This evidence-based practice paper outlines the three course support initiatives in place at Clemson University to support student learning. In recognizing variation in student needs and learning preferences, our programs offer support with various levels of structure and collaboration. These programs include: 1.) Peer-Assisted Learning (PAL), which provides collaboration and more structure 2.) drop-in tutoring, which incorporates a more flexible environment with potential for one-on-one support, and 3.) MATHLab, which serves as a middle ground between PAL and tutoring. These three programs support primarily freshman and sophomore level courses at our institution. With this participant group in mind, we have designed our programs to address student problem solving and self-direction in order to better equip first year students to take ownership over their own learning. Self-directed learning builds students' ability to critically reflect and effectively deepen their knowledge of course material. Although our services vary, all of our peer leaders participate in a consistent training program that engages them as self-directed learners. This paper will detail our course support programs, our peer leader training process, as well as share some of our assessment data to start to uncover participant outcomes. Our goal in sharing this information is to showcase what we have learned from evaluating our programs and provide considerations for increasing the learning success of students through peer support programs.
展开▼
