Working Together to Succeed

Program Overview

The Supplemental Instruction Program and Mathematics Supports are tailored services that provide additional aid for any student enrolled in supported courses. Participation allows students to form an individualized strategy for success and learn to effectively communicate academic needs with peers, student leaders, and faculty members.

Mission Statement of Supplemental Instruction and Mathematics Support

Your Path Forward is your journey to success and we are here to help you get there. Supplemental Instruction and Mathematics Support are programs designed to help all students succeed by supporting, empowering, and connecting students to take ownership of their academic success.

Core Objectives

  • SUPPORT. Encourage students to ask for help and meet them where they need us.
  • EMPOWER. Teach students to take control of their personal success in the classroom.
  • CONNECT. Enable students to utilize resources and effectively communicate academic needs with others.

Supplemental Instruction Program (SIP)

Supplemental Instruction is a peer-led academic program supporting gateway courses. Each supported course is assigned a Supplemental Instruction Leader (SIL) who is an upperclassman who has successfully completed the course, and is often a major in the corresponding program. SILs are trained to lead sessions by the Director, Dr. Cooke, and work closely with faculty teaching the supported course(s) and section(s).

SIP is a program for any and all students enrolled in a supported course – there is no prerequisite to attend, just be enrolled in a course that has a SIL. SIP sessions are held weekly on the same day and at the same time each week. SIP differs from tutoring in that it is a group, peer-led session. It is not one-on-one or homework help; the SIL teaches the material the professor covers in that week to offer a review, and another perspective, of the same material. It is not, however, course replacement. It is in addition to the course, giving all students an opportunity for extra time with material, whether the student needs to improve grades, or just wants a review of concepts or topics, this is an open, no-judgement, all support, opportunity for students to learn from a peer, learn from each other, and be supported in their success as they move along the Path Forward.

Here’s the schedule:

For more information please contact Dr. Sandra Cooke, Director of Supplemental Instruction at [email protected].

Mathematics Support 

Additional one-on-one support is available for any student enrolled in MAT1000: Intermediate Algebra. Each student works together with the course instructor to develop their own mathematical strategy. This support may include, but is not limited to, learning how to best organize, review, and communicate mathematical ideas in an individualized manner specific to each student. The goal is that students continue to use available resources and problem-solving skills throughout their academic careers.

Students will receive more information from their MAT1000 instructor and may sign up for one-on-one appointments over the course of the semester.

Monday 7:30 AM – 8:15 AM, 11:00 AM – 12:30 PM, ONLINE 9:00 PM – 10:00 PM
Tuesday 9:30 AM – 11:15 AM, 3:30 PM – 5:00 PM
Wednesday 7:30 AM – 8:15 AM, 11:00 AM – 12:30 PM, ONLINE 9:00 PM – 10:00 PM
Thursday 9:30 AM – 11:15 AM, 3:30 PM – 5:00 PM
Friday 7:30 AM – 8:15 AM, 11:00 AM – 12:30 PM, 3:30 PM – 5:00 PM

Please reach out to Dr. Beth Lewis to make an appointment for tutoring if the above times do not fit your schedule. For additional information email Dr. Lewis at [email protected].

All tutoring takes place in Dr. Lewis’s office, PHW 315, unless noted otherwise. Students from the MAT1000 semester saw a significant improvement in homework and test performance. Here is some student feedback from a previous semester:

“Math is something you have to practice just like everything else.” 

“I learned it’s okay to ask questions if you don’t get it…I also learned there are way more than   one way to do math problems.“

“I’m not so bad at math after all, I just have to find what works for me.”