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Partnering for success: a students’ union-academic collaborative approach to supplemental instruction

Scriver, Stacey
; 
Walsh Olesen, Amber
; 
Clifford, Eoghan
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Identifiers
http://hdl.handle.net/10379/16717
 https://doi.org/10.13025/18500
Publication Date
2021-03-16
Keywords
education, third level, supplemental instruction, peer assisted learning, collaboration, students' union
Type
Article
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Citation
Scriver, Stacey, Walsh Olesen, Amber, & Clifford, Eoghan. (2021). Partnering for success: a students’ union-academic collaborative approach to supplemental instruction. Irish Educational Studies, doi:10.1080/03323315.2021.1899020
Abstract
This paper examines the successes and challenges of a Supplemental Instruction/Peer Assisted Learning (SI/PAL) scheme at an Irish Higher Education Institute that was the outcome of a co-working approach between academic staff and the Students’ Union. It considers how novel approaches can enhance student experience, support student learning and develop inter-disciplinary skills. The paper reviews three years of data, including student surveys, result outcomes, attendance data and input from representatives of the programme to evaluate the success of this SI initiative. The paper also provides recommendations for other Higher Education institutions seeking to provide, and sustain, Supplemental Instruction within a resource-limited environment through collaborative approaches.
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Publisher
Taylor & Francis (Routledge)
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Attribution-NonCommercial-NoDerivs 3.0 Ireland
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Civil Engineering (Scholarly Articles)