March 17, 2005
Teaching well is time consuming business, especially when your course emphasizes pedagogies of engagement such as writing and projects. Programs at other institutions have shown that undergraduate student assistants can promote improved student learning and retention with reduced faculty time input! Such outcomes are possible when undergraduate assistants are appropriately selected, trained, and supervised; and used in ways that take advantage of their "peer-ness" without attempting to cast them in the role of conveyers of content. This session introduced faculty to student-assisted teaching models, as well as allowing a forum for discussion of how such a model might be useful at Clark.