G.Sticht Thomas, Lahna Roche, Melissa Brocato, S. Mcguire
{"title":"路易斯安那州立大学STEM课程的补充教学水平","authors":"G.Sticht Thomas, Lahna Roche, Melissa Brocato, S. Mcguire","doi":"10.1108/S1479-364420190000022009","DOIUrl":null,"url":null,"abstract":"Benefits of the successful model include supporting students to become self-directed independent learners, reducing the stigma associated with using academic support and reducing the demands for tutoring. Outcomes observed at LSU include positive correlations between the course-passing rates and six-year graduation rates of women, underrepresented minorities and first-generation college students who participated in SI compared to the peers who participate less frequently and those who do not participate.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420190000022009","citationCount":"1","resultStr":"{\"title\":\"Supplemental Instruction Levels The Playing Field in STEM at Louisiana State University\",\"authors\":\"G.Sticht Thomas, Lahna Roche, Melissa Brocato, S. Mcguire\",\"doi\":\"10.1108/S1479-364420190000022009\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Benefits of the successful model include supporting students to become self-directed independent learners, reducing the stigma associated with using academic support and reducing the demands for tutoring. Outcomes observed at LSU include positive correlations between the course-passing rates and six-year graduation rates of women, underrepresented minorities and first-generation college students who participated in SI compared to the peers who participate less frequently and those who do not participate.\",\"PeriodicalId\":93542,\"journal\":{\"name\":\"Diversity in higher education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-02-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1108/S1479-364420190000022009\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Diversity in higher education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/S1479-364420190000022009\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Diversity in higher education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/S1479-364420190000022009","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Supplemental Instruction Levels The Playing Field in STEM at Louisiana State University
Benefits of the successful model include supporting students to become self-directed independent learners, reducing the stigma associated with using academic support and reducing the demands for tutoring. Outcomes observed at LSU include positive correlations between the course-passing rates and six-year graduation rates of women, underrepresented minorities and first-generation college students who participated in SI compared to the peers who participate less frequently and those who do not participate.
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