Integrated Learning Course for Entering SSS College Students. University of Minnesota (approved Validated Practice 8/10/14) In 1972, the TRIO program leaders at the University of Minnesota developed the Integrated Learning (IL) course to meet academic and transition needs of their Upward Bound (UB) students. These courses were offered during the UB summer bridge program for its students who were concurrently enrolled in academically-challenging college courses following graduation from high school. Later, use of IL courses shifted from the UB program to the college-level TRIO Student Support Services program. Long before the widespread use of learning communities within higher education, the IL course is an example of a linked-course learning community. A historically-challenging course like an 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 college learning environment. For the past four decades, 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 the University of Minnesota (UMN), one of the largest universities in the United States. UMN is a Research I Intensive public university with highly selective admissions and high expectations for students by the course professors. Two quasi-experimental studies examined the possible benefits of the IL course. One was in connection with a General Psychology course. The IL course students earned statistically significantly higher final course grades than nonparticipants. Another study with a General Biology course replicated the results of higher final course grades for the IL course students. The IL courses fostered not only higher final course grades, but also expanded positive study behaviors and their metacognitive skills necessary for academic success. [Click on this link to download this best education practice.]
Published Research: Peer study group leader self disclosure during a study group session
Allen, A., & Court, S. (2009). Leader self disclosure within PAL: A case study. Australasian Journal of Peer Learning, 2(1), 68-86. Retrieved from http://ro.uow.edu.au/ajpl/vol2/iss1/1.
Peer Assisted Learning (PAL) is a variant of the Supplemental Instruction (SI) program. The PAL leaders were the subject of this study at Bournemouth University in England. The issue under investigation was self disclosure of the PAL leaders within the learning environment and the impact on students. Qualitative and quantitative methods were used to gain insight about the levels and nature of PAL leader self-disclosure during PAL sessions. Results show that 46% are open with their feelings and 84% often use personal examples within a PAL session. Qualitative methodology identified the types of ways disclosure was used to build trust with students and illustrate what the PAL leader was trying to communicate.
Published Research: Using Bloom's Taxonomy in a peer learning program
Aline, F., Zeng, S., & Yu, Y. M. (2012). Using Bloom’s Taxonomy in a peer-led workshop in probability and statistics. Conference Proceedings of the The Peer-led Team Learning International Society Inaugural Conference, Brooklyn, NY. Retrieved from http://pltlis.org/wp-content/uploads/2012%20Proceedings/Aline-2012.docx
Bloom’s Taxonomy goes hand in hand with the peer-led workshop's methods by providing us as peer leaders with a structured order of the learning levels taken to extend our learning capabilities. We, the Peer Leaders, assist students into progressing to the next level in mathematics by going beyond recalling, understanding and applying (Levels 1-3 of Bloom’s Taxonomy). In our Probability and Statistics I and II workshop, we apply Bloom’s Taxonomy to help the students, especially with the application of comprehension, application, and analysis (Levels 2-4). By proposing questions to the students, we initiate the recollection of the subject at hand. As a result, these questions help the establishment and encouragement of critical thinking for the students, especially in the higher levels. The Analytical level (Level 4) specifically shows that an individual can know whether what he or she is doing allows them to perform well in the subject.
Published Research: Impact on Peer Leaders in Peer Learning Programs
Alberte, J. L., Cruz, A., Rodriguez, N., & Pitzer, T. (2012). The PLTL leader boost. Conference Proceedings of the The Peer-led Team Learning International Society Inaugural Conference, Brooklyn, NY. Retrieved from http://pltlis.org/wp-content/uploads/2012%20Proceedings/Alberte-3-2012.docx
Qualitative data has demonstrated the impact of PLTL on a Peer Leader’s academic performance. In this paper we quantitatively show the presence of the Peer Leader boost at Florida International University. Just as in any apprenticeship role, Peer Leaders undergo an extensive training program and it is this experience which provides an advantage. Training includes pedagogy, classroom dynamics, science concepts, and critical thinking skills equipping Peer Leaders with the necessary skills to manage a productive active learning environment. Initial observations and feedback indicate that participation as a Peer Leader adds value such as enculturation in the discipline, increased performance in traditionally assessed learning outcomes, and increased retention within the discipline. Preliminary data demonstrates a significant difference in the academic success of Peer Leaders in their own course work. This analysis was performed on large enrollment upper-level courses which indicated up to a letter grade difference between Peer Leaders and non-Peer Leaders.
Published Research: Impact of peer learning with postgraduate students
Zaccagnini, M., & Verenikina, I. (2014). Peer Assisted Study Sessions for postgraduate international students in Australia. Journal of Peer Learning, 6(1), 86-102. Retrieved from: http://ro.uow.edu.au/ajpl/vol6/iss1/8.
Peer Assisted Study Sessions (PASS), a peer led academic support program that has multiple documented academic, social, and transition benefits, is increasingly being utilised in Australian instituti ons. Whilst PASS has been evaluated from multiple angles in regard to the undergraduate cohort, there is limited research regarding the benefits of PASS for postgraduate students, particularly international postgraduate students. This specific cohort's perspective is significant as international students constitute a large proportion of postgraduate students in Australian universities. This study investigates the role of PASS in contributing to the experience of international postgraduate coursework students at an Australian university through an investigation of its perceived benefits by this cohort of students.
New Publication: Understanding the Peer Assisted Learning Model
Since 2006, the PAL program at the University of Minnesopta has contributed to improved academic performance of participating PAL students in rigorous introductory-level college courses.The program is built upon best practices from previous international peer learning models like Supplemental Instruction, Peer-led Team Learning, Emerging Scholars Program, and others. PAL is also guided by learning theories such as Universal Design for Learning to make the model more culturally-sensitive and embedded within the courses to increase its effectiveness for all students. Both quantitative and qualitative studies of PAL validate its effectiveness for increasing academic success of participating students and fostering development of personal and social skills. In addition to benefits for the participants, the PAL experience benefits PAL facilitators through deeper mastery of rigorous course material, increased confidence in public speaking and small group management skills, and encouragement to pursue a teaching career. While the PAL program was started to address the achievement gap in courses, it has bloomed into one that also enhances personal and professional skills for all that are involved.Built upon principles identified by other academic support programs and innovations of its own creation, PAL is an integral part of UMN’s overall academic support efforts.
Arendale, D. R. (2014). Understanding the Peer Assistance Learning model: Student study groups in challenging college courses. International Journal of Higher Education, 3(2), 1-12. doi:10.5430/ijhe.v3n2p Retrieved from http://www.sciedu.ca/journal/index.php/ijhe/article/view/4151/2498
Best Education Practice: College Tutor Training and Professional Development Activities
Tutor Training and Professional Development. Wichita State University (KS) (approved Promising Practice 9/25/13) Taken from the abstract: "Peer tutoring has become a familiar tool that many schools utilize to reinforce classroom teaching and increase student success. For this reason, the Student Support Services (SSS) Project at Wichita State University (WSU) has implemented a Tutor Training and professional development program to assist new and returning tutors to develop strategies to support learning and enhance academic performance and improve the tutoring process to establish, implement, and maintain a comprehensive and quality tutor-training program." [Click on this web link to download the education practice.]