Student in computer lab tutoring another student

UWM data shows that students who are regularly going to tutoring or to supplemental instruction (peer-assisted study) receive higher course grades and are retained at a higher rate—12.1 percentage points higher for tutoring and 18.5 percentage points higher for supplemental instruction—than those who do not. As Paul Roebber noted in a May 2013 L&S study, “We find that both tutoring and Supplemental Instruction are effective at increasing the success of students at risk. Specifically, holding all else equal providing tutoring increases successes by 59%, and holding all else equal providing supplemental instruction increases successes by 155%.”

Encourage students to explore these options. They may not be aware of them, or they may think of tutoring as something only unprepared or failing students should pursue. With encouragement, and the strong suggestion from you that these methods can really help, we can break down stigmas attached to academic support. You might also encourage particularly strong students to apply to work as SI leaders and tutors.