Project Title

The Developmental Benefit of Supplemental Instruction: Experiential Learning for Prospective Educators

Academic department under which the project should be listed

BCOE - Educational Leadership

Faculty Sponsor Name

Tricia Frazier

Additional Faculty

Don Gammill, English, dgammill@kennesaw.edu

Abstract (300 words maximum)

Much has been said to the benefit of supplemental instruction as a resource for student success; research tells us that students who take advantage of this program regularly do better than those who do not, bolstering their understanding of course content through collaborative study facilitated by instructional leaders. Less is said, though, to the effect of this program on said leaders, particularly those whose career aspirations reside in education, as they build their pedagogic ability through the regular experiential opportunities offered by supplemental instruction. This work analyzes and expresses the role of supplemental instruction leadership in educational development, locating discipline-specific benefits, generative opportunities in leadership and communication, and practical baseboards for pedagogic theory applicable at a myriad of instructional levels.

Disciplines

Adult and Continuing Education | Curriculum and Instruction | Early Childhood Education | Educational Methods | Educational Technology | Scholarship of Teaching and Learning | Teacher Education and Professional Development

Project Type

Oral Presentation (15-min time slots)

How will this be presented?

Yes, in person

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The Developmental Benefit of Supplemental Instruction: Experiential Learning for Prospective Educators

Much has been said to the benefit of supplemental instruction as a resource for student success; research tells us that students who take advantage of this program regularly do better than those who do not, bolstering their understanding of course content through collaborative study facilitated by instructional leaders. Less is said, though, to the effect of this program on said leaders, particularly those whose career aspirations reside in education, as they build their pedagogic ability through the regular experiential opportunities offered by supplemental instruction. This work analyzes and expresses the role of supplemental instruction leadership in educational development, locating discipline-specific benefits, generative opportunities in leadership and communication, and practical baseboards for pedagogic theory applicable at a myriad of instructional levels.

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