Science Behind LARC
LARC Tutorials targets historically difficult, large lecture “gateway” (those that have a large number of students receiving a grade of C-, D, F, or W) courses that may be enriched by supplemental out-of-class sessions.
These courses contain content that students consider to be challenging. LARC tutorials are designed to support students in over 35 different courses across multiple schools and leaders are assigned to a course because of the subject being taught, not because of the manner in which it is being taught.
- How We Learn Together
- How Tutorials Help Students
- Educational Research Behind LARC Tutorials & Workshops
- Check out LARC Schedule & Enroll Online
How We Learn Together
- Learning by organizing peer-to-peer activities, proven active learning techniques and enhancing your study systems.
- Our approach is research backed by educational data which focuses on the higher levels of learning that students undergo when engaged in social and active learning.
- Through active learning, presentations, games, group discussions and ultimately teaching one another, we will help you acquire the best retrieval practices!!
How Tutorials Benefit Students
- Create a learning community with your fellow classmates
- Make connections with others in your area of study.
- Develop problem solving, communication & critical thinking skills.
- Enhance study systems: learn & practice new tools/ techniques
- Excel in your course work with proven active learning strategies.
Educational Research Behind LARC Tutorials
- Brown, P., Roediger, H., & McDaniel, M. (2014). Make it stick : the science of successful learning. Cambridge, Massachusetts: The Belknap Press of Harvard University Press
- Hongtao Yue, Sangha Rico, R., Mai Kou Vang, & Aquino Giuffrida, T. (2018). Supplemental Instruction: Helping Disadvantaged Students Reduce Performance Gap. Journal of Developmental Education, 41(2), 18–25
- Falchikov, N., & Blythman, M. (2001). Learning together : peer tutoring in higher education. London ;: Routledge/Falmer.
- Dawson, P., van der Meer, J., Skalicky, J., & Cowley, K. (2014). On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature Between 2001 and 2010. Review of Educational Research, 84(4), 609–639.
- Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2018). Understanding How We Learn : A Visual Guide (1st edition.). Boca Raton, FL: Routledge, an imprint of Taylor and Francis.
Make It Stick: the Science of Successful Learning
Image by Phil Bruce, summarizing the concepts of the book Make It Stick: the Science of Successful Learning, by Peter C. Brown, Henry L. Roediger III, and Mark M. McDaniel, 2014. The Belknap Press of Harvard University Press.
Educational Research Behind LARC Workshops
- Dunlosky, John, et al. “What Works, What Doesn’t.” Scientific American Mind. January 2015. (review of current literature)
- Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). “Ten benefits of testing and their applications to educational practice.” In J. Mestre & B. Ross (Eds.), Psychology of learning and motivation: Cognition in education, (pp. 1-36). Oxford: Elsevier.
- Rohrer, D. (2012). Interleaving helps students distinguish among similar concepts. 24, 355-367Educational Psychology Review.
- Learning Scientists.org
Check out LARC Schedule & Enroll Online!
See if your lecture is supported by LARC this quarter.