Fostering Interdisciplinary Collaboration to Improve Student Learning
Ronald A. Styron Jr., Jennifer L. Styron
The purpose of this study was to compare the impact on
student learning of those enrolled in courses where instructors
participated in collegial coaching and peer mentoring. A
nonequivalent group design methodology was employed
along with an analysis of variance to analyze data. Findings
indicated higher mastery levels of student learning outcomes,
higher levels of perceived critical thinking and collaboration
by students, statistical significance in critical thinking
constructs, higher levels of persistence, and more A’s and B’s
and fewer D’s and F’s in courses where faculty members were
mentored as compared to courses where faculty members
were not. Full Text
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