| Autor: |
Mendes, Skyler H., Fede, Jacquelyn H., Wilks, Megan B. |
| Předmět: |
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| Zdroj: |
Learning Assistance Review (TLAR); Fall2017, Vol. 22 Issue 2, p75-96, 22p |
| Abstrakt: |
The aim of this analysis was to determine from a pilot project whether a new style of course-connected learning support for students in gateway STEM courses could be more successful on the University of Rhode Island's campus than the traditional Supplemental Instruction (SI) model. The new model, Weekly Tutoring Groups (WTG), addressed several of the challenges (attendance, timing, group size) students and staff reported with the SI model. In the pilot semester, 212 students enrolled in courses previously supported by SI participated in WTG. Compared to SI, the new program saw an increase in students attending regularly, a significant difference in proficient grades between participants and nonparticipants, and a significant difference in the actual grades received by the participants compared to the grades they reported they would have received without participation in the WTG program. The success of the pilot semester has led learning center staff to continue with the WTG program rather than return to SI. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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