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The Center for Academic Success (CAS) at Louisiana State University (LSU), certified as a Center of Excellence by the National College Learning Center Association, has utilized Supplemental Instruction^© (SI) for the past 20 years to provide student support for historically difficult courses – those courses with D, F, or withdrawal rates of greater than 30%. In this model, peers called “SI leaders” facilitate study sessions outside of class time to help the enrolled students develop effective learning strategies and better understand and master course concepts. SI relies upon collaboration with faculty and is supported by cognitivism and social constructivism learning theories.

Benefits of the successful model include supporting students to become self-directed independent learners, reducing the stigma associated with using academic support and reducing the demands for tutoring. Outcomes observed at LSU include positive correlations between the course-passing rates and six-year graduation rates of women, underrepresented minorities and first-generation college students who participated in SI compared to the peers who participate less frequently and those who do not participate.

The basic idea of this chapter is to utilize spiritual information in empirically exploring how its purported source beings view the impacts of such information upon various phenomena. This chapter aims at discovering and describing the most central effect dimensions in this context and, by so doing, at building theoretical constructs. The empirical work was done during 2005–2009 in Finland. Because of the relative novelty of the research topic, an inductive approach was applied. The research data were composed of a representative sample of 62 spiritual texts (printed books and articles, as well as Web and e-mail articles). The chapter examines the discovered categories and their subcategories, shows the most salient connections between them and discusses the findings in the context of previous research. The investigation explored two dimensions: the targets and actuality of the impacts of spiritual information. The impact targets were classified as organisms (human individuals, human communities, extraterrestrials, spirits), things (parts of beings, objects, information, situations), processes (events, practices, life) and spaces (areas, Earth, universe). The actuality of the impacts of spiritual information fell under these categories: desired (implicitly desired, intended, explicitly desired, requisitioned) impacts, real (possible, believed, factual, alternative) impacts, nonexistent (hypothetical, no) impacts, as well as conditional (on supernatural sender, information, humans, situation) and unconditional impacts. This inquiry revealed several new varieties of information impact and even built whole new typologies, because quite little was known about both the targets and actuality of the impacts of information before the present study.

Both the history and the historiography of SI show that multiple “different definitions and boundaries” have been applied to the subject of study (Atkinson & Housley, 2003, p. vii). Yet, despite the commonly agreed-upon understanding of SI's heterogeneity, in practice the institutional and disciplinary core of SI unmistakeably resides in its American heartland. For instance, Reynolds and Herman-Kinney (2003a, 2003b, p. ix) preface their fine Handbook of Symbolic Interactionism by aiming at making it “a fine addition to the sociological literature” (my emphasis). Maines (2001, 2003) himself – the most visible critic of the dissolution of SI – focuses on the growing invisibility of interactionism across American sociological theory and research while Fine (1993) and Sandstrom and Fine (2003, p. 1041) find that the “glorious triumph” of SI is due to its successes in “social psychology, medical sociology, deviance, social problems, collective behavior, cultural studies, media studies, the sociology of emotions, the sociology of art, environmental sociology, race relations, social organization, social movements, and political sociology” – hardly an interdisciplinary outlook.

Supplemental Instructions (SIs) were introduced into the San Francisco State University College of Science & Engineering curriculum in 1999. The goal was to improve student performance and retention and to decrease the time to degree in STEM majors. While for the most part we followed the structure and activities as developed by the International Center for Supplemental Instruction at the University of Missouri, Kansas City, we discovered several variations that significantly improved our outcomes. First and foremost, we created SI courses that require attendance, which results in higher students’ performance outcomes compared to drop-in options. Second, at SFSU the SI courses are led by pairs of undergraduate student facilitators (who are all STEM majors) trained in active learning strategies. Each year, more than half of our facilitators return to teach for another year. Thus, each section has a returning “experienced” facilitator who works with a new “novice” facilitator. Third, the SI courses were created with a distinct course prefix and listed as courses that generate revenue and make data access available for comparison studies. Results are presented that compare SI impact by gender and with groups underrepresented in STEM disciplines.

The primary objective of this study is to assess the effectiveness of supplemental instruction (SI) as an intervention strategy to improve student performance in the first intermediate accounting course. We perform analysis of covariance to evaluate the effect of SI attendance on course grades, after controlling for variables that have been found significant in prior research as grade determinants (cumulative incoming grade point average (GPA), financial principles grade, and whether the principles course was taken at a university or community college). Results indicate that SI attendance had a significant effect on the first intermediate course grade, with an improvement in course GPA of 0.74 for students who attended five or more SI sessions over those students who did not attend any sessions. Even moderate attendance (three to four SI sessions) showed a marginally significant improvement in course GPA of 0.41 compared with no attendance.

As part of discussing future research in the era of change for Globalization 4.0, this chapter examines the traditional academic CSR literature to determine a gap in current research. An academic literature search revealed limited literature on actual CSR activities, and more specifically, Social Initiatives (SIs). It is important to expand on this area of research as it relates to an evolution of the original CSR definition by Carroll (1979, 1999). The literature review also revealed limited use of Social Identity Theory in CSR studies: a theory which provides an excellent context to give ‘purpose’ and meaning to a more socially oriented form of CSR. It also provides a base to understand human ‘identification’ and ‘identity’ with CSR activities, in a new era of change. Recent research reveals the importance of understanding what employees and global citizens as stakeholders want, need, identify, and engage with. Following a literature review, this chapter introduces a new ‘Social Initiatives Framework,’ designed to incorporate the many terms and alternative themes associated with CSR. The chapter concludes with extracts from an example paper for this area of research, and provides a model to examine changing stakeholder perspectives in global settings. The findings behind the development of the model is discussed, revealing substantial opportunities for future research. The chapter highlights the development of CSR SIs to study the sustainable development goals, while also supporting social enterprises to solve wicked challenges and create shared value (CSV) for both the host community and the company within the setting where the organization resides.