From the horses’ mouths: Reflections on transition from peer leaders.

Dean, B. A., Harden-Thew, K., Austin, K., & Zaccagnini, M. (2015). From the horses’ mouths: Reflections on transition from peer leaders. Unpublished manuscript. University of Wollongong. Australia. Retrieved from http://www.unistars.org/papers/STARS2015/09B.pdf

World-wide peer learning programs support students in their transition to university. Peer leader support is distinctive, being closer to the learning experience or transition encountered. This paper explores transition into the first year of university through the reflections of peer leaders. It outlines two synergetic programs at the University of Wollongong (UOW): one supporting high school students in the early stages of transition to university (In2Uni); and the second supporting enrolled university students (PASS). Focus groups were conducted to elicit the voices of leaders reflecting on their own transition and experiences of mentoring peers through transition. The findings suggest peer leaders assist transitioning students to confront change; develop strong social networks; make connections within and across curriculum; and learn how to learn in the new academic context. It was found that peer leaders valued peer support in their own transition (or wished for it) and saw its ongoing significance for others in transition.

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Assessing the impact of a muilti-disciplinary Peer Led-Team Learning program on undergraduate STEM education

Carlson, K., Celotta, D. T., Curran, E., Marcus, M., & Loe, M. (2016). Assessing the impact of a muilti-disciplinary Peer Led-Team Learning program on undergraduate STEM education. Journal of University Teaching & Learning Practice, 13(1), article 1. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1570&context=jutlp.

There has been a national call to transition away from the traditional, passive, lecture-based model of STEM education towards one that facilitates learning through active engagement and problem solving. This mixedmethods research study examines the impact of a supplemental Peer-Led Team Learning (PLTL) program on knowledge and skill acquisition for students in introductory biology, chemistry, calculus and applied statistics courses. Results indicate program participants reliably outperform their matched pairs in courses that emphasize quantitative reasoning. Moreover, program participants report acquiring important insights about learning, collaboration, and engagement in undergraduate STEM education. These results are consistent with previous findings on PLTL and also provide insight into the roles of course context and student population on program outcomes.

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

Monitoring and evaluation of peer academic support programs in South African higher education institutions

Tangwe, M. N., & Rembe, S. (2015). Monitoring and evaluation of peer academic support programs in South African higher education institutions. International Journal of Education Science, 8(7), 249-260. Retrieved from http://www.krepublishers.com/02-Journals/IJES/IJES-08-0-000-15-Web/IJES-08-2-000-15-Abst-PDF/IJES-8-2-249-15-507-Tangwe-N-N/IJES-8-2-249-15-507-Tangwe-N-N-Tx%5B1%5D.pdf

The high failure and retention rates at universities despite peer academic support programs has necessitated the need for the present study to investigate how monitoring and evaluation is carried out to support the facilitators of these programs. The study adopted a qualitative approach, collecting data from a sample of 12 participants made up of program coordinators and peer academic facilitators. The results indicate that there is monitoring and evaluation of these programs by program coordinators and peer facilitators. This is achieved through observation during sessions, unannounced visits and support to facilitators. However, the structures and mechanisms of monitoring and evaluation are not strong enough to enhance effective implementation of the programs. It is concluded that although there are good peer academic support programs at this university under study, there is need for rigorous monitoring and evaluation as well as support by more qualified person.

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

Research on group learning and cognitive science: A study of motivation, knowledge, and self-regulation in a larger lecture college Algebra class

Miller, D., & Schraeder, M. (2015). Research on group learning and cognitive science: A study of motivation, knowledge, and self-regulation in a larger lecture college Algebra class. The Mathematics Educator, 24(2), 27-55. Retrieved from http://tme.journals.libs.uga.edu/index.php/tme/article/view/309

At a research University near the east coast, researchers restructured a College Algebra course by formatting the course into two large lectures a week, an active recitation size laboratory class once a week, and an extra day devoted to active group work called Supplemental Practice (SP). SP was added as an extra day of class where the SP leader has students work in groups on a worksheet of examples and problems, based off of worked-example research, that were covered in the previous week’s class material. Two sections of the course were randomly chosen to be the experimental group and the other section was the control group. The experimental group was given the SP worksheets and the control group was given a questionand-answer session. The experimental group's performance was statistically significant compared to the control on a variety of components in the course, particularly when prior knowledge was factored into the data.

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

Exploring the emotional intelligence of student leaders in the SI context

James, C., & Templeman, E. (2015). Exploring the emotional intelligence of student leaders in the SI context. Journal of the First-Year Experience & Students in Transition, 27(2), 67-81. Retrieved from http://www.ingentaconnect.com/contentone/fyesit/fyesit/2015/00000027/00000002/art00004?crawler=true

An exploratory study of the emotional intelligence (EI) of student leaders participating in a Supplemental Instruction (SI) program was conducted to determine whether a significant relationship exists between leadership effectiveness and EI as measured by the Bar-On Emotional Quotient Inventory (EQ-i) and to assess the impact of the leadership experience on EI scores through pre- and post-testing. The results revealed a statistically significant difference in the Total EQ-i of the more effective leaders as compared to the others. The more effective leaders also scored higher on all the EQ-i subscales, with the differences on Social Responsibility, Impulse Control, and Reality Testing being statistically significant. As for changes in EI, only the scores on the EQ-i Problem Solving subscale increased significantly between the pre- to post-testing sessions. Implications for practice and future research are addressed.

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

Peer-assisted learning program: A creative and effective learning approach at higher education

Ghazali, R., & Ali, M. C. (2015). Peer-assisted learning program: A creative and effective learning approach at higher education. Journal of Applied Environmental Biological Science, 4(10), 39-44. Retrieved from http://textroad.com/Old%20Version/pdf/JAEBS/J.%20Appl.%20Environ.%20Biol.%20Sci.,%204%2810S%2939-44,%202015.pdf

The primary purpose of this article is to review the effect of Peer-Assisted Learning (PAL) program on higher education.  Thus, this paper tries to explain the educational theories and concepts which support the effectiveness of the program. It also to identify the benefits and shortcomings of the program to the students who participated in the program based on the existing researches and experiences of some universities which had undertaken the schemes. The review is expected to highlight the best practices of PAL program adopted by universities. Lastly, recommendations from previous researches for a successful implementation of PAL were taken that to be used in the implementation of the program in the university, particularly for the accounting faculty.

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Students helping students: Evaluating a pilot program of peer teaching for an undergraduate course in human anatomy.

Bruno, P. A., Love Green, J. K., Illerbrun, S. L., Holness, D. A., Illerbrun, S. J., Haus, K. A., & Sveinson, K. L. (2015). Students helping students: Evaluating a pilot program of peer teaching for an undergraduate course in human anatomy. Anatomical Sciences Education. doi: doi:10.1002/ase.1543. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/ase.1543/epdf

The educational literature generally suggests that Supplemental Instruction (SI) is effective in improving academic performance in traditionally difficult courses. A pilot program of peer teaching based on the SI model was implemented for an undergraduate course in human anatomy. Students in the course were stratified into three groups based on the number of peer teaching sessions they attended: nonattendees (0 sessions), infrequently attended (1-3 sessions), and frequently attended (_ 4 sessions). After controlling for academic preparedness [i.e., admission grade point average (AGPA)] using an analysis of covariance, the final grades of frequent attendees were significantly higher than those of nonattendees (P50.025) and infrequent attendees (P50.015). A multiple regression analysis was performed to estimate the relative independent contribution of several variables in predicting the final grade. The results suggest that frequent attendance (b50.245,P50.007) and AGPA (b50.555, P<0.001) were significant positive predictors, while being a first-year student (b520.217, P50.006) was a significant negative predictor. Collectively, these results suggest that attending a certain number of sessions may be required to gain a noticeable benefit from the program, and that first-year students (particularly those with a lower level of academic preparedness) would likely stand to benefit from maximally using the program. End-of-semester surveys and reports indicate that the program had several additional benefits, both to the students taking the course and to the students who served as program leaders.

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