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Instructional Services
Instructional Services
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Fact Sheet

Mission: To help underprepared students prepare, prepared students advance, and advanced students excel.

Activities: Developmental and Enhancement Courses (0-level and 100-level courses)

  • Reading, writing, math, study skills, and career planning and development courses; 98 sections and 2083 enrollment Fall 2003/Spring 2004
  • English 100, administered in the Writing Center; 540 earned credit Fall 2003/Spring 2004
  • Special sections of AD 115 (Study Skills) for Project GAME and Academic Choices and Transitions projects
  • Special section of AD 116 (Reading Speed and Efficiency) for nursing students, Summer 2003/Summer 2004
  • University 112 - staff taught 7 sections during Fall 2003/Spring 2004; assumed responsibility for Univ 112 Fall 2003; will pilot quantitative literacy sections Fall 2004

Labs (open access facilities in Peck Hall 1400 wing)

  • Math Resource Area: Individual and small group math tutoring for students in AD 065 math through Math 250, MS 251, Stat 107, and nursing enhancement math test preparation; 650 different students, 3102 contacts in Fall 2003/Spring 2004.
  • Writing Center: Individual appointments with writing consultants and computer modules for individual work on grammar and rhetoric; 2938 different freshman through graduate students resulted in 10,163 contacts in Fall 2003/Spring 2004. Initiated web-based newsletter and "road shows" Fall 2003; English as a Second Language conversation groups Spring 2004; @ 19% of appointments are with ESL student writers.


  • Reading: Individual and small group reading/study strategies tutoring, primarily for nursing and education students (286 hours in 2002/2003).
  • Tutorial Assistance Web Page: Link from Instructional Services web page to campus-wide tutorial assistance web page maintained and updated.


  • Individual exams, such as proficiency and CLEP exams (463 in FY03 - all General Education 111 courses are required to make available some form of proficiency exam)
  • Group exams, such as ACT, placement, Miller Analogies Test, Graduate Record Exam, Michigan Test (ESL), nursing competency exams (total individual and group tests: 1606 in FY04), Myers Briggs Personality Inventory, Certified Health Education Specialist exam, Upward Bound and Environmental Resource Training Center assessments, etc.
  • Optical scanning for faculty/staff surveys, exams, and evaluations; 93,225 sheets in FY04 (@ 75% CAS)

Supplemental Instruction

Small group study sessions in high risk courses (gatekeeper courses to majors, with at least 30% D,W, F grades); trained student SI leaders who help students discover and work through study strategies that help them be successful in the course; 24 sections of 3 courses (MS 251, Math 150, Chem 241a) in AY03/04. Participants earned higher grades with smaller D,W,F percentage than non-participants.

Summer Bridge Program

  • Targeted 6-week summer program for 15 entering freshmen with lower ACT scores and need for developmental coursework in reading, writing, and mathematics; involves faculty interaction, study strategy development, cultural out-of-class activities, and advising
  • 4th year of pilot, funded in part by Instructional Services, College of Arts and Sciences, Provost's Office, and student fees ($700/student)
  • Students work on skills and earn 3 hours of credit in escrow for English 100 and University 112 to be applied at the end of fall term if they enroll following the summer program.
  • 15/15 of Summer Bridge 2004 participants enrolled Fall 2004.
  • 17/17 of Summer Bridge 2003 participants enrolled Fall 2003; 14/17 are still enrolled Fall 2004.
  • 12/19 of Summer Bridge 2002 participants enrolled in Fall 2003; 11/19 are still enrolled Fall 2004.
  • 7/13 of Summer Bridge 2001 participants enrolled in Fall 2003; 5/13 are still enrolled Fall 2004; 4 left in good standing, and 2 others are attending community college part time.

Academic Survival Workshops

Targeted small group workshops for athletes, fraternity and sorority groups, classes, nursing and education students, as well as workshops for general student population. Workshops are done in cooperation with Academic Counseling and Advising, Counseling, Housing, and Athletics.


  • Upward Bound Science and Math summer program; Summer 2003, provided math and language arts instruction to 9th graders in first year of four-year grant; Summer 2004 provided instruction to the same students as they entered 10th grade.
  • Upward Bound Science and Math school-year program; worked on "Second Saturday" programs
  • Reading/study skills/test taking workshops for high school students
  • Coordinated the finding of private math tutors for junior high and high school students


  • 16 full time staff members (professional staff with content area and education background)
  • 1 secretary
  • 2 testing administrators (civil service)
  • call staff, student workers, and graduate assistants (shared English/Instructional Services, Math/Instructional Services, and Nursing/Instructional Services)
  • director

Program (Developmental Course) Assessment:

  • Over a 5-year average (1997-2002), at least 80% of students enrolled in 0-level classes pass those classes.
  • Reading course pre- and post-test scores indicate that students, on average, gain approximately two years' growth during one term in 0-level reading courses.
  • Students are generally satisfied with their AD course experience. More than 90% of students rate instructors and courses high in satisfaction. The weakest satisfaction response (stimulating critical thinking) was still high (73+% agree or strongly agree).
  • Although second year return rate is somewhat lower for freshmen with 0-level AD courses, the gap is closing between these two groups. Minority students in 0-level AD courses return at rates similar to those of all students in 0-level AD courses and at rates consistent with those of all minority students.
  • Students who exit AD courses successfully and enter subsequent University-level courses are successful at rates similar to their better-prepared counterparts.
  • Although students from AD courses begin with lower ACT scores, when reading and writing students enroll in English 101, they demonstrate equal to or higher pass rates than students who enter English 101 directly. Similar results are found for students from AD math courses who subsequently enroll in University-level math courses.
  • Fall 1996 cohort data indicate that 34% of 0-level AD students have graduated within six years, compared with a 45% graduation rate for all Fall 1996 freshmen. Although they began at a disadvantage with lower high school course pattern completion, lower ACT scores, need for at least one 0-level AD course, and increased time to degree as a result of their developmental course enrollment, they were successful in making progress toward graduation.
  • @ 15% of all graduates in any one year (over the past 5 years) took at least one 0-level AD course; of those, @ 45% are CAS graduates. Students who have taken 0-level AD courses are represented among those who receive Honors Day awards, serve as student body officers and resident assistants, receive Research Grants for Graduate Students, are honored at the Science and Mathematics Honors Banquet, perform in musical and theatrical groups, are recognized by the Student Leadership Development Program, are members of the Undergraduate Research Academy, are inducted into honor societies, and are among SIUE alumni who report on their achievements following graduation.

Instructional Services contact information:; main office, Peck Hall 1404, 618-650-3717

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