Peer–Assisted Learning (PAL) Academic Support for Undergraduate Students

1. Peer–Assisted Learning (PAL) Academic Support for Undergraduate Students A program of the SMART Learning Commons What is PAL? • Structured weekly study sessions for students in participating courses • Rooted in cooperative learning theory* • Research shows that collaborative learning strategies: • Improve academic performance • Increase persistence towards graduation • Based on the philosophy: • “Tell me and I forget, • Show me and I remember, • Involve me and I understand.” • Chinese proverb • *Arendale, D. (2004). Pathways of Persistence: A review of postsecondary peer cooperative learning programs. In I. Duranczyk, J. L. Higbee, & D. B. Lundell (Eds.), Best practices for access and retention in higher education, (pp. 27-40). Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota. Available: • http://www.gen.umn.edu/research/crdeul/monographs.htm How PAL Works • Facilitated by undergraduate students who have excelled in the course and have completed the PAL training. • PAL facilitators engage students in discussions and activities to promote deeper understanding of course concepts. They do not teach. • Students share learning strategies, problem-solving and critical thinking skills. • Students experience their peers as resources for their own learning. Benefits of PAL • FOR STUDENTS: • Positive correlation between attendance at PAL and final grade • Fosters autonomy & builds self-confidence • A safe atmosphere to ask questions and make mistakes • A place to check understanding • of concepts • Time to practice transferrable learning strategies • Learn to collaborate and interact with others intellectually • FOR FACILITATORS: • Builds self-confidence • Develops leadership skills • Increases organizational skills • Improves overall study skills • Encourages listening and assertiveness • Reinforces knowledge in subject area • Provides experience in team-work, giving feedback, and self-reflection • Opportunities to motivate others and use different techniques to encourage learning

2. Evidence of Effectiveness Chemistry 2005-2007 Math Spring 2008 Peer-Assisted Learning in Math 1031 & 1051 Peer-Assisted Learning in Chemistry 1011/1015 MATH 1051* MATH 1031** 2005: Significantly fewer F/W grades within the Animal Science program 2006: Significantly more A’s within PAL participants 2007: No significant differences, though there was a positive trend for PAL participants *These students were part of the Animal Science cohort; PAL didn’t begin until 2006 • Students participating in PAL were enrolled in ANSC 1001-Introduction to Animal Science. • Students required to attend weekly, fifty minute PAL sessions for academic support in Chemistry 1011/15. • All students in the study were enrolled in Chemistry 1011/15. • A matched-paired control sample was created; Students in PAL matched with students who did not attend PAL sessions. Matching based on: • composite - ACT scores • course • professor • gender • year (2005, 2006, 2007) • Methodology, data, and analysis prepared by • Kari-Ann Ediger & David Arendale, PhD • In both courses, PAL was embedded in the students’ schedules upon registration and attendance was required. • * MATH 1051: Result is a significant positive correlation between attendance at PAL and academic performance. • (slope=.027, p< .001) Sample size =79 students • Note: Instructor gave points for solving a specific problem that was only available to students who attended PAL. • ** MATH 1031: Data resulted in a gentler (but still statistically significant) positive correlation (slope=.0063, p<.05). Sample size =246 students. The A-mazing Impact of PAL Hey! These PAL groups are a WIN-WIN-WIN!

3. PAL Supports U of MN Equity and Diversity Goals Student Learning / Development Outcomes : examples • Understanding Global Society / Appreciation of Differences • PAL facilitators: • Work with diverse populations • Express and foster multicultural sensitivity through thoughtful grouping strategies • Encourage participants to actively engage with course material and with each other • Provide a variety of ways for students to process course content knowledge, appealing to various learning styles and abilities • Provide natural supports for learning: study guides, discussion groups, practice quizzes • Share power and responsibility among the participants in the session Access to Success • PAL has a “Universal Design for Instruction” quality *: the open, welcoming environment and activities benefit a wide range of academic abilities. • * http://ds.umn.edu/faculty/applyingUID.html • PAL responds to the demand for emphasis on social learning and challenging problem-solving that inspire students to excel. • Treisman, Uri (1992). Studying students studying calculus: A look at the lives of minority mathematics students in college. College Mathematics Journal 23(5), 362-372. Partnerships • PAL supports a significant number of women in gateway Chemistry courses through partnerships with CFANS and MCAE – in particular, • the SEAM cohorts (Student Excellence in Academics and Multiculturalism) • The structure of PAL allows for mixed ability groupings. Research shows this yields better solutions than those from groupings of same ability participants – both high and low. ** • **Heller, P., Keith, R., and Anderson, S. (1992). Teaching problem solving through cooperative grouping. American Journal of Physics, 60(7): 627-644. • PAL Facilitators empower their peers to be search engines by: • Infusing a spirit of inquiry through collaborative work • Redirecting questions back to the students • Sharing their intellectual passion and genuine curiosity • Their desire to help students achieve success Bibliography Publications about PAL and other post-secondary cooperative learning programs can be found at http://www.tc.umn.edu/~arend011/Peerbib03.pdf