Supplemental Instruction is the focus of UA’s Quality Enhancement Plan and is designed to support students outside the classroom — but in Professor Jenna Poole’s Biology 114 course, its impact begins inside it.
With a background as a former Supplemental Instruction leader herself, Poole brings a deeper understanding of the program into her teaching, strengthening the connection between faculty, SI leaders and students.
Last fall, Poole’s Biology 114 class included students participating in the Capstone Center for Student Success’s Supplemental Instruction program, a peer-led academic support model embedded in historically challenging courses. While faculty teaching SI-supported courses are aware when students are enrolled, Poole’s prior experience as an SI leader gives her unique insight into how the program works — and how faculty collaboration can amplify its benefits for student learning, engagement and study skill development.
That experience, Poole and Madison Stringer, an SI leader in her BIO 114 course, believe strengthens the learning experience for both students and SI leaders.
Collaborating with Understanding
For Stringer, working with a professor who understands SI from the inside made a noticeable difference.
“Because she understood the value and purpose of SI, she encouraged us to showcase the types of activities and strategies we used during our SI sessions,” said Stringer, who has been an SI leader for three years. “This support helped promote student engagement and attendance while reinforcing the effectiveness of SI.”
Poole added that she’s seen SI work for her students.
“Every piece of feedback I’ve gotten has been positive,” she said. “Students always ask about Supplemental Instruction for BIO II because of how helpful it was in BIO I.”
Stringer also sees how Poole’s former SI leadership enhances the learning experience for her students.
“Dr. Poole actively incorporated review sessions that closely mirrored the structure and style of our SI sessions. During these reviews, she implemented interactive activities directly aligned with the course material,” explained Stringer.
Supplemental Instruction is for Everyone
Poole said that being a former SI leader helps to shape her learning approach.
“It definitely helps how I teach,” said Poole. “The SI leaders and I talk often, and it’s nice to know what the students really need more help with. And having had that SI experience as an undergrad to now as a professor, it’s really cool now to have that perspective.”
Still, Poole acknowledged some students may be hesitant to participate.
“Students have to take BSC 114 if they are biology majors so they are already in a course with SI,” said Poole. “But it can take a lot to get them on board if they don’t know what Supplemental Instruction is and how it can work for them.”
She emphasized that SI is also not just for students struggling; it’s for all students.
“SI helps students build study skills and get extra study time through the SI groups,” Poole said. “I even had a former student who is applying to medical school tell me that his very first class that had an SI leader really taught him how to study.”
More on Supplemental Instruction
Organized by the Capstone Center for Student Success, the Supplemental Instruction program aims to increase student success with targeted peer coaching. The program is UA’s Quality Enhancement Plan, a critical part of the University’s reaffirmation of accreditation from the Southern Association of Colleges and Schools Commission on Colleges, or SACSCOC.