Faculty-wide accredited cross-year student supported learning

K. J. Topping, G. Simpson, L. Thompson, S. Hill

    Research output: Contribution to journalArticlepeer-review

    Abstract

    In a University of Central Lancashire (England) program, upperclassmen support learning of peers through small-group peer tutoring in study skills, earning academic credits for doing so. The program targets courses with difficult content, predominance of lectures, and low rates of teacher-student interaction. Evaluation indicates reduced course withdrawal rates. Peer tutor recruitment, training, support, and assessment procedures are described. (MSE)
    Original languageEnglish
    Pages (from-to)41-64
    Number of pages24
    JournalHigher Education Review
    Volume29
    Issue number3
    Publication statusPublished - 1997

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