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Helping them changes us: Experiences of supplemental instruction leaders with transformative learning
Rodrick, Heidi K.
Rodrick, Heidi K.
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dissertation
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2020-05
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Abstract
Supplemental Instruction (SI) is an academic success program with a proven track record
that was developed in the early 1970s to improve student academic performance in traditionally
difficult courses (Arendale, 2000; Bonsangue et al., 2013; Bowles, McCoy, & Bates, 2008;
Rabitory, Hoffman, & Person, 2015; Widmar, 1994). In over 40 years of program
implementation, SI has been almost exclusively studied from the perspective of benefits to the
Institutions of Higher Education (IHE) and the students receiving the instruction. Notably less
research about SI has been conducted from the SI leader's point of view or included descriptions
of their experiences in relation to changes in perception or critical self-reflection (A. W. Astin,
1985; Cress, Astin, Zimmerman-Oster, & Burkhardt, 2001). Using Mezirow’s (1991)
transformative learning theory in combination with Nohl’s (2014) practice-based model as the
theoretical structure, I conducted an interpretive qualitative study to investigate SI leaders'
experiences. I interviewed former SI leaders who have held the position for at least 2 semesters
in one of two institutions in different countries. The experience of being an SI leader shaped
participants’ whole college experience, their post-graduate education, and professional careers.
It also changed their perspectives about themselves, their career choices, and teaching and
learning. Implications for policy and practice include teaching and learning connections,
educating future teachers, structure and support for peer leaders, recruiting program leaders and
participants, broadening student success, applied learning opportunities, and expanding the SI
program. Implications for Mezirow's (1978) transformative learning theory in combination with
Nohl's (2014) practice-based model include: the theories coexist and interact, context influences
learning, stages may be skipped or experienced out of order, stages have nuances, and
perspective transformation takes time.
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Thesis (Ed.D.)-- Wichita State University, College of Education, Dept. of Counseling, Educational Leadership, Educational and School Psychology
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Wichita State University
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Copyright 2020 by Heidi K. Rodrick
All Rights Reserved.