Participation in peer-led academic support services: One adaptation of a natural sciences peer learning model to enrichment in the humanities

Authors

Stephen Cheng, University of ReginaFollow
Susan Johnston, University of ReginaFollow

Abstract

Supplemental instruction (SI) has proven highly effective at improving success rates in high-risk first and second-year courses, in part because peer-led 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 of Regina, Canada, was adapted to support high-risk classes in the Faculty of Arts. A number of challenges around student participation in SI sessions for arts emerged. This paper provides a brief case study of the adaptation and outlines factors which impact student participation in academic support sessions.

Recommended Citation

Cheng, Stephen and Johnston, Susan, Participation in peer-led academic support services: One adaptation of a natural sciences peer learning model to enrichment in the humanities, Journal of Peer Learning, 7, 2014, 23-35.
Available at:https://ro.uow.edu.au/ajpl/vol7/iss1/4