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ERIC Number: EJ948965
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
Reference Count: 11
ISSN: ISSN-8756-7555
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.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A