An Evidence-Based Approach for Effective Supplemental Instruction in STEM Programs at Minority-Serving Institutions

Program Abstract: Supplemental Instruction (SI) is a course-based learning assistance program that targets historically difficult courses to improve student academic performance. Previous research has focused on measuring SI effectiveness by evaluating higher mean grades, lower failure/withdrawal rates, and increased retention/graduation rates in SI courses. However, few studies have evaluated the effectiveness of SI program management to measure a program’s success, particularly at Minority-Serving Institutions (MSIs). This research conducts a literature review of supplemental instruction and preliminary mixed method interviews with SI-affiliated faculty to identify benefits and obstacles in SI program implementation for STEM courses. The purpose of this project is to propose a theoretical framework for SI program evaluation that focuses on program management components such as communication, consolidation, and role delineation. This framework will delineate recommendations of the best practices for a successful SI program at MSIs to promote consistency in SI implementation and improve student success in STEM courses.