Peer Assisted Learning

The Supplemental Instruction (SI) program of the University of Missouri-Kansas City addresses attrition by providing academic support in courses that are high risk for students. The program contains a number of innovative features, for example, high-risk courses are identified instead of high-risk students, and everyone in those courses is offered assistance; student participation in small group sessions is voluntary, and evaluation goes beyond student and faculty satisfaction surveys and includes actual rates of institutional change. Small group sessions incorporate such features as informal quizzes, group discussion, test question prediction, review of previous examinations, restructuring of classroom lecture notes, and other activities. The key people in the program are the SI leaders, who are presented as students of the subject of the course. As such, they present an appropriate model of thinking, organization, and mastery of the discipline. SI leaders attend all class sessions, take notes, read all assigned material, and conduct small group sessions. The SI program has been certified as an Exemplary Educational Program by the United States Department of Education, and has received National Diffusion Network funding. This paper describes program development, specific goals and objectives, results and outcomes for students and/or the institution, and potential for adaption by other institutions.

Supplemental Instruction (SI) is a student academic assistance program that increases academic performance and retention through its use of collaborative learning strategies. The SI program targets traditionally difficulty academic courses, those that typically have 30 percent or higher rate of D or F final course grades or withdrawals, and provides regularly scheduled, out-of-class, peer-facilitated sessions that offer students an opportunity to discuss and process course information (Martin, Lorton, Blanc, and Evans, 1977).

The EOA Best Practices Clearinghouse identifies, validates, and disseminates practical activities and approaches to improve the success of students who are low-income, first-generation, and historically underrepresented in education. Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed. The key is sharing it more widely and comprehensively with each other. The co-sponsors for the Clearinghouse are EOA and the University of Minnesota.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

The EOA National Best Practice Center identifies, validates, and disseminates practical activities and approaches to improve the success of students who are low-income, first-generation, and historically underrepresented in education.  Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed.  The key is sharing it more widely and comprehensively with each other. The co-sponsors for the Center are EOA and the University of Minnesota
The practices approved thus far by the EOA Center represent each of the five major TRIO grant programs: Educational Talent Search, Upward Bound, Educational Opportunity Centers, Student Support Services, and the Ronald E. McNair Postbaccalaureate Achievement Programs.  One practice is from a GEAR UP program.  For readers unfamiliar with TRIO programs, a short history is provided on the following pages.  While the education practices come from TRIO programs, they could be adapted for use with nearly any student academic support and student development program.  TRIO and GEAR UP programs are incubators of best practices to serve the needs of historically underrepresented students and the general student population.
Readers can use this publication as a guide for implementing the education practices contained within it.  Detailed information about the education practices purposes, educational theories that guide the practice, curriculum outlines, resources needed for implementation, evaluation process, and contact information are  provided by the submitters of the practice who have practical experience implementing the practices.  You are encouraged to contact them for additional information.

(Purpose) The purpose of this directory was to identify, describe, and evaluate evidence that the education practices improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. (Method) The sample for the directory was derived from TRIO and GEAR UP professionals located in the upper Midwest region that are affiliated with the Educational Opportunity Association (EOA). EOA and the Department of Curriculum and Instruction at the University of Minnesota created a clearinghouse to disseminate evidence-based practical activities and approaches to improve success of students who are low-income, first-generation, and historically-underrepresented in education. http://besteducationpractices.org The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Each practice has been approved as promising, validated, or exemplary based on the level of evidence supporting it. The rigorous standards applied during the review process are similar to previous national evaluation efforts by the U.S. Department of Education (Results) The approved education practices of this 570 page directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search, (b) Upward Bound, (c) Educational Opportunity Centers, (d) Disability Services, (e) Student Support Services, (f) Ronald E. McNair Postbaccalaureate Achievement,; and (g) GEAR UP, The directory is arranged by the following topical areas: (a) Academic Advising and Counseling [Advising Syllabus, Academic Improvement Plan, Academic Advising Management System, Podcasting Academic and Career Counseling for Post 9/11 Veterans, and Student Academic Needs Assessment]; (b) Academic Support [Integrated Learning Course for Entering SSS College Students, Tutoring for Students with Disabilities, Tutor Training and Professional Development, Structured Study Hall Days at College Campus by UB Students, and PAL Group Tutoring Program Training Manual]; (c) Assessment and Evaluation [Post Assessment Evaluation Tool for EOC Programs]; (d) Career Exploration [Senior College Experience for UB Students]; (e) Coaching Students [Coaching TRIO Students and Peer Coaching Handbook]; (f) College Tours and Field Trips [Emergency Field Trip Contingency Plan, and Planning Effective College Tours for High School Students]; (g) Curriculum [High School Financial Literacy, Integrated Approach to First Year College Experience, Summer Enrichment Program Curriculum for Middle School Students, and McWrite: Developing Scholarly Writing Skills]; (h) Disability Services [Access College Today Program]; (i) Global Studies Curriculum and Tour Procedures [Horizons Study Abroad Experience, Evaluation Tools for a Study Abroad Program, Procedures for a Study Abroad Program, and Creating Global Experiences for First-Generation and Limited Income College Students]; (j) Orientation Programs [Right Start to College Seminar for Adult Learners]; and (k) Policies and Procedures [Educational Talent Search Policies and Procedures Handbook. (Implications) Rather than looking to others for solutions, the federally-funded TRIO and GEAR-UP grant programs have the expertise needed to solve vexing problems with student success. These programs are incubators of best education practices that can be implemented elsewhere. Detailed information is provided about the education practice purposes, educational theories that guide it, curriculum outlines, resources needed for implementation, evaluation process, and contact information. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. (Additional Materials) Appended to the directory are: (1) Profiles of TRIO and GEAR UP Programs with Best Practices; (2) EOA Clearinghouse External Expert Panelists; and (3) Procedures for Evaluation of Submissions to the EOA Clearinghouse. [This directory is a revised and expanded version of ED589760.]

The Peer Assisted Learning (PAL) program at the University of Minnesota is a primary academic support program for historically difficult, introductory college courses that serve as gatekeepers to academic degree programs. Based upon operating principles of other academic support programs and educational theories, PAL is integrated into the courses it serves. The PAL groups review essential course content, model cognitive learning strategies to deepen understanding, and promote metacognitive awareness so students are autonomous learners in courses without academic support services. The PAL approach operates at the confluence of collaborative learning, cooperative learning groups, and learning communities. This article provides a detailed overview of the PAL model, educational theories upon which it is based, and how variations of it are implemented at the institution. Quantitative and qualitative studies reveal academic and personal benefits for participating students and those serving as PAL facilitators. The studies validate the role of PAL with closing the achievement gap between students of different ethnicities and levels of academic preparedness for rigorous college courses in mathematics and science.

This 2019 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,568 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. [This annotated bibliography is a revised and expanded version of ED565496, ED545639, ED489957, ED574832, and ED586988]

This examination of the University of Minnesota Peer Assisted Learning (PAL) program identified five themes of choices made by student leaders during and in preparation for study group review sessions:  (a) redefined facilitator role beyond initial training, (b) assessed students to adapt the sessions, (c) adapted sessions to address knowledge or skill deficits of students, (d) empowered student participants to take more regulation of sessions, and (e) engaged in trial and error to add new approaches to sessions.  These findings encourage a deeper understanding of beliefs, choices, and professional identity formation of peer study group review leaders.  Understanding more deeply the complex process that facilitators employ to prepare for and adapt during study review sessions can guide training practices to increase their effectiveness with improving student grades in historically difficult courses.

This chapter focuses upon a subset of the broader educational practice of peer collaborative learning, specifically postsecondary peer cooperative learning programs that embed study strategy practice within their activities. These practices have demonstrated higher student outcomes including increased student persistence towards graduation. Adoption of such research-based practices has become more essential because institutions cannot waste scarce resources upon programs that may not contribute both to increased student success as well as increasing the institution’s economic stability through lower student dropout rates and the loss of tuition dollars.

This qualitative study focused on observed and perceived changes in academic and personal attitudes and behaviors by student participants in the Peer Assisted Learning (PAL) program at the University of Minnesota (UMN). The PAL model employs best practices from national peer learning models including Supplemental Instruction, Peer-led Team Learning, and Emerging Scholars Program. The PAL program provides regularly-scheduled study review sessions weekly to support students achieve higher final course grades and persistence rates. In most uses of the PAL model at UMN, participation is mandatory. Arthur Chickering's Comprehensive Theory of Personal Change was used to analyze the data. Data was gathered by the PAL study group facilitators of observed or perceived changes of attitudes and behaviors by the participating students. Four themes emerged: higher academic engagement, higher confidence, increased interpersonal skills, and improved critical thinking skills. Higher engagement with the learning process was manifested through PAL participants talking more, displaying more comfort while speaking, and asking questions of the PAL facilitators and others in the group. Increased confidence was evidenced by reduction of frustration and fear and replaced with display of new cognitive and metacognitive thinking, expressions of self-confidence in ability to solve problems, and learn new academic content independently. Increased interpersonal skills was higher interaction within the study group, helping others during small group activities and within the large group discussions, making friends with the participating students and the facilitator, and actively working with fellow students to solve problems rather than preferring self-reliance and working alone. The final theme of improved 26 critical thinking was displayed by increased ability to understand and explain reasoning behind concepts. Several recommendations are offered: how study group programs could foster academic and personal growth of study group participants and areas for further research.

(Purpose) The purpose of this glossary was to identify and describe education practices that improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented college students. Keeping current with the rapid changes in the field of developmental education and learning assistance is essential. Words make a difference in policy discussions and the practical guidance of campus activities. The rapid changes in learning pedagogies, delivery systems for courses, and language use evoke strong emotions for many within the profession, including those involved with this glossary. It may not be our choice to change, but this glossary is our response to the rapidly–morphing landscape of postsecondary education, our field in particular, and the larger society in which we live. In this fourth edition of the glossary, one area that has been significantly expanded is vocabulary related to culturally sensitive pedagogies that emerged during the 1980s and 1990s. Examples of these include: critical literacy, critical pedagogy, cultural competence, cultural differences, cultural literacy, cultural sensitivity, culturally relevant pedagogy, culturally responsive pedagogy, culturally sustaining pedagogy, inclusion, inclusive pedagogy, multicultural developmental education, multicultural education, and social justice.
The second new area in this edition are approaches for offering the curriculum other than the traditional academic term-length developmental-level course. Examples of these include accelerated developmental-level course, acceleration, acceleration through curricular redesign, acceleration through mainstreaming, college access, compensatory education, compressed developmental-level course (or skills instruction), contextualization or contextualized learning, co-requisite paired course, course redesign, differentiated placement, embedded academic support, emporium-style model, flipped classroom, gateway course, Gateways to Completion®, guided pathways, integrated reading and writing, modular instruction, non-course competency-based option (Texas), nontraditional model (Texas), stacked course, stretched course, and students as partners. The third area for glossary expansion are those related to academic integrity and intellectual property rights. These were written in a more accessible style than the formal definitions from law reference works. Technologies such as text scanners, photocopiers, printers, and downloadable files from the Internet have made it easier to make mistakes with use of copyrighted instructional materials both for use in the classroom as well as placement on the Internet for use by others. Examples of these terms include attribution of intellectual property, copyright, copyright infringement, Creative Commons licenses, ethical standards, inadvertent use of copyrighted material, instructional materials, intellectual property use copyright, liability exposure, literary property, literary property use copyright, plagiarism, professional liability coverage, open access, open educational resource (OER), and public domain. A fourth significant change for this edition is its scrupulous avoidance of deficit and less acceptable language to describe students. In this edition, asset-based language is used to reflect accurately our students and their capabilities. Throughout history, it is words and phrases have been replaced by newer ones. The older words become less acceptable since they can lead to misinterpretations or have become by today’s standards of usage as inaccurate or perceived by others as discriminatory or racist. This glossary does not make judgements of the authors using those terms. Popular and professional literature is filled with those phrases. However, we move forward with recommended language that is more accurate, affirms student capabilities, and avoids offense to others. Examples of these deficit and less acceptable language includes academically underprepared student, college-level student, developmental student, diverse student, high-risk student, majority or minority student, person/student of color, remedial student, and special population. (Method) The sample for the glossary is based on the previous three editions of the same glossary with new terms added with this document. The glossary terms have been reviewed and approved by multiple members of an external expert panel of qualified reviewers.  All of them have served as administrators of their campus developmental education and learning assistance programs. Their practical experiences and keen insights have made this set of glossary terms invaluable in the rapidly changing nature of postsecondary and tertiary education. We owe much to the dedication and expertise of the authors, editors, and external review teams of the first three editions of this glossary.

(Purpose) The purpose of this directory was to identify, describe, and evaluate evidence that the education practices improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. (Method) The sample for the directory was derived from TRIO and GEAR UP professionals located in the upper Midwest region that are affiliated with the Educational Opportunity Association (EOA). EOA and the Department of Curriculum and Instruction at the University of Minnesota created a clearinghouse to disseminate evidence-based practical activities and approaches to improve success of students who are low-income, first-generation, and historically-underrepresented in education. The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Each practice has been approved as promising, validated, or exemplary based on the level of evidence supporting it. The rigorous standards applied during the review process are similar to previous national evaluation efforts by the U.S. Department of Education (Results) The approved education practices of this 353 page directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search, “Emergency Field Trip Contingency Plan”, “Program Policies and Procedures Handbook”, “Peer Coaching Handbook”, “Academic Improvement Plan”, “Middle School Summer Curriculum”, (b) Upward Bound, “Upward Bound Senior College Exploration”, “Study Hall Days at a College Campus”, “Podcasting Academic and Career Counseling”, “Academic Advising Management System”, and “Planning Effective Campus Visits”; (c) Educational Opportunity Centers, “Coaching TRIO Students”, “Right Start to College Seminar for Adults”, and “Post service Assessment Tool”; (d) Disability Services, “Access College Today Program”; (e) Student Support Services, “Creating Global Experiences for College Students”, “Advising Syllabus”, “Integrated Approach to the First Year Experience”, “Horizons Study Abroad Experience”, “Procedures for a Study Abroad Program”, “Evaluation Tools for a Study Abroad Program”, “Integrated Learning Course”, “Tutoring for Students with Disabilities”, and “Tutor Training and Professional Development”; (f) Ronald E. McNair Postbaccalaureate Achievement, “McWrite: Developing Scholarly Writing Skills”; and (g) GEAR UP, “High School Financial Literacy Curriculum”. (Implications) Rather than looking to others for solutions, the federally-funded TRIO and GEAR-UP grant programs have the expertise needed to solve vexing problems with student success. These programs are incubators of best education practices that can be implemented elsewhere. Detailed information is provided about the education practice purposes, educational theories that guide it, curriculum outlines, resources needed for implementation, evaluation process, and contact information. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. (Additional Materials) Appended to the directory are: (1) Profiles of TRIO and GEAR UP Programs with Best Practices; (2) EOA Clearinghouse External Expert Panelists; and (3) Procedures for Evaluation of Submissions to the EOA Clearinghouse.

Postsecondary peer cooperative learning activities often share common goals of increasing student learning and persistence towards graduation. These approaches range from simple activities created independently by individual classroom teachers to comprehensive programs adopted by many institutions in the U.S. and internationally. Since Dr. Martha Maxwell first reported on these approaches, peer-learning activities have grown in their diversity, sophistication, and effectiveness. This chapter identifies their historical development, theoretical underpinnings, key characteristics, and future areas for investigation and growth and describes best practices of the four major national models of peer learning, requirements for their successful implementation, and a critique of their utility. Dr. Maxwell and others designed increasingly sophisticated systems for the evaluation and certification of these approaches. What started as a simple strategy to help students learn more in the classroom and achieve higher grades has become an important tool to increase college graduation rates while also providing a feedback system for professional development of course instructors and those who facilitate the student peer learning groups. Peer learning groups following best practices not only increase academic engagement with and mastery of historically challenging academic content, but also build supportive learning communities. They are an important contributor to the learning ecosystem in postsecondary education.

(Purpose) This 2018 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally to increase student achievement. (Methodology) An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. (Results) From a review of the professional literature, nearly 1,500 citations emerged concerning seven programs that met the previously mentioned selection criteria: Accelerated Learning Groups (ALGs), Emerging Scholars Program (ESP), Peer Assisted Learning (PAL), Peer-Led Team Learning (PLTL), Structured Learning Assistance (SLA), Supplemental Instruction (SI), and Video-based Supplemental Instruction (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. (Conclusions) The professional literature of peer learning programs has grown significantly in recent years.  The literature reports not only positive outcomes for the student participants of such programs, but now includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. (Recommendations) Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. Updated versions of this bibliography are available at http://www.arendale.org/peer-learning-bib/

This research investigated variables that may influence effectiveness of the Supplemental Instruction (SI) learning assistance and enrichment program at the University of Missouri-Kansas City and other U.S. postsecondary institutions. The first study analyzed variables related to academic performance of students from the university (mean final course grades, rate of course withdrawal, and rate of persistence). Study two investigated variables at 735 U.S. postsecondary institutions related to academic performance of students and satisfaction level with the campus SI program. Independent variables included: administrative placement of the SI program unit (academic affairs, student affairs, or other); age of the SI program, fidelity of the program to SI program activity constructs (SI Supervisor involvement, SI Leader involvement, SI Leader training, institutional involvement), and four dependent variables (mean final course grades, mean percent of "D" and "F" final course grades and course withdrawals, mean percent of students who participate in the program, and satisfaction level with the program. The first study found a positive correlation between higher academic achievement and persistence rates with .the independent variables of SI attendance and measures of precollegiate academic achievement. In study two, there were statistically significant positive correlations with three of four program activity constructs and the effectiveness of the program regarding improved student outcomes and higher satisfaction ratings by campus administrators who supervised the program. Among the implications of this research is the identification of key activities that should be observed to maximize program effectiveness. Three appendixes contain survey correspondence, a survey questionnaire, and an extensive annotated bibliography of world related to SI. (Contains 290 references and 34 tables.) (SLD)

This annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence towards graduation. At the end of this overview, several suggestions are made for differentiating the models from each other and the level of institutional resources and resolve with implementing them. The seven student peer learning programs included in this bibliography meet the following characteristics: (a) implemented at the postsecondary or tertiary level; (b) clear set of systematic procedures for its implementation that could be replicated by another institution; (c) program evaluation studies have been conducted and are available for review; (d) intentionally embeds learning strategy practice along with review of the academic content material; (e) outcomes include increased content knowledge, higher final course grades, higher pass rates, and higher college persistence rates; and (f) the program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, six programs emerged: (a) Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c) Peer Assisted Learning (PAL), (d) Peer-Led Team Learning (PLTL), (e) Structured Learning Assistance (SLA), (f) Supplemental Instruction-PASS (SI-PASS), and (g) Video-based Supplemental Instruction (VSI). As will be described in the following narrative, some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently.

This article discusses a research-based reading intervention called peer-assisted learning strategies in reading (PALS) and
includes practical suggestions for educators concerned with literacy as a tool to reposition and empower students of color,
English learners, and students with disabilities in schools and society. Following a rationale informed by historical oppression
related to learners’ race, language, and ability, the article describes PALS methodology along with specific extensions for
incorporating students’ lived experiences, considering disability as an important element of student diversity, and focusing
on students’ progress and cooperation beyond their reading problems and competition.

This study investigated online mentoring as a method of supporting inexperienced, geographically-dispersed Supplemental Instruction Leaders (SILs). Supplemental Instruction (SI) is an academic support program that employs successful senior students as SILs to facilitate regular peer learning sessions. Over 250,000 tertiary students attend SI each year worldwide (Arendale, 2002). Students who attend SI are more likely to succeed in their studies, achieve higher grades, and be retained at their institutions (Martin & Arendale, 1993). The Australian higher education sector has a need for initiatives like SI that support the success of non-traditional students (Bradley, Noonan, Nugent, & Scales, 2008); however such programs can be difficult to implement in multi-campus institutions (Winchester & Sterk, 2006). In this study, online mentoring was examined as a method of addressing some of the difficulties in supporting inexperienced SILs who are geographically isolated.

There is minimal research literature about the use of mentoring or community to support SILs, and none addressing the problem of supporting geographically-dispersed SILs. Online mentoring and community models have been used successfully in other contexts to support novices that are geographically isolated from potential mentors and their peers. SILs are different from mentees in most mentoring literature; traditional mentees are either career employees or students being mentored for their academic success. In this study, SILs are being supported for a part-time, fixed-term role that few intend to continue as a career.

The following research questions were investigated:
Research Question 1: What models are appropriate for mentoring geographically-dispersed Supplemental Instruction Leaders?
Research Question 2: In what ways does participation in an online SIL support program impact on mentors, mentees and community members?

The study consisted of two phases, each addressing the corresponding research question. In Phase 1, an exploratory qualitative study was conducted into the development of an online mentoring model for geographically-dispersed SILs. A new theoretical framework was developed from Social Learning Theory (Bandura, 1977) and Social Exchange Theory (Emerson, 1976; Homans, 1958) to inform the design of the model. This framework assisted in understanding how mentoring happens, and why mentors and mentees might participate in it.

In Phase 2 the model was investigated twice using a qualitative, multiple-case study methodology. There were 30 participants from six campuses of five Australasian universities in the first study, and 67 participants from 27 campuses of 25 academic institutions from three continents in the second study. Data were analysed using a deductive approach based on the theoretical framework. Key findings of this research were:

A model for the mentoring of geographically-dispersed SILs.

An understanding of the impacts of the model on participating SILs. Role modelling was found to be the component of mentoring most used for SIL development; this is interesting given Ensher, Heun and Blanchard’s (2003) proposition that “role modelling may be the function of mentoring that is least efficiently done in a virtual setting” (p. 273).

A set of design variables for the development and expression of mentoring models. These variables address an identified need in the literature for clarity in academic communications about mentoring.

A new theoretical framework for understanding mentoring. This framework provides a more comprehensive understanding of mentoring than either of its components.

This research has significance for online mentoring and higher education in general, and more specifically, the support of geographically-dispersed, part-time staff, such as SILs and university tutors or teaching assistants.

Peer assessment is increasingly being used as a pedagogical tool in classrooms. Participating in peer assessment may enhance student learning in both cognitive and non-cognitive aspects. In this study, we focused on noncognitive aspects by performing a meta-analysis to synthesize the effect of peer assessment on students’ non-cognitive learning outcomes. After a systematic search, we included 43 effect sizes from 19 studies, which mostly involved learning strategies and academic mind-sets as non-cognitive outcomes. Using a random effects model, we found that students who had participated in peer assessment showed a 0.289 standard deviation unit improvement in non-cognitive outcomes as compared to students who had not participated in peer assessment. Further, we found that the effect of peer assessment on non-cognitive outcomes was significantly larger when both scores and comments were provided to students or when assessors and assessees were matched at random. Our findings can be used as a basis for
further investigation into how best to use peer assessment as a learning tool, especially to promote non-cognitive development.

Günümüzde, değişim kaçınılmaz bir gerçek, öğrenme tarzındaki çeşitlilik de aynı şekilde. Bu kitapta, Doug Thomas ve John Seely Brown değişimin gücünü, birbiriyle ilişkili kavramlar olan ilham almayı, bireysel öğrenmeyi ve yeni ortaya çıkmakta olan öğrenme kültürünü bize tanıtıyorlar. Geleneksel anlamdaki kültür kavramını, öğrenme ortamındaki her türlü değişkene göre kendini geliştirme, değiştirme ve uyum sağlama olarak ele alıyorlar, öğrenmeyi ise işbirliği yapma, birlikte oluşturma ve durmayan değişim olarak tanımlıyorlar. Böylece değişimin bir parçası olmayı, çağımızın diline çevirmek gerekirse, teknoloji okuryazarı olmayı ön plana çıkartıyorlar. Günümüz şartlarında öğrenme olgusunu, betimleyici bir tarzda anlatan bu çalışmanın, uzun süreli ve sistemli bir gözlemin ürünü olduğu ortada...

Postsecondary institutions throughout the nation=s history have provided developmental education and learning assistance programs to meet the academic standards expected of admitted college students.  This history of developmental education provides a context for creation of the Supplemental Instruction (SI) model in 1973 at the University of Missouri-Kansas City to meet immediate needs at the institution due to a high attrition rate among students enrolled in professional schools.  The national, and eventual international, dissemination of the SI model was due to it meeting similar needs at other institutions as well.  SI has become a widely adopted method of mainstreaming the best practices of developmental education with college-level courses.

At the University of Minnesota during fall 2006, I created a college--credit course to help study group leaders apply educational theories during their group sessions. This course was required of al new group leaders beginning during fall term. Rather than a didactic class format led by me as the instructor, a collaborative seminar model was employed. In the class, these students dtudied education theory articles and discussed how to apply this information to their weekly sessions. This understanding helped them create new learning activities not contained in the formal training program. It also made better sense of dynamics within the group and how to employ culturall-sensitive learning activities. This courwe was part of a larger required professional development component for the study group leader.

This paper provides a basic overview of Supplemental Instruction and a new application of it named Video-Based Supplemental Instruction. In order to retain the at-risk student population, we have developed an information delivery system called Video-based Supplemental Instruction or VSI© (Martin and Blanc, 1994).  VSI differs from SI in several respects.  The students enroll in required, core curriculum courses.  The course professor records all didactic presentations on videotape for use with underprepared students as well as other students who opt for this highly interactive way of learning.  Instead of attending the professor’s regular lecture classes, students enroll in the video section of the professor’s course.  Students in both sections are held to the same performance standards.  Specially designed facilitator and student manuals support the video sections.

In the last two decades, teachers, researchers and educational authorities express their concern for EFL (English as a Foreign Language) students’ poor writing performance and failure in formal tests (Lee, 2009; Meletiadou, 2013; Pavlou et al., 2005; Tsagari & Meletiadou, 2015). Research has indicated that peer assessment (PA) can be successfully employed as a tool for improving writing skills and supporting a better integration of teaching/instruction with assessment of progress in learning (Falchikov et al., 2000). However, the use of PA and teacher assessment (TA) in secondary education has not yet been widely investigated (Tsivitanidou et al., 2011). More specifically, the present dissertation investigates the use of PA as a dynamic learning tool which can enhance EFL students’ writing skills in secondary education. It aims to develop a PA implementation model for secondary school classes and investigate into the effects of PA on learning, which is often characterized as consequential validity, (Boud, 1995; Sambell et al, 1997). The overall aim is to enable teachers to improve students’ performance and motivation, particularly in the field of EFL writing. The present dissertation focuses on a study which employed a pre-test post-test quasi-experimental design and focused on PA of EFL writing skills in the Cypriot secondary education. It aimed to explore: (a) the effect of PA and TA on EFL students’ writing performance as this was indicated by their pre-test and post-test essay marks in contrast to TA only; (b) the impact of PA and TA on EFL students' writing quality as opposed to TA only; (c) EFL students’ attitudes towards PA, and (d) EFL teachers’ perceptions of PA. Participants of the study were: (a) twenty groups of ten Cypriot intermediate adolescent EFL students (200 students in total); (b) 20 qualified EFL teachers, and (c) an external assistant. All participants received adequate training in PA methods. Data were analysed using a variety of qualitative and quantitative methods. The study outcomes indicated that PA and TA can have a moderately positive impact on students’ writing performance affecting all aspects of writing (mechanics, organization, content, vocabulary, genre and language use) and a similarly significant impact on EFL students’ writing quality (lexical complexity, fluency, accuracy, grammatical complexity). The impact was more profound on low-achievers who are in greater need of the benefits that PA can provide them. These results contribute to linguistic theory by suggesting that language learning grows and skills may be adequately developed in the appropriate learning environment in which PA is used as a dynamic learning tool. PA is anticipated to make a significant contribution to the field of education if: (a) sufficient training and support is provided to all participants, (b) carefully designed tools are employed to familiarize learners with the PA process, (c) PA is introduced gradually and used on a regular basis as early as possible that is even in primary education, and (d) the emphasis is on the formative use of PA as a dynamic learning-oriented tool employed by teachers to enhance students’ skills. The study provides recommendations for training teachers and students in PA skills, for conducting research in PA and other alternative assessment methods and for implementing PA successfully in secondary EFL writing classes. Directions for further research are also discussed.

As an attempt to shed more light on the effectiveness of alternative assessment in second language (L2) learning, this study sought to evaluate the effect of self-assessment and peer-assessment on writing performance of Iranian English as a Foreign Language (EFL) students. To achieve this objective, a number of forty-six English major learners who were the students from two intact classes at an Islamic Azad University were employed as the participants of this study. The two classes were randomly assigned to a self-assessment group (N=22) who were trained to self-assess their writing tasks and a peer-assessment group (N=24) who were taught to assess the writings of their peers. The study intervention during which self-and peer-assessment practices were carried out for each group lasted for a period of one university semester. The required data were collected through two timed-writing essays administered as the pre-test and post-test of the study. The findings revealed that both self-assessment and peer-assessment were effective in improving the writing abilities of the participants. However, it was found that the students in the peer-assessment group outperformed those in the self-assessment group in terms of writing performance, suggesting that peer-assessment was more effective than self-assessment. The discussions of the results as well as the pedagogical implications of the study were finally presented.

This updated 2020 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. A number of the publications report how they adapted their programs due to COVID-19 restrictions and online delivery platforms. Technology use was more often reported in these publications. URLs are provided for approximately half of the publications so that they can be downloaded. Nearly twenty-five percent of the entries in this bibliography are from authors and researchers outside of United States. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,640 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Guidance is provided to implement best practices of peer learning programs that improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leader identity emergence, leadership, public speaking, interpersonal communication, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. This annotated bibliography is a revised and expanded version. 344 pages  1,640 citations

This research investigated variables that may influence effectiveness of the Supplemental Instruction learning assistance and enrichment program at the University of Missouri-Kansas City and other U.S. postsecondary institutions.  Study number one analyzed variables related to academic performance of University of Missouri-Kansas City students (mean final course grades, rate of course withdrawal, and rate of persistence).  Study number two investigated variables at 735 U.S. postsecondary institutions related to academic performance of students and satisfaction level with the campus Supplemental Instruction program.  Independent variables included:  administrative placement of the SI program unit (academic affairs, student affairs, or other), age of the SI program, fidelity of the program to SI program activity constructs (SI Supervisor involvement, SI Leader involvement, SI Leader training, institutional involvement), and four dependent variables (mean final course grades, mean percent of D and F final course grades and course withdrawals, mean percent of students who participate in the program, and satisfaction level with the program).
Besides the quantitative studies, an extensive review of the literature regarding the history of developmental education and learning assistance programs in the United States produced six discernable historical phases.  Supplemental Instruction was placed within this social context in American history.  The appendix includes an extensive annotated bibliography of 450 publications and other media types published by authors worldwide related to Supplemental Instruction.
Study number one found positive correlation between higher academic achievement and persistence rates with the independent variables of SI attendance and measures of precollegiate academic achievement.
The entire known population of 735 Supplemental Instruction programs within the United States was selected for study number two.  There were statistically significant positive correlations with three of the four program activity constructs (SI Supervisor Involvement, SI Leader Involvement, and SI Leader training) and the effectiveness of the program regarding improved student outcomes and higher satisfaction ratings by the campus administrators who supervised the program.  There were no statistically significant differences between the different program administrative placement locations and the dependent variables.  Implications from this research include identification of key activities within the program that should be observed to maximize program effectiveness for the institution and participating students.

The study examined the views of lecturers and Peer Assisted Learning (PAL) Tutors on students’ use of smartphones for learning at a rural university in the Eastern Cape Province of South Africa. The research adopted a quantitative approach and the design was a survey. A total sample of 50 academics that was comprised of 39 lecturers from the Faculty of Business Science & Management and Faculty of Science, Engineering & Technology from a population of 71 and 11 PAL Tutors from Faculty of Science, Engineering & Technology from a population of 14 voluntarily partook in the survey. A five-point Likert-scale questionnaire was employed to collect data. The questionnaire consisted of two sections in which the first section was used to obtain the demographic data and the second section to collect the core data. The quantitative data were captured into Statistical Package for Social Sciences (version 26) which were analyzed using descriptive statistics and triangulated by sources among lecturers and PAL Tutors. The results obtained revealed that the lecturers and PAL Tutors showed positive attitudes on the students’ use of smartphones in university classrooms. It has been strongly established that students do not have the multitasking capability of using smartphones and paying attention to lecture at the same time. Furthermore, this study also showed that use of smartphones for academic purposes in university classrooms were enjoyed by the students and it was motivating and enhancing their learning process.

This research investigated variables that may influence effectiveness of the Supplemental Instruction (SI) learning assistance and enrichment program at the University of Missouri-Kansas City and other U.S. postsecondary institutions. The first study analyzed variables related to academic performance of students from the university (mean final course grades, rate of course withdrawal, and rate of persistence). Study two investigated variables at 735 U.S. postsecondary institutions related to academic performance of students and satisfaction level with the campus SI program. Independent variables included: administrative placement of the SI program unit (academic affairs, student affairs, or other); age of the SI program, fidelity of the program to SI program activity constructs (SI Supervisor involvement, SI Leader involvement, SI Leader training, institutional involvement), and four dependent variables (mean final course grades, mean percent of "D" and "F" final course grades and course withdrawals, mean percent of students who participate in the program, and satisfaction level with the program. The first study found a positive correlation between higher academic achievement and persistence rates with .the independent variables of SI attendance and measures of precollegiate academic achievement. In study two, there were statistically significant positive correlations with three of four program activity constructs and the effectiveness of the program regarding improved student outcomes and higher satisfaction ratings by campus administrators who supervised the program. Among the implications of this research is the identification of key activities that should be observed to maximize program effectiveness. Three appendixes contain survey correspondence, a survey questionnaire, and an extensive annotated bibliography of world related to SI. (Contains 290 references and 34 tables.) (SLD)

Peer collaborative learning has been historically embedded into education. As both pedagogy and learning strategy, it has been adopted and adapted for a wide range of academic content areas at the elementary, secondary, and postsecondary levels due to its benefits. The professional literature is filled with reports of individual instructors integrating this approach into postsecondary classrooms in diverse ways. This is due to claims by some programs that following their specific protocols increase student academic performance, persistence rates, and bolstering institutional revenues as a result. Rather than attempting to cover the entire range of collaborative learning practices, this section is focused on four national peer learning models. The four student peer learning programs selected for this chapter were the only ones that met the following characteristics: (a) implemented at the postsecondary or tertiary level; (b) clear set of systematic procedures for implementation to replicate by another institution; (c) evaluation studies have been conducted and available for review; (d) intentionally embeds learning strategy practice along with review of academic content material; (e) outcomes include increased content knowledge, higher final course grades, higher course pass rates, and higher college persistence rates; and (f) replicated at another institution with similar positive student outcomes. The following programs met these seven characteristics: (a) Emerging Scholars Program (ESP), (b) Peer-Led Team Learning (PLTL), (c) Structured Learning Assistance (SLA), and (d) Supplemental Instruction (SI).

The Supplemental Instruction (SI) model of student academic assistance helps students in historically difficult classes master content while they develop and integrate learning and study strategies.  Goals of SI include: (1) improve student grades in targeted courses; (2) reduce the attrition rate within those courses; and (3) increase the eventual graduation rates of students.  All students in a targeted course are urged to attend SI sessions, and students with varying ability levels and ethnicities participate.  There is no remedial stigma attached to SI since historically difficult courses rather than high risk students are targeted. Some educational researchers (Dimon, 1988; Keimig, 1983) have concluded that it is difficult to teach transferable study skills in isolation from content material, and SI offers an alternative. Experts in higher education have recognized that there is a need for increased emphasis on student retention, particularly for first-generation and economically-disadvantaged students.  American society cannot afford the economic and social cost of college drop outs who are not able to fulfill their potential.

In 1972, the TRIO program leaders at the University of Minnesota (UMN) developed the Integrated Learning (IL) course to meet academic and cultural transition needs of their Upward Bound (UB) secondary school students.  These courses were offered during the UB summer bridge program for students who were concurrently enrolled in academically-challenging tertiary courses following graduation from secondary school.  Later, use of the IL course shifted from the UB program to the tertiary-level TRIO Student Support Services program.  An academically-challenging course like introductory psychology is linked with an IL course.  The IL course is customized to use content of its companion class as context for mastering learning strategies and orienting students to the rigor of the tertiary learning environment.  The IL course approach has assisted TRIO students improve their academic success in the rigorous academic environment as well as acclimate to the social climate of UMN, one of the largest universities in the United States.  The primary purpose of this article is providing an overview of the IL course approach with sufficient information so other institutions could replicate it.  Two quasi-experimental studies examined the possible benefits of the IL course.  One was in connection with an introductory psychology course.  The IL course students earned statistically significantly higher final course grades than nonparticipants.  Another study with an introductory biology course replicated results of higher final course grades for IL course students.  The IL course fostered higher final course grades and expanded positive study behaviors and their metacognitive skills necessary for academic success.

Peer tutoring or peer assisted learning is an effective instructional strategy that involves active and interactive participative learning process resulting in a deeper understanding of concepts for both 'Tutors' and 'Tutees'. The aim of this study is to investigate the effectiveness of peer tutoring on Academic achievements of the students in the General Foundation and Undergraduate Programmes at a private college in Oman. It will further explore other advantages, especially social and emotional benefits, the tutors and tutees may gain by taking part in peer tutoring programme held at Middle East College, Oman. The study was conducted through an online survey, personal interviews and judging the in-class performances of these students. The results revealed some interesting benefits for both the 'Tutors' and the 'Tutees'. For the 'Tutors' it was a bolstering experience as it led to increased knowledge and skills; self-confidence; and a sense of responsibility. The 'Tutees' on the other hand developed – (i) a better liking for the subject concerned; (ii) better cooperation skills among their peers; (iii) increased motivation to study a particular subject; (iv) better communication Skills; (v) better stress management; and (vi) confidence. Peer tutoring is seen as a great advantage to gain learner autonomy to reap the full benefits of academic life by nurturing innate talent and abilities. The shift from teacher-led to student-centered classes has been hailed as a milestone in order to foster learner autonomy and productive learning.

This topical annotated bibliography is drawn from a larger database of peer assisted learning (PAL) programs available at https://www.arendale.org/peer-learning-bib Major national and international models in the bibliography of nearly 1600 citations are: (a) Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c) Peer Assisted Learning (PAL), (d) Peer-Led Team Learning (PLTL), (e) Structured Learning Assistance (SLA), (f) Supplemental Instruction (SI), and (g) Video-based Supplemental Instruction (VSI). Some programs are also known by other names such as PASS for the SI Program. Check back throughout the year since the database is frequently updated. Only two of these models provided research studies or implementation information for providing their program online: Peer-Led Team Learning (also known as cPLTL or Cyber PLTL), and Supplemental Instruction/PAL/PASS (also known as iPASS, OPAL, OPASS, and OSI). These publications provide examples from North America, Europe, and Australasia. When available, a weblink is provided so that they can be downloaded.

Peer-assisted learning (PAL) promotes improved skills across a variety of disciplines, and may enhance students’ understanding of conceptually difficult ideas. The effect of group size in promoting learning of such concepts, either in quantitative or qualitative terms, is also an area of interest. This study aimed to investigate the comparative value that foundation biology students placed on paired versus quad PAL activities, and both their perceived and actual understanding of plant and animal evolution, following such activities. The activities were structured and scaffolded over a four week period, with paired groups (dyads) merging into quads, and with students being surveyed over that period. Students reported that discussions with their lab partners helped improve their understanding of plant and animal evolution, and the majority valued quad over dyad PAL. Additionally, the PAL intervention had a positive impact on students’ examination results, compared to the previous year...

Peer collaborative learning has been popular in education for decades. As both a pedagogy and learning strategy, it has been frequently adopted and adapted for a wide range of academic content areas throughout education at the elementary, secondary, and postsecondary levels due to its benefits. The professional literature is filled with reports of individual professors integrating this approach into postsecondary classrooms in diverse ways. Increased attention has been placed on this practice due to claims by some programs that carefully coordinated and managed learning programs with specific protocols can increase student persistence rates towards graduation, supporting both student goal aspirations as well as bolstering institutional revenues. Much of the narrative from this overview to the bibliography is drawn from a recent article published by me on peer cooperative learning groups (Arendale, 2004). This annotated bibliography does not attempt to be inclusive of this broad fiel...

PA is rooted in some of the most popular theories which describe and explain how learning and, in particular, L2/FL language learning can be effectively combined with assessment (Peng & Jui-Ching Fion, 2009; Topping, 1998). There are six theoretical stances that support the use of PA activities in the writing classroom from both cognitive and psycholinguistic perspectives (De Lisi & Golbeck, 1999; Divaharan & Atputhasamy, 2002; Kohonen, 2009; Thurston, Van de Keere, Topping, Kosack, Gatt, Marchal, Mestdagh, Schmeinck, Sidor, & Donnert, 2007; Xiao, 2010): a) process writing theory, b) collaborative learning theory, c) social cognitive theories, d) metacognition, (f) interaction and second language acquisition (SLA), e) cognitive constructivist theory, and f) self-regulation. Research based on these theoretical stances has provided substantial evidence that PA activities help L2/FL learners develop not only their L2/FL writing abilities but also their overall L2/FL language abilities through the negotiation of meaning that typically takes place during peer response (Liu & Hansen, 2002; Topping, 2009).

The first year of college has always presented challenges to both students and institutions.  For students, it is one of life's most critical transitions.  In fact, the most critical period for first-time students is during the initial six weeks of their first semester in college.  This is the time most likely for the student to drop out (Blanc, DeBuhr, and Martin, 1983; Noel, Levitz, Saluri, and Associates, 1985).  The student attrition rate of nearly 50 percent for the first year college student is a national trend among two-year
institutions with open admission policies (American College Testing Program, 1993).  This attrition rate has increased over the past decade (Tinto, 1993).  For students who begin their academic careers at two-year colleges, the transfer rate to senior institutions is often disappointing.  For example, the transfer rate for minority students in California community colleges is between five and 10 percent.  Nearly 90 percent of minority students enrolled in college in California are in community colleges (Conciatore, 1991, p. 24).

Hill, J., Thomas, G., Diaz, A. & Simm, D. (2016) Journal of Geography in Higher Education.
This paper uses case studies and secondary literature to critically examine how learning spaces inhabited by geographers might be used productively as borderland spaces for learning partnership. Borderland spaces are novel, challenging, permissive and liminal, destabilizing traditional power hierarchies. In these spaces, students gain confidence in accepting agency in learning, moving towards critical thinking and reflective judgement, thereby developing self-authorship. They acquire new knowledge, skills and facets to their identity. They also feel anxiety as they take on new roles and adopt a partnership ethos. Faculty must guide students to support their successful navigation into and out of borderland spaces.

Having its pedagogical roots in Supplemental Instruction and grounded in theories of social constructivism, Peer-Assisted Learning (PAL) is based on a model developed at the University of Missouri in 1973. It supports student learning by facilitating cooperative and collaborative learning sessions through cross-year support between students on the same course of study. PAL schemes aim to improve learners’ understanding and performance in a particular subject area, as well as helping to build confidence, develop study skills and help foster friendships. Crucial to the success of a PAL scheme are the ‘PAL Leaders’, students who are recruited, trained and supported in order to facilitate interactive student-led learning sessions which are characterised by active engagement with course material (c.f. Cheng and Walters, 2009; Roscoe and Chi, 2007).

This paper discusses our experience of piloting a PAL programme at the National College of Ireland, a scheme which involved a close partnership between the Student Support team and the PAL Leaders. The Leaders were 2nd Year students who had excelled on an ‘Organisational Behaviour’ module and were selected to facilitate peer-led learning sessions with 1st Year students preparing for the end-of-semester exam. This paper explores the experiences of the PAL leaders and documents the positive learning opportunities which accrued from their participation in the scheme. Particular attention is paid to the Leaders’ perception of the role of PAL in the development of key transferable skills, mindful of the current emphasis in Higher Education on equipping students with generic skills needed for effective engagement in society and in the workplace (Department of Education and Skills, 2011).


References:
Cheng D and Walters M. (2009) Peer-assisted learning in mathematics: an observational study of student success. Journal of Peer Learning 2: 23-39.
Department of Education and Skills. (2011) National Strategy for Higher Education to 2030 - Report of the Strategy Group, Dublin: Department of Education and Skills.
Roscoe RD and Chi TH. (2007) Understanding tutor learning: knowledge building and knowledge-telling in peer tutors’ explanations and questions. Review of Educational Research 77: 534-574.

This paper describes a collaborative action research study in which peer assisted learning was deployed simultaneously across a range of disciplines in two institutes of technology in Ireland.The aim of the research was to determine if peer assisted learning enhances the learning experience of first year participants. An action research approach was selected and involved three phases between 2009 and 2011. The implementation of each phase was informed by a review of the previous phase. The third phase also incorporated the rollout and evaluation of a new peer assisted learning student leadership module (an elective 5 ECTs European Credit and Accumulation Transfer System) in both institutes.This paper focuses on both quantitative and qualitative data from the first year experience student survey, which was designed and deployed in phase one and repeated in phase two. The survey is supplemented by data from focus groups with student leaders and session reviews. Qualitative data was an...

In early May 2020, invitations to complete a brief survey on postsecondary peer assisted learning (PAL) programs and their operation online in response to Covid-19 were posted to several national and international email listservs. Directors from 45 programs completed the survey. Since the survey was anonymous, it is impossible to know the institutional type and their locations. It is a reasonable guess that most respondents were from the U.S. with others from Australasia, Europe, and North America. As promised, the survey results are presented as they were received without data analysis. It is with deep gratitude to the program directors for taking time from the busiest time in the academic term in the middle of this pandemic to share valuable information with our world community of PAL professionals. Their comments were candid and honest about the things that went well and those that did not. Considering that the move to online was accomplished without warning, no time for preparation, and under incredible stress, I marvel at what was done all things considered.

CoderDojo is a movement of free computer coding clubs which began in Cork and is now a worldwide phenomenon. Examining what CoderDojo is and how it works in a public library setting, as well as the extant literature, this article gives reasons why your library should start a Dojo and a ten-step guide on how to do so.

Developmental educators have a historic opportunity to reinvent themselves as resources for the entire campus -students and faculty alike -in partnering with the new enriched learning environment. The learning process must be expanded beyond the traditional classroom walls. Additional partners must be added to the learning environment. The Supplemental Instruction (SI) program serves as a catalyst for an improved and effective learning environment. SI is flexible to meet the learning needs of students and compliment an enriched learning environment managed by the classroom professor. Through its use, the efficiency and effectiveness of learning can be improved. A New Emphasis for Higher Education Some educational leaders proclaim a new emphasis is taking root in higher education. They expose the time honored myth that teaching and learning are two sides of the same coin. How can we be teaching if students are not learning, as the old saying goes? The answer is simple: Some students ...