There have been many studies that have presented data on how Supplemental Instruction (SI) affects students in what are deemed �high risk� classes; however, there has been little to no study on how SI affects the SI leaders themselves. SI Leaders are employed in order to facilitate a learning environment that is based upon group cooperation in order to develop good study habits and attain a better understanding of the subject matter all without the presence of an instructor. In order to be an effective SI leader, one must have the following qualities: leadership, patience, and organization. Did these students already have these qualities in them? If they did, did this improve over the course of their work? If they did not, have these traits been acquired over time? Perhaps these qualities are evident in the actions of their lives now. We expect that the SI leaders will not only report improvement in their academic performance but exhibit stronger leadership, patience, and organization skills in everyday life, i.e., family, friends, and work relations. These are the answers that we wish to obtain through conducting this study. The model of research utilized in this study is Hermeneutics, which is a way of providing a voice to those who do not have a voice (the SI leaders). Through the use of interviews, we can express how the SI leaders feel Supplemental Instruction has affected them. SI leaders targeted in this study will be from three different disciplines (math, biology, and chemistry) forming two distinctive subgroups in each discipline (new and veteran). Those who have no experience doing SI will be identified as new, while those who have had at least one year (two semesters) of experience will be considered veterans. Three interviews per person, which will be recorded audio-visually, will be carried out throughout the year to monitor their progression. After the data has been obtained, it will be transcribed and studied in order to answer how SI has affected SI leaders.

Hermeneutic analysis of the supplemental instruction leader experience at a primarily undergraduate institution

247th National Meeting (2014)

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