ERIC Number: EJ948965
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 11
Why Should Faculty Be Involved in Supplemental Instruction?
Drake, Robert G.
College Teaching, v59 n4 p135-141 2011
Because instructor-led Supplemental Instruction (SI) offers additional benefits in student learning and engagement over the more traditional peer-led model, in this article the author argues that faculty should consider participating in SI sessions. Benefits to participating in instructor-led SI include: students spend more time on task in faculty-led sessions, earn higher grades on exams, meaningfully interact with their professor (even in a large enrollment class), appreciate working collaboratively with their peers, and report gains in their academic self-confidence. As such, while still a relatively understudied intervention strategy, faculty-led SI warrants greater study and attention. (Contains 1 note and 4 tables.)
Descriptors: Intervention, Supplementary Education, Teacher Participation, Teacher Influence, Teacher Attendance, Pilot Projects, Peer Teaching, Aptitude Treatment Interaction, Intermode Differences, Program Effectiveness, Focus Groups, Student Surveys, Student Attitudes
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A