Resources for Peer Assisted Learning (PAL)

Peer Assisted Learning (PAL) is a broad term for approaches employing a student to facilitate or lead study groups for historically-difficult courses. Some major models have been adopted nationally or internationally: Supplemental Instruction-PASS (SI/PAL/PASS), Peer-led Team Learning (PLTL), Emerging Scholars Program (ESP, operates under other names as well), and Structured Learning Assistance (SLA). The following resources could be adapted for use with nearly any PAL approach. < > = web links

watch videos about my recent research on peer learning. Click the red button in the middle of the video screen to play. there are a series of videos. if you want to go to the youtube page for all my peer learning videos, click the link in the lower left corner.

Resources to Learn More about PAL Programs

The following publications and online resources will help you explore the major peer-assisted learning models at the postsecondary level.

Video overview of major peer learning models

My YouTube, Podcast, Facebook, and Social Media Related to Peer Learning

  • <PAL Groups Podcast> Hosted by David Arendale, this audio and video podcast features interviews with student PAL leaders, research updates from David concerning PAL-related professional publications, and more. The podcast can be subscribed to through iTunes, Google, and other venues.

  • <PAL Groups YouTube Channel> Provides David’s PAL videos, webinars, workshops, and the same PAL podcast episodes. It contains SI and PLTL videos.

  • <PAL Groups Facebook Page> This contains the same audio, video, and documents shared through the PAL Groups Podcast.

  • <Personal LinkedIn Account> My updates contain the same items shared through my Facebook page. Click on the “connect” button to access these updates after you have logged in to your personal LinkedIn account or join for the first time.

Training and Development Resources

Join the conversation with other peer administrators through the email listservs and download the manuals used at UMN to train PAL student leaders.

Facilitator Training Manuals and Activity Resources:

  • Arendale, D. R. (Ed). (2019). <Draft Course-Based Learning Assistance Best Practices Guidelines> (3rd ed.) The purpose of the 80+ page set of guides is to provide guidance and practices that could increase their effectiveness and efficiency. There are twelve sections of the guides ranging from program evaluation to technology and everything in between. In addition to their use for academic study groups, these guides can be useful for faculty members to incorporate learning activities and pedagogies into their courses. <Link to video overview, 17:08>

  • Arendale, D. R., & Lilly, M. (Eds.). <PAL Training Handbook> Basic training manual used with PAL Facilitators. Incorporates best practices from Supplemental Instruction, Emerging Scholars Program, and Peer Led-Team Learning.

  • <Publications and Training Manuals for PAL at the Univ. of Minnesota> Two dozen publications describe and evaluate the PAL program at UMN in this bibliography. Some training manuals developed by staff and student facilitators appear below.

  • Benson, J., & Lilly, M. (2017). <Peer-Assisted Learning Program: Guide for team leaders> This hands-on guide delves into meta-cognition, team member identity and participation, meeting/discussion topics and activities, and more. Interactive activities encourage readers to reflect on topics.

  • Lilly, M., & Sands, J. (2019). <Guide for Peer Learning Facilitators>The eight principles that govern the program 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 publications.

  • Paz, J., & Lilly, M. (Eds.). (2014). <Tried and tweaked: Activities to re-energize peer learning sessions>This is a collection of activities designed and conducted by UMN undergraduate students for their role as facilitators leading study sessions. The activities were developed and tested during their weekly sessions and focused on two particular guiding principles of the PAL program (there are eight): modeling productive learning behaviors, and engaging students with each other. Each activity offers suggestions for preparation, supplies needed, appropriate courses, and the type of student grouping used in the activity.

  • Walker, L. (Ed.). (2010). <Two (or more) heads are better than one: Adventures in leading group learning, a facilitator storybook> The PAL facilitators compiled a storybook in first-person narratives, told by them and edited by one of the PAL program’s undergraduates. The stories are a springboard for discussions of program policies, particulars of cooperative learning, and a clearer understanding of roles and boundaries. The format is engaging; grouped by topic, with stimulating, open-ended questions at the end of each chapter.

  • Arendale, D. R. <Peer Facilitator Professional Development Course syllabi> This document describes the required course for new facilitators of the PAL program at the University of Minnesota-Twin Cities when I taught the course.

  • <CRLA Handbook for Training Peer Tutors and Mentors>. The Handbook for Training Peer Tutors and Mentors is a must-read resource for postsecondary faculty and learning center professionals who hire, train, and supervise tutors and mentors. This handbook prepares programs to apply for CRLA certification.

Email Listservs THAT CONTAIN PAL discussions

pal guides, Standards, and certifications

These guides, standards, and certifications have been established by professional associations and organizations that represent the field of learning assistance.

Lessons Learned to TakE Peer Learning Online

PAL Overview video PresentationS by david