Frequently Asked Questions By students
If you are enrolled in a course that has SIP, your faculty and SIP Leader will introduce themselves at the beginning of the semester. Your SIP Leader will also invite you to SIP discussion/review sessions at the beginning of each class, and will let you know the locations, times, and days of the sessions.
It is recommended that you still go to one or two sessions a week, depending on your schedule.
You can also put in a request for tutoring or academic skills here.
You can still come! SIP is a voluntary program. If you are late, you can still get something out of the session during the time that you are there.
Of course. SIP is not a club that you have to join. SIP is here for you, whenever you need it. It is best to use SIP as a continual discussion/review session, though, in order to maximize your studying potential.
First, refer to the New Link***** section of the SSC website. Second, talk to your instructor to let them know you are interested. The SIP faculty recommend their choices to the SIP Coordinator.
We are sorry for any inconvenience this may cause, but children are not permitted to be in any session offered through the Student Success Center.
The main office is located in Forney 114D.
Frequently Asked Questions By Faculty
Supplemental Instruction Program (SIP) is a learning enhancement program. SIP is designed to organize and improve the ways in which students prepare for class outside of class. SIP is attached to courses to provide students with a systematic and disciplined approach for processing the course material assigned by the professor.
Through this program an SIP leader is assigned to a course. This is a student who has demonstrated proficiency in a targeted course and undergoes SIP training. The SIP leader attends the course to keep up with the course content being presented and to model effective student practices and attitudes. The SIP leader schedules and conducts four discussion/review sessions a week at times convenient to members of the class. During these sessions, the SIP leader uses interactive learning strategies which encourage involvement, comprehension, and synthesis of course content. In addition, the SIP leader will incorporate demonstrations of effective study techniques.
SIP targets historically difficult courses. In other words, this course contains content that students consider to be challenging. SIP is designed to support faculty teaching and is assigned to a course because of what is being taught, not because of the manner in which it is being taught.
SIP is not intended to create additional work for faculty. You can support SIP by granting time for occasional in-class announcements, meeting weekly with your SIP leader, and being supportive of the program by encouraging students to take advantage of SIP. Faculty should avoid the suggestion that only those who do poorly will benefit. Additionally, we will be in contact with faculty about the following aspects of the program:
- Assisting us in selecting and approving candidates for SIP leaders for your course;
- Meeting briefly with your SIP leader outside of class on a weekly basis.
- Complete a faculty evaluation of SIP each semester.
The SIP leader will attend all class meetings; maintain a professional attitude about matters such as class standards, grades, and student complaints; discourage students from attending SIP as a substitute for class; share SIP materials with the cooperating faculty member before use, if possible; and provide feedback to the cooperating faculty member if requested to do so.
That we will cooperate with faculty in selecting candidates for SIP leaders and place leaders only with the approval of the cooperating faculty member; train all SIP leaders according to established guidelines and standards; monitor the activities and presentations of SIP leaders for as long as necessary by attending class with them, helping plan sessions and supervising their performance; provide supplies, training, in-service experiences, consultations for SIP leaders; and provide cooperating faculty with an end-of-term comparative analysis of student performance.