Instructional Strategies and Learning Preferences at a Historically Black University
Document Type
Article
Department or Administrative Unit
Center for Teaching and Learning
Publication Date
Summer 2008
Abstract
Through the Minority Biomedical Research Support—Research Initiative for Scientific Enhancement program, the natural sciences faculty at Johnson C. Smith University, a historically Black university, works to support their students' learning. The heterogeneity of learning preferences among students challenges the faculty to provide a variety of instructional methods. Supplemental instruction was a particularly popular and effective strategy. Results include an increasing trend in number of JCSU Natural Sciences graduates.
Recommended Citation
Haskell, D. H., & Champion, T. D. (2008). Instructional Strategies and Learning Preferences at a Historically Black University. The Journal of Negro Education, 77(3), 271-279.
Journal
The Journal of Negro Education
Rights
© The Journal of Negro Education, 2008
Comments
This article was originally published in The Journal of Negro Education. The full-text article from the publisher can be found here.
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