Supplemental instruction: Students helping students’ learning at university college London (UCL) and university of central Lancashire (UCLAN)

Abstract

The Supplemental Instruction (SI) programme aims to provide an untapped learning resource for academics interested in developing first year students’ cognitive capabilities alongside their personal skills. This study examines whether the pilot SI programme meets the needs of first year students in their academic and personal development within the Law faculties of UCL and UCLAN. Whereas the US model places prime emphasis on increasing grades, the UK model develops more holistically to include both cognitive and affective aspects of learning, in which the benefits to the second year Leaders become as important as the outcomes for first year students.