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Download full textCheng, Stephen; Johnston, Susan – Journal of Peer Learning, 2014
Supplemental instruction (SI) has proven highly effective at improving success rates in high-risk first and second-year courses, in part because peerled SI sessions inculcate best-practice study skills in a specific learning context which provides opportunities for skill mastery. A successful SI program in the Faculty of Science at the University…
Descriptors: Peer Teaching, Academic Support Services, College Faculty, Student Participation
