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The “PALgroups Podcast” is focused on college study review groups.  PAL is the name for the study review groups used at the University of Minnesota.  We drew upon best practices from international models such as Supplemental Instruction, Peer-led Team Learning, and the Emerging Scholars Program. I served on the team that created the PAL model at the Univ. of Minnesota. Before UMN, I served at the Center for SI at the Univ. of Missouri-KC. 
 
Some episodes share new things I am learning from around the world. Common names for peer learning groups are Peer Assisted Study Sessions (PASS) and Peer Assisted Learning (PAL). Other podcast episodes feature student study group leaders and program coordinators describing session activities that worked well. Those interviews include what they are learning personally and professionally from their experience. Send an email to David Arendale, arendale@umn.edu, if you or your students would like to be interviewed for the podcast.  I also maintain an annotated bibliography of publications about seven major peer learning models.  It now exceeds 1,600 publication.  Click this link to download the bibliography.  Training manuals and other PAL resources are available by clicking on this link for the website.

 

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Please post comments to the individual episodes, post to the iTunes podcast review and rating section, and email to me at arendale@umn.edu You can also check out my other four podcasts and social media channels at www.davidmedia.org Thanks for listening.

Feb 15, 2017

For many years I have maintained an annotated bibliography of publications about peer learning programs at the postsecondary level. 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) the program must have been implemented at the postsecondary or tertiary level; (b) the program has a 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) the program intentionally embeds learning strategy practice along with review of the academic content material; (e) the program 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, seve 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 (SI), and (g) Video-based Supplemental Instruction (VSI).