An article in today's Chronicle of Higher Education points up the value of peer tutoring in getting students through their remedial classes. Referring to one such "peer mentor" (aka student tutor), the article states, "The paid peer-mentorship program in which she participates is part of a growing number of support services nationwide that are aimed at reducing the alarming dropout rates among students who start out in remedial courses."
But how about we take this idea a big step farther? A recent study at CUNY strongly supports the growing belief that the problem lies in the remedial courses themselves. Especially with regard to members of minority (underrepresented) student populations, the data indicates that simply labeling the courses "remedial" stigmatizes the students in their own minds and thus reduces the odds of their ever completing college.
Instead, as suggested by the CUNY experiment, at my own institution we are mainstreaming at-risk freshmen directly into core math and comp courses. Each section of each course has an embedded peer tutor, who takes the class right along with the freshmen. S/he then conducts a mandatory one-hour tutoring session each week for the at-risk population. Others in the class are also welcome to attend. And for those needing a bigger dose of support, one-on-one tutoring appointments can be made in the tutoring center.
You can access the published article about the CUNY study via this url.
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