The portion of the Success site is designed to be a centralized location identifying resources available to faculty and staff associated with the retention initiatives of the Office of Undergraduate Studies. Within this site, you will find resources related to Academic Coaching, Freshman Learning Communities, GSU 1010, iCare/Early Alert, Perspectives, and Supplemental Instruction.
If you do not see the information you are looking for, please contact the Office of Undergraduate Studies at 404-413-2052.
The Early Alert Program at Georgia State University seeks to increase retention and reduce progression risk by providing notification to individual students who display signs of academic distress on or before the first six weeks of the semester. The purpose of this program is to notify and support students who are demonstrating characteristics that hinder academic performance.
Characteristics may include:
- Attendance issues
- Lack of student engagement
- Disruptive behavior
- Insufficient performance in the course
- Unsatisfactory grade at the midpoint of the semester
Faculty reporting of “at-risk” students through the Early Alert Campaign allows the Office of First-Year and Transition Programs to send notification to individual students regarding their academic performance. By participating in the program faculty will help Georgia State University affirm its commitment student success and retention.
Students identified as doing unsatisfactory work in one course will be sent an email that encourages them to attend an academic success workshop designed to increase basic collegiate skills. They will also be informed about other academic resources on campus. In addition to this basic outreach, students who are identified in two or more courses will be contacted individually in an effort to better diagnose and address the academic challenges they face. These students are at the greatest retention risk.
For more information contact Kate Kendall.
What to Expect
- All faculty teaching students will receive an email through the EAB software at the beginning of week four of the semester with the subject title, “Early Alert Notification.”
- In the e-mail, a link will be provided to access to the EAB reporting program, and a login and password is not required to submit feedback.
What To Do
- Please identify students who are at risk (i.e. unsatisfactory work or performance) at this point in the semester. This process is not punitive. We want to help students before it is too late, so please report students who exhibit any warning signs (habitual tardiness, poor attendance, lack of attention in class, non-participative in class), even if they have not failed a formal assignment.
- If none of your students are at risk of failing your course, simply leave all fields blanks and click submit; this will indicate to us that you have completed the student assessment and will not receive additional requests to participate in the program.
- EAB also allows faculty to make comments about individual students. An indication of your concerns about the student will be helpful to the retention team.
- Providing the student’s grade and the number of absences is optional; however, reporting the student’s grade and/or number of absences is encouraged to obtain a comprehensive view of the student.
- Please submit Early Alert reports no later than the sixth week of the semester. This timeline will allow the retention team adequate time to contact students for appropriate interventions prior to the semester midpoint.
What Happens Next
- The Office of First-Year and Transition Programs team will contact all students identified by your reporting and we will conduct appropriate interventions.
- Students will be notified concerning which courses they received an “Early Alert Notification” and will be encouraged to meet with you during your office hours in addition to utilizing services and resources in the Office of First-Year and Transition Programs. Students may be nervous to approach you, however, please encourage them to meet with you during office hours to discuss strategies for how to improve in your course.
- At the conclusion of the semester, each Department Chair will receive a comprehensive report of faculty submissions and student contacts.
The First-Year Book Program at Georgia State University aims to provide all incoming freshmen with a common intellectual experience to stimulate discussion, to promote critical thinking, and to develop a sense of community among first-year students, faculty, and staff.
Throughout the fall semester, programs and events related to the book will be offered. The first event associated with the book will take place on Sunday, August 23, 2015, when the author of the book will be the keynote speaker at Freshman Convocation.
All incoming freshmen will receive a copy of the selection during Incept; students are expected to read the book before the start of their first semester. The book will also be covered in Engl 1101 English Composition and in GSU 1010 New Student Orientation, among other courses.
The goals of the First-Year Book Program are to:
- promote academic discourse and critical thinking
- provide an introduction to the expectations of higher education
- integrate an academic and social experience into the campus community
- raise awareness and tolerance of cultural likenesses and differences
- create a sense of community
Faculty members are invited to incorporate the First-Year Book in their courses. Please feel free to consult the Instructor’s Guide created by the First-Year Programs or the Research Guide put together by the University Library for tips or ideas.
The Freshman Learning Community (FLC) program provides students with opportunities to experience a smoother transition into the higher education community through efforts to integrate them both academically and socially to the expectations established by the University community. At the core of the program lies a course (GSU 1010) dedicated to assisting students in the attainment of necessary academic skills and personal success strategies essential to integrating into the campus community. Additionally, the course provides opportunities for the dissemination of important information related to campus resources, as well as the support of peer mentors who encourage co-curricular engagement. Students who participate in FLC tend to have a higher retention rate and GPA than students who elected not to participate in a learning community.
Each FLC is built around a particular field of interest that brings together 25 students who are drawn to a particular major. These meta-majors encompass every major offered at the undergraduate level: Arts and Humanities, Business, Health Sciences, Natural Sciences, Policy Studies, Social Sciences, and Undeclared.
Call for Proposals
If you are interested in creating a new Freshman Learning Community, please fill out the following call for proposals form.
If you have any questions about the program or how you can increase your involvement, please don’t hesitate to contact Nikolas Huot at email@example.com.
GSU 1010 contains required and recommended modules related to the orientation goals of the course, which are to introduce students to campus and community resources needed to successfully transition to university life during their first semester at Georgia State University.
Learning Outcomes of GSU 1010
Academic Life: Students will become familiar with the academic resources, procedures, and student code of conduct policies of Georgia State University. They will exhibit familiarity with the location, use, and content of official university documents relevant to these issues.
- Students will be able to articulate the purpose of the Student Code of Conduct.
- Students will understand the role of the academic advisor.
- Students will be able to identify resources for academic support on campus.
Community Life: Students will have an understanding of the community and environment on and around the university campus, as well as the general Atlanta community. They will engage in at least one dimension of the Atlanta-Based Learning Program.
- Students will be able to articulate opportunities for involvement in the campus community.
- Students will identify opportunities for civic engagement.
Personal Life: Students will engage in activities designed to improve their study and learning skills and to enhance their personal growth and development.
- Students will identify personal time management systems that work for them.
- Students will be able to successfully identify stress management techniques.
- Students will be able to identify resources in the community that are available to promote and enhance their personal growth and development.
- Academic Advising
- Academic Honesty/Library Resources
- Academic Success Skills
- Atlanta-Based Learning (Civic Engagement)
- Campus Resources
- Financial Literacy
- Sexual Health
- Substance Abuse Prevention
- Fitness (Recreation Center)
- Counseling & Testing Services (Mental Health, Conflict Resolution, Stress Management, Diversity)
- Study Abroad Programs
- University Career Services (Cover Letters, Interviews, Career Exploration, etc.)
- Intercultural Relations (Stereotypes, Privilege, Language)
Other than the required modules, instructors have the opportunity to customize the course to reflect the meta-major they are teaching. You can review the sample summer 2015 syllabus or fall 2015 syllabus for GSU 1010, as well as the Instructor’s Guide. More information, including the textbook and teaching practices, is available through the GSU 1010 instructor’s website.
Thank you for your interest in teaching GSU 1010. All applications are currently closed. The summer 2018 application will open during the spring 2018 semester, so please check back then if you’re interested.
All new instructors are required to attend training prior to teaching. More information about the hiring process will be provided to selected candidates. Information regarding the application and timeline for potential summer and fall instructors can be found below.
If you have additional questions about the GSU 1010 Instructor position, please contact Anna D’Andrea at firstname.lastname@example.org.
What You Will Need:
- Prior to filling out the application form, faculty members should receive the authorization of the chair of their department.
- Faculty members do not receive extra remuneration for teaching GSU 1010.
- Faculty members are not required to submit additional paperwork to HR when teaching GSU 1010.
- Prior to filling out the application form, staff members should receive the authorization of their supervisors.
- Staff members are not remunerated for teaching GSU 1010.
- In order to be staffed as the instructor of record, the staff member must submit an official copy of their latest transcript (demonstrating satisfactory completion of at least 18 hours of graduate coursework).
- Staff members will need to complete an HR form (to be provided by First-Year Programs).
Graduate students who are invited to teach GSU 1010 will be asked to provide:
- authorization from their home department (from chair or graduate director) to hold an assistantship in the Office of Student Success;
- a copy of their registration for the semester (in order to hold an assistantship, GTAs must comply with their college policy about minimum registration hours);
- an official copy of their latest transcript (if student has satisfactorily completed at least 18 hours of graduate coursework; otherwise, no transcript will be necessary, but student will not be considered instructor of record);
- information about any other assistantship to be held during the semester the student would be teaching
- a signed copy of the Graduate Assistant Personnel Action Form (to be provided by First-Year Programs).
GSU 1010 Potential Instructor Timeline:
Step 1: Attend an Information Session!
Come join us for an opportunity to hear information about the GSU 1010 course and instructor expectations, gain insight into what to expect during your semester teaching, and receive answers to your questions! Open to instructors interested in teaching during the summer and fall semester.
|Session to be scheduled||25 Park Place|
|Session to be scheduled||25 Park Place|
|Session to be scheduled||25 Park Place|
Step 2: Apply!
All applications are currently closed, please check back at the beginning of the spring semester.
*Interested in securing your position early? If so, apply by February 16th , 2018. Though you will interview early, you will attend Fall 2018 Instructor training.
Step 3: Interview!
If selected, interview invitations will be sent to the interviewee via email. You will have a week to sign up for an interview time. Interviews will be scheduled on a first-come, first-serve basis.
Step 4: Attend (required) Orientation!
For those who are offered a GSU 1010 Instructor Position, join us to complete all required paperwork to become a GSU 1010 instructor,have your questions answered, and learn more about GSU 1010.
|To be scheduled||25 Park Place|
|To be scheduled||25 Park Place|
Step 5: Attend (required) Fall Instructor Training!
New Instructors (select 1)
|To be scheduled||TBD|
|To be scheduled||TBD|
Returning Instructors (select 1)
|To be scheduled||TBD|
|To be scheduled||TBD|
*These dates are subject to change. New trainings may be added in the near future.
Step 6: Attend GSU 1010 Instructor Symposium!
During the Instructor Symposium, GSU 1010 instructors have the opportunity to hear from different offices across campus about their services and how they can be used for GSU 1010. The different offices are great for guest speakers and student activities.
Panther Excellence Program (PEP) is a two-semester (fall and spring) selective FLC. Students are invited to join PEP by the Office of Admissions based on their Freshman Index score (combination of high school GPA and test scores).
The program provides students with additional guidance to help them make a successful transition from high school through their first year as a college student. As part of PEP, students are provided with academic coaches, peer mentors, supplemental instruction leaders, and other extracurricular efforts designed to help provide them with the support they need for a successful first year of college.
How can I help?
PEP is a bit more in depth than the typical FLC, as we are much more hands-on with this population. As we strive to help our student success, we are asking for your assistance.
These individuals are fully admitted students to the university and are taking courses that will count toward their core requirements. Although they are not taking remedial courses, these students may potentially struggle a bit more than others in your class. This is where we are asking for your assistance.
It is not our intention to create extra work for you in these sections with PEP students. Our hope is that you can assist by keeping us in the loop with the progress of PEP students in your class section. If there are issues with PEP students such as a lack of attendance, poor grades, poor behavior in the classroom, or anything else of interest that may require a bit of attention, we ask only that you please contact us to inform us of these issues. Those of us working in First-Year Programs will then contact those PEP students and meet with them as needed to get them back on the right academic track.
We want to thank you in advance for any help you can offer us with our PEP students this semester. It is only through strong partnerships between faculty and staff that we will be able to have the most significant positive impact on these students.
If you have any questions about the program or how you can help, please don’t hesitate to contact Chris Hein at email@example.com.
The Perspective courses have an interdisciplinary focus and are designed to provide students with a better understanding of the contemporary world. Pers 2001, Pers 2002, and Pers 2003 each count for 2 credits. Along with SCOM 1000 and Phil 1010, these courses may be used to fulfill requirements of Area B, Institutional Options, in the Core Curriculum (4 credit hours). Please note that the same course cannot be used more than once towards satisfying Core requirements.
Faculty members who wish to propose a new Perspectives course should complete the following form.
*Please note that some sections may be reserved for Freshman Learning Communities. No overflows can be granted for these sections.
For more information on Perspectives, call 404-413-2052 or come to the Office of First-Year and Transition Programs on the 4th floor of 25 Park Place.
Pers 2001 Perspectives on Comparative Culture
Explores our world through the study of different cultures. Sections will feature comparative culture study across societies or multi-cultural study within societies. Some of the recent offerings include Comparative Musical Cultures, Comparative Religious Cultures, Global Business and Society, World Foods, Families in Contemporary Societies, Culture and Poverty, and Latino Literature and Culture in America.
Pers 2001: Comparative Culture: Families in Contemporary Societies
This course explores family systems and functioning within comparative cultural contexts and examines the family as the basic social unit within societies. The course provides additional emphasis on the relationship between family and work, the gender and generational dimensions of family life. In addition, students will review the various tasks assumed by diverse family systems and compare both similarities and differences across different types of families and over the past 100 hundred years as well as the changing portrayals of families in television sitcoms. The course readings consists of theoretical explications as well as recent empirical research and demographic profiles. Students are expected to critically examine and evaluate research on the family and to relate it to policy discourse in the United States and other nations.
Pers 2001: Comparative Law and Policy
In the United States and across the globe, law is a major instrument that shapes and/or reflects public policy. This course will provide an introduction to law and the American legal system and explore the legal systems of other nations. We will examine critically the role of courts in the development of public policy. We will address the similarities and differences in policymaking by American and foreign legal institutions. Specifically, this course offers comparative perspectives on contemporary legal issues and corresponding policies that are implemented to address such issues in the United States and other developing nations. Students will be exposed to a wide range of domestic and international issues and debates — capital punishment, family planning/abortion, immigration, racial sentencing disparities, etc. We will investigate how these conflicts have influenced and informed policy decisions in different nations and across various cultures.
Pers 2001: Culture and Poverty
The purpose of this course is to examine how culture contributes to the shaping of a nation’s response to poverty and human need. The course will examine multifaceted perspectives on poverty and human need in comparative social welfare systems in the United States and other developed and developing countries using a range of scholarly and popular resources. Such resources may include the Internet, television, movies, and readings from various sources.
Pers 2001: Engaging Languages: Global Connections and Cultural Misunderstandings
In this interdisciplinary class we will analyze the complexities and nuances of linguistic and cultural identity. We will address issues of language and identity in a globalized society in which political, economic, social, and artistic aspects of cultural identity are fraught with tensions between internal local and regional identities as well as national and global identities. We will study films, cartoons, computer games, and apps in order to understand the connections between language and popular culture, power, and politics. A special focus will lie on the cultural and linguistic relations between English, German, French, and Spanish.
Pers 2001: Graphic Novels and Global Issues
In this course, students are introduced to basic principles of comics theory and encouraged to practice critical thinking skills in the reading of fourteen graphic novels. In turn, these illustrated narratives familiarize students with a number of controversial historic events and global issues. On the whole, the course is designed as a journey through time and space, educating students on the cultural politics of diverse nationalities vis-à-vis American identity.
Pers 2001: International Drama
Perspectives in International Drama provides a cross-cultural view of contemporary drama, particularly as it deals with political and social oppression. Readings, class discussions, play attendance and lectures will consider the various way sin which oppression has been dealt with on stage, primarily by playwrights who have themselves experienced some form of oppression. NOTE: Many of the plays contain adult language and situations and have the potential to disturb students.
Pers 2001: Latino Communities and Cultural Diversity
An Introduction to Latina/o literature and culture in the United States, with a focus on the artistic productions and experiences of Mexican Americans/Chicanos, Puerto Ricans, Niuyoricans, Cuban Americans, and Dominican Americans. A selection of print works (novel, autobiography, short story, poetry, and essay) and films (feature, documentary) from the 1970s to the present will be studied for their aesthetic significance and social impact. Themes of the course include: ethnic and cultural mixture/mestizaje, spiritual heritages, representations of love and familial bonds, Spanish language in art, responses to violence, immigrant experiences, cultural displacement, personal and collective identity in relation to nationality, race-ethnicity-class and gender, biculturalism vs. life in the frontier/margin and Latinos in Georgia.
Pers 2001: Multicultural Popular Music
Perspectives in Multicultural Popular Music will enhance your knowledge, appreciation, and celebration of “difference” and “diversity,” as it pertains to culture and music in America’s historical soundscape. A comparative and integrative approach will be taken to the study of such diverse musical styles as Native Americans, European Americans, African Americans, Asian Americans, and Chicano-Latino Americans.
Pers 2001: Religious Holidays
This course introduces students to the comparative study of religion by examining the festival/holiday calendars of the world’s major religious traditions. During the semester, we will explore the religious holidays of South Asian traditions (Hinduism, Buddhism, Sikhism), East Asian traditions (Confucianism, Taoism), and Western traditions (Judaism, Christianity, Islam, Baha’i). Readings in each tradition will usually be scheduled to coincide roughly with one or more of its respective holidays.
Pers 2001: Teaching in Today’s Society
This course will introduce students to the culture and community of schools and the profession of education. Students will gain first-hand experience regarding the many diverse facets that compose a school community through structured interactions with faculty from Georgia State University’s College of Education and Human Development, practitioners within metro-Atlanta Professional Development and Partner Schools, and professionals in other educational contexts and facilities who partner with the College of Education and Human Development. Additionally, through reflective, hands-on, and interest-driven activities, students will contemplate the roles that privilege, power, and access play in birth through five, elementary, middle, and high school educational systems.
Pers 2001: Violence and Its Alternatives
Are humans hardwired for violence? Do we always know violence when we see it? Why are values often considered as positive –such as loyalty, solidarity or patriotism—so often involved in the spread of violence? What alternatives work, and when? This course sets out to respond to these questions, by examining the nature, function and meaning of violence in different cultural contexts, as well as the strategies that societies and individuals have developed to manage or transcend violence. The topics to be covered include studies of the management of violence in “feuding” societies, responses to poverty and other forms of structural violence, the logic of terrorism, and the philosophy of non-violence. While the class readings will be global in scope, we will also address the place of violence in the contemporary world, especially with regard to questions of imperialism, neoliberalism, gender stereotypes and racism that arise in particular out of international relations this century.
Pers 2001: Youth Cultures
We are often told that “young people today” are apathetic – fundamentally uninterested in the world around them. This course will question that commonsense understanding through the interrogation of youth identities in various cultural and national contexts. In order to do so, we will first analyze the category “youth” to understand the ways in which such categories carry a whole host of assumptions involving the young/adult binary. In order to analyze these questions specifically, we will focus on five specific (mythic) identifiers commonly attached to youth: INNOCENT, PASSIVE, OUT-OF-CONTROL, DANGEROUS, and APATHETIC. Through studying texts by and about youth, this course inquires into the ways youth learn to negotiate social, political, and economic situations, including ways youth resist oppressive structures and work for social change.
Pers 2002 Scientific Perspectives on Global Problems
Examines scientific approaches to important issues on the environment, public health, or technology. Some of the recent offerings include Business and Technology, Drug Use and Abuse, Aggression and Violence, Environmental Impact on Health, Comparative Policy Analysis of Health Care Systems, and Crisis, Leadership, and Public Policy.
Pers 2002: Brain, Self, and Society
Over the past two decades progress in the mind sciences – psychology, neuroscience, and behavioral genetics – has re-shaped many of our views about our selves. For instance, the role of nature and culture in shaping who we are, what choices we make, and what things we do. Our expanding knowledge of the brain not only provides insight into why we do what we do, but also how others can influence our consumer choices and political views. By studying the brain we gain a new understanding of its connection to the mind, romantic love, affection, happiness, beauty, sexuality, gender, empathy, memory, morality, responsibility, pain, mental illness, and more. Finally, new brain modification techniques are promising better ways to treat mental disorders, to help people recover from stroke and traumatic brain injury, to reduce criminal recidivism, and to improve our ability to think, learn, and remember.
Pers 2002: Cities and Transportation in World Perspective
This course explores cities (pre-industrial and modern) as the focus for technological, social, and environmental issues. The influence of transportation technology is highlighted in cities at different times and places around the world. This class is meant to introduce students to important questions that guide urban policy and development across different cultures. Thinking about highways, transit, airport, bicycle and pedestrian facilities, and rethinking local or indigenous approaches are part of this exploration. Different locations generate different issues and demand different solutions.
Pers 2002: Health and Society
This course will explore non-technical aspects of health care from the perspectives of diverse cultural backgrounds. The overall goal of the course is to improve the cultural understanding and knowledge (cultural competence) of students relative to health care in predominately western and eastern cultures. Develop a perspective of the complex health care needs of individuals and families of different social, cultural and ethnic backgrounds. Compare and contrast allopathic health care practices with complementary and alternative health care practices.
Pers 2002: Social Innovation & Enterprise for Global Problems
Today’s global problems require innovative solutions from individuals, nonprofits, businesses and governments. This course introduces students to the strategies and processes of social innovation and how each of these sectors contributes to solving persistent global problems. Its focus, however, is the social enterprise as a vehicle for positive social change. Social entrepreneurship is a growing movement in the nonprofit and business sectors that couples the resources generated by business activities with the social ambitions of nonprofit organizations. Students in the class will be exposed to the skills and knowledge necessary to work in and build either a for-profit business with a social benefit or a nonprofit organization with a revenue-generating social venture.
Pers 2002: White Collar Crime
We will look at the various types of white collar offending in several fields. The impact that white-collar crime has on the lives of all citizens will be discussed, as will its prevalence in the United States. We will talk about why such offenses are difficult to prosecute. Technology, globalization, and social change will also play major roles in class discussions, as will race, gender, and socioeconomic status.
Pers 2003 Perspectives on Human Expression
Examines the human condition, how people have expressed themselves through the arts and humanities, and how such representations have had broad historical and/or contemporary impact. (course will be effective starting fall 2016)
Success Academy is a three-semester (summer, fall and spring) selective FLC. Students are invited to join Success Academy by the Office of Admissions based on their Freshman Index score (combination of high school GPA and test scores).
The program provides students with additional guidance to help them make a successful transition from high school through their first year as a college student. As part of Success Academy, students are provided with academic coaches, peer mentors, supplemental instruction leaders, and other extracurricular efforts designed to help provide them with the support they need for a successful first year of college.
For more information about Success Academy, click here or consult the website designed for students. You can also consult presentations submitted at national conferences: NACADA (National Academic Advising Association) and NLCC (National Learning Community Conference).
How can I help?
Success Academy is a more intensive version of the typical FLC, as we are much more hands-on with this population.
Students who participate in this program are fully admitted to the university and are taking courses that will count toward their core requirements. Although they are not taking remedial courses, these students may potentially struggle a bit more than others in your class. This is where we are asking for your assistance.
It is not our intention to create extra work for you in these sections with Success Academy students. Our hope is that you can assist by keeping us in the loop with the progress of these students in your class section. If there are issues with Success Academy students such as a lack of attendance, poor grades, poor behavior in the classroom, or anything else of interest that may require a bit of attention, we ask only that you please contact us to inform us of these issues. Those of us working in First-Year Programs will then contact those students and meet with them as needed to get them back on the right academic track.
All course sections with Success Academy students will receive a Supplement Instruction leader who will attend your class and will support students in small group learning sessions. We ask that you please follow regular procedures with SI. For more information regarding teaching with Supplemental Instruction, visit the “Supplemental Instruction” module on this page for Faculty or contact Savannah White at firstname.lastname@example.org.
We want to thank you in advance for any help you can offer us with our Success Academy students this semester. It is only through strong partnerships between faculty and staff that we will be able to have the most significant positive impact on these students.
If you have any questions about the program or how you can help, please don’t hesitate to contact Jolayna Palm at email@example.com.
Faculty members with SI assigned to their courses are asked to :
- Allow the SI Leader to make weekly announcements in class regarding SI Sessions
- Send e-mails to students enrolled in the course to promote SI session attendance
- Post SI session schedules in classroom, on syllabus, and on Desire2Learn
- Provide copies of the course textbook and any supplemental materials required for the course
- Provide the SI Leader with course supplements and study materials in advance
- Meet with the SI Leader each week to review session materials and discuss class content
- Provide student data and test grades to the SI Office in order to evaluate the effectiveness of the SI Program
Faculty members are not responsible for training, supervising SI Leaders, or enforcing student participation, which is strictly voluntary. Faculty support is vital to the success of the program, and each faculty member is encouraged to promote SI sessions to students enrolled in the course. Faculty who support SI and endorse the program yield higher student attendance at SI sessions.
If you have any questions or concerns, please send an e-mail to firstname.lastname@example.org or call the Supplemental Instruction Office at 404-413-2061.
What is the instructor’s role in Supplemental Instruction?
The most important element to the success of the SI Program is the endorsement of the faculty. Faculty members do not supervise or train SI Leaders, but when instructors encourage their students to attend SI sessions, attendance has been shown to increase. Also important to the success of the program is periodic communication between the SI Leader and the instructor. Faculty members can help the SI Leader understand course expectations and how to help prepare students for the course. Additionally, the faculty member can provide resources to the SI Leader to aid in planning and organizing the sessions.
What are the benefits of having Supplemental Instruction with my course?
- SI Leaders can provide feedback about difficult course content
- SI Leaders can help students prepare for class lectures
- Instructor evaluations improve when students are successful
- Instructors can request information and data to support research grants
- SI contributes to the retention, progression, and graduation of Georgia State students
How will Supplemental Instruction affect my class time?
Instructors are asked to promote and allow SI Leaders to use class time to:
- Introduce SI
- Promote SI
- Verbally announce times and locations of SI sessions, and
- Conduct SI Midterm Evaluations
When are Supplemental Instruction sessions?
SI sessions typically occur just before and right after each lecture. SI session times are usually offered three times a week. SI sessions are located in the same building or in close proximity to the class lecture in order to make attending SI sessions convenient for students.
To view the complete and current SI schedule of SI sessions, click here.
How do I recommend Supplemental Instruction leaders?
If you have students you would like to recommend as SI Leaders, please ask students to complete an SI Leader application available in the Supplemental Instruction Office (249 Sparks Hall). A faculty recommendation is required to complete the SI Leader application. The candidate should ask you to complete the faculty recommendation form. To recommend a student, you may also contact the SI Administrative Coordinator for Supplemental Instruction, LaTwan Roddey, at email@example.com.