We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Supplemental Instruction: Supporting Persistence in Barrier Courses.
- Authors
Bronstein, Susan B.
- Abstract
Courses that interfere with undergraduate students' persistence are barriers that appear all along the undergraduate continuum. Supplemental Instruction (SI) may contribute to students' achievement in a barrier course and, therefore, to their persistence in their academic program. The purpose of this single-case descriptive study was to explore student and instructor perceptions of SI in an upper-level chemistry course with a reputation for being a barrier to academic success. The case study methodology used included a focus group, one-on-one interviews with instructors and students, document review, and class and SI statistics. Results indicated that faculty and students perceived SI to be a valuable resource in achieving persistence or academic success.
- Subjects
ACADEMIC programs; CURRICULUM; UNDERGRADUATES; ACADEMIC achievement; COLLEGE students; COLLEGE teachers
- Publication
Learning Assistance Review (TLAR), 2008, Vol 13, Issue 1, p31
- ISSN
1087-0059
- Publication type
Article