Investigating the impact of peer supplemental instruction on underprepared and historically underserved students in introductory STEM courses

• المؤلفون الرئيسيون: Chantelle Anfuso (مؤلف), Judy Awong-Taylor (مؤلف), Jamye Curry Savage (مؤلف), Cynthia Johnson (مؤلف), Tirza Leader (مؤلف), Katherine Pinzon (مؤلف), Benjamin Shepler (مؤلف), Cindy Achat-Mendes (مؤلف)
• التنسيق: كتاب
• منشور في: SpringerOpen, 2022-09-01T00:00:00Z.
• الموضوعات: article
• الوصول للمادة أونلاين: Connect to this object online.

Abstract Background Supplemental instruction (SI) is a well-established mode of direct academic support, used in a wide variety of courses. Some reports have indicated that SI and similar peer-led academic support models particularly benefit students identifying with historically underserved racial/...