Whereas, Supplemental Instruction (copyrighted by the University of Missouri-Kansas City) is a defined approach to student success that is targeted toward courses that are traditionally difficult, uses specially trained peer (student) learning leaders, uses faculty-developed material, and is designed to address retention, transfer rates, degree or certificate completion, and the disconnect that can occur between disciplines, such as specific math skills needed to pass a chemistry course;
Whereas, Supplemental Instruction is a faculty-driven, team approach to student success and can either be done separately from or embedded in a specific course;
Whereas, Basic Skills as a Foundation for Student Success in California Community Colleges states, “The term ‘basic skills’ is frequently labeled as demeaning, contributing to a negative self-concept for students assigned to these programs,” and supports centralization of learning support to minimize isolation of basic skills students (effective practice D10, p. 137); and
Whereas, The California Community College Student Success Task Force (established in response to Senate Bill 1143, Liu, 2010) recommendation 5.1 (as of September 30, 2011) recommends amending Title 5 Regulations to remove the requirement that “supplemental instruction” be tied to a specific course with regard to basic skills;
Resolved, That the Academic Senate for California Community Colleges remind the California Community College Student Success Task Force members that Supplemental Instruction is a proven method for achieving student success because it is tied to a course; and
Resolved, That the Academic Senate for California Community Colleges oppose any recommendation that stigmatizes a specific group of students rather than recognizing courses that are difficult and may require Supplemental Instruction as defined by the University of Missouri-Kansas City.
This was on the SSTF. It's no longer an issue.