Updated Peer Bibliography Directory and Individual Topics

From UnSplash

Today I uploaded the revised and expanded directory of peer study group programs. It expanded by over 100 entries in the past year. In addition, the topical bibliographies were updated and new categories were added for online programs, social media use, the technology employed during study sessions, and mention of facilitators or participants engaging in reflection during study sessions or outside of sessions by the facilitators as part of their personal and professional development. Among the options for downloading is one to download the EndNote data file of the entire database upon which all these bibliographies are based. All of this work is covered by a nonprofit copyright notice. You are encouraged to use these documents to support your program and be a resource for writing your own publications about peer learning programs. Simply go to the main menu tab for “resources” and then select “peer bibliography” from the drop-down menu.

Lilly, M., & Sands, J. (2019). Guide for Peer Learning Facilitators. University of Minnesota https://z.umn.edu/PALfacilitatorguide

The Guide for Peer Learning Facilitators is the foundation of a formal training program at the University of Minnesota, in which undergraduate students learn how to lead weekly study sessions for their peers in a classroom setting for specific courses – primarily ones with high enrollment and prone to higher than average D,F, Withdrawal rates. Training and professional development throughout the academic year have been the cornerstones to the success the facilitators have realized. The eight principles that govern the program – crafted by Dr. David Arendale in his original publication of the same name – address topics such as cooperative learning theory, multicultural competency, metacognition, study strategies, and group dynamics. The book, updated in April 2019, also provides a directory of useable forms and worksheets and a bibliography of related publications.

Benson, J., & Lilly, M. (2017). Peer-Assisted Learning Program: Guide for team leaders. University of Minnesota. https://z.umn.edu/PALleaderguide

The Guide for Team Leaders is designed to inspire personal exploration of leadership within PAL, SI, and related academic support programs. Depending on the program, there may already be an existing structure in place where an experienced facilitator/leader mentors their own team of peers functioning in a similar role. These team leaders can create opportunities for members to interact, share knowledge, and promote the professional growth of their peers.

This guide was originally designed to support the growth of such team leaders within the Peer-Assisted Learning (PAL) Program at the University of Minnesota. However, as this work progressed, it became clear that the ideas were applicable to a variety of team leadership roles. This hands-on guide delves into such topics as meta-cognition, team member identity and participation, meeting/discussion topics and activities, and much more. Interactive activities encourage readers to reflect on these topics, while providing ample space for them to record their insights. It complements the Guide for Peer Learning Facilitators and utilizes activities in Tried and Tweaked, both of which are works developed by the University of Minnesota’s PAL Program.

2018 Revised Annotated Bibliography of Postsecondary Peer Cooperative Learning Programs

I am happy to announce that the 2018 Revised Annoated Bibliography of Postsecondary Peer Cooperative Learning Programs is now available to download. Click on this link for a PDF or Word version of it.

There are now nearly 1,500 entries spanning 488 pages. I noticed recent listserv conversations about locating research studies to support Supplemental Instruction programs or similar approaches operating at the college level. The directory grew significantly in the past two years. The directory includes the Emerging Scholars Program (Dr. Uri Treisman model), Peer-Led Team Learning, Supplemental Instruction, and Video-based Supplemental Instruction, Structured Learning Assistance, Accelerated Learning Groups, and Peer Assisted Learning.

You can download the directory as a PDF or Word document. I also included some sub-topics of the directory such as facilitator development, vocational influence, identity development and more. I also provide the EndNote library file to allow you to more easily search the database for the topic you want.  Be sure also to download the keyword search guide to discover all the ways to search the contents for the information you want. Other bibliographic database systems may be able to open the EndNote file but I am not an expert with that process.

No doubt I missed some citations related to these seven major peer learning programs. Please send me the citation and perhaps a copy of the publication and I will be happy to include in an update. Thanks for consideration.

Speech and language therapy students' experience of Peer Assisted Learning: Undergraduates investigate PAL as a means of enhancing academic and professional development

Guyon, A., Butterfint, Z., Lacy, A., Sanosi, A., Sheridan, K., & Unwin, J. (2015). Speech and language therapy students' experience of Peer Assisted Learning: Undergraduates investigate PAL as a means of enhancing academic and professional development. Journal of Learning. Retrieved from https://ueaeprints.uea.ac.uk/55820/1/PAL_Project_FINAL.pdf

The implementation of Peer Assisted Learning (PAL) on healthcare courses in Higher Education Institutions has been explored in a number of studies. This paper presents research into the experience of PAL on a BSc Speech & Language Therapy (SLT) programme. The research was conducted by final year undergraduate SLTstudents to form the basis for their final dissertations. The focus for their research was on the effects of PAL on academic and professional development for both mentees and mentors on the same course. Data were generated from standard PAL evaluations and focus roups. Findings indicate that mentees benefit from PAL in terms of their university experience and learning. Mentors benefited from opportunities to develop and practice skills for their future employment. Engagement with PAL is attributed toits structured yet informal nature and the enthusiasm of the mentors. However, the collaborative nature of PAL take  time to develop, impacting on the behaviours of both mentees and mentors. Overall PAL offers mentees and mentors opportunities which enhance their academic learning and professional development.

To download the complete annotated bibliography of more than 1,100 citations of postsecondary peer cooperative learning programs, click on the following link, http://z.umn.edu/peerbib

Developing student mentor self-regulation skills through formative feedback: Rubric development phase

Hammill, J., Best, G., & Anderson, J. (2015). Developing student mentor self-regulation skills through formative feedback: Rubric development phase. Journal of Peer Learning, 8(1), 48-58. Retrieved from http://ro.uow.edu.au/ajpl/vol8/iss1/6/

Research into Peer Assisted Study Sessions (PASS) in Higher Education has largely focused on the positive effects of PASS on student motivation, retention and engagement. Less attention has been given to the cognitive, affective and professional development of the PASS Student Mentors through their engagement with students and academic staff. At Victoria University learning and development for Student Mentors begins at training and continues during the semester, supported by several methods of formative feedback: weekly reflective posts through an online platform, weekly development workshops, observations, progress interviews, and evaluations. Despite ongoing training and development throughout the semester, PASS supervisors have observed that some Student Mentors do not have a clear understanding of the role expectations. This paper describes the processes undertaken to develop a rubric that clarifies PASS facilitation objectives for Student Mentors and their PASS supervisors.

To download the complete annotated bibliography of more than 1,100 citations of postsecondary peer cooperative learning programs, click on the following link, http://z.umn.edu/peerbib

Analysis of student performance in peer led undergraduate supplements

Gardner, L. M. (2015). Analysis of student performance in peer led undergraduate supplements. (Ph.D. Dissertation), University of Kansas, Lawrence, Kansas.  Retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19159/Gardner_ku_0099D_14264_DATA_1.pdf?sequence=1&isAllowed=y

Foundations of Chemistry courses at the University of Kansas have traditionally accommodated  nearly 1,000 individual  students every year with a single course in a large lecture hall.  To develop  a more student-centered learning atmosphere, Peer Led Undergraduate Supplements (PLUS) were introduced  to  assist  students,  starting  in  the  spring  of  2010.    PLUS  was  derived  from the  more well-known Peer-Led  Team  Learning  with  modifications  to  meet  the  specific  needs  of  the university and the students.  The  yearlong  investigation  of  PLUS  Chemistry  began  in  the  fall  of  2012  to  allow  for adequate  development  of  materials  and  training  of  peer  leaders.    We  examined  the  impact  of academic achievement for students who attended PLUS sessions while controlling for high school GPA, math ACT scores, credit hours earned in high school, completion of calculus, gender, and those aspiring to bepharmacists (i.e., pre-pharmacy students).  In a least linear squares multiple regression,  PLUS  participants  performed  on  average  one  percent  higher  on  exam  scores  for Chemistry 184  and  four  tenths  of  a  percent  on  Chemistry  188  for  each  PLUS  session  attended. Pre-pharmacy  students  moderated  the  effect  of  PLUS  attendance  on  chemistry  achievement, ultimately negating any relative gain associated by attending PLUS sessions.  Evidence of gender difference was demonstrated in the Chemistry 188 model, indicating females experience a greater benefit from PLUS sessions.  Additionally,  an  item  analysis  studied  the  relationship  between  PLUS  material  to individual  items  on  exams.    The  research  discovered  that  students  who  attended  PLUS  session, answered  the  items correctly  10  to  20  percent  more  than  their  comparison  group  for  PLUS interrelated items and no difference to 10 percent for non-PLUS related items.   In summary, PLUS has a positive effect on exam performance in introductory chemistry courses at the University of Kansas. the implementation of the program in the university, particularly for the accounting faculty.

To download the complete annotated bibliography of more than 1,100 citations of postsecondary peer cooperative learning programs, click on the following link, http://z.umn.edu/peerbib