporting SI and working closely with the leaders to enhance their sessions, but despite their efforts, fewer students are coming than did in the first weeks of the term. As for the students who do attend the sessions, it is the same familiar faces each time.
Across campus, Emily, one of Jackson’s SI leaders, feels a similar frustration. She spent hours preparing for her SI session last night, crafting interactive activities to help students grasp difficult concepts from their mathematics class. When only three out of 75 students showed up, students already performing well, she could not help but feel disheartened. “Why aren’t the students who need help coming? What is preventing these students from taking advantage of entirely free sessions?” she wondered.
In addition, because of her frustration, Emily has considered leaving her SI position after this term. She loves the work but feels like she might make more of an impact in a different role supporting students in the future. She does not want to leave this job, but the disappointment is starting to weigh on her and she is not sure what to do.
At about the same time, Dr. Taylor met and talked with Alex, a second-year student, one day after class about the SI program and its benefits to students. Alex admitted attending a few SI sessions early in the semester but said he started feeling like he did not belong there. “I’m not failing,” he said, “so I don’t need extra help, right?” Before Dr. Taylor can respond, Alex says he has to run to a meeting about a group project for another class.
Later that week, Jackson meets with Dr. Taylor who is the SI program director and Jackson’s supervisor. They discuss the program’s challenges: students do not seem to understand the purpose of SI, some think it is remedial, and others, like Alex, just cannot fit SI into their busy schedules.
Jackson feels the weight of the problem and reflects on what Dr. Taylor mentioned about students’ perceptions about supplemental instruction; their attachment to seeking help affects their participation. It is not just about making sure SI sessions are well-run. It is about shifting student perceptions and tearing down the barriers preventing students like Alex from accessing help. The problem runs deeper than attendance numbers. It is about creating a culture of academic support where students of all performance levels feel comfortable attending SI sessions. But how? Jackson knows it will not be easy with limited resources and institutional constraints. Still, he is determined to make a difference.
Later that evening, Jackson reaches out to Emily. They brainstorm ways to promote the program and make it more accessible. Emily suggests tweaking the messaging in their communications to students. “We have to emphasize that SI is for everyone, not just those struggling. Maybe we can get some of the top-performing students to speak out about how it helped them, too,” she says.
Jackson suggests seeking faculty buy-in by engaging professors about the SI program. “If we can get more professors to speak highly of the program, students may feel comfortable attending sessions and contributing excellent ideas to benefit their colleagues,” Jackson states.
As they talk, they form a vision. What if SI was not just an academic safety net but a community of learners supporting one another at all stages of their educational journey?
Discussion Questions
- How can Jackson and Emily reshape students’ perceptions of SI as a resource for all, not just for struggling students?
- What strategies can Jackson implement to increase attendance while balancing limited institutional resources?
- How can Dr. Taylor advocate for additional institutional support or flexibility in scheduling to accommodate more students?
- What role does peer influence play in overcoming the stigma attached to academic support programs like SI, and how can this be leveraged to encourage participation?
- How can SI leaders like Emily assess the effectiveness of their new approaches in engaging more students and improving academic outcomes?
- How can Jackson and Emily convince faculty to show interest in the SI program?
Author Bio
Richard Manu (He/Him/His) – Is passionate about diversity and inclusion in higher education, focusing on enhancing support for international students in the United States. Richard is a graduate student at Clemson University’s Master of Student Affairs Program and an administrative assistant for the Supplemental Instruction (SI) Program at Clemson University. In addition to scholarly pursuits, Richard Manu actively serves as the Welfare Officer for the Ghanaian Students in Clemson organization, providing resources and support to ensure a smooth transition and positive experience for Ghanaian students.
References and Resources
Supplemental Instruction Program Manual, Clemson University 2023
Arendale, D. R. (2022). Understanding the impact of Supplemental Instruction on student outcomes. Journal of Academic Support Services.
McGuire, S. Y. (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Stylus Publishing.