Browsing by Author "Hane, Amanda, R."

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    Academic and personal growth by PAL participants
    (New York College Learning Skills Association, 2014) Arendale, David R.; Hane, Amanda, R.
    This qualitative study focused on observed and perceived changes in academic and personal attitudes and behaviors by student participants in the Peer Assisted Learning (PAL) program at the University of Minnesota (UMN). The PAL model employs best practices from national peer learning models including Supplemental Instruction, Peer-led Team Learning, and Emerging Scholars Program. The PAL program provides regularly-scheduled study review sessions weekly to support students achieve higher final course grades and persistence rates. In most uses of the PAL model at UMN, participation is mandatory. Arthur Chickering’s Comprehensive Theory of Personal Change was used to analyze the data. Data were gathered by the PAL study group facilitators of observed or perceived changes of attitudes and behaviors by the participating students. Four themes emerged: higher academic engagement, higher confidence, increased interpersonal skills, and improved critical thinking skills. Higher engagement with the learning process was manifested through PAL participants talking more, displaying more comfort while speaking, and asking questions of the PAL facilitators and others in the group. Increased confidence was evidenced by reduction of frustration and fear and replaced with the display of new cognitive and metacognitive thinking, expressions of self-confidence in the ability to solve problems, and learn new academic content independently. Increased interpersonal skills were higher within the study group, helping others during small group activities and within the large group discussions, making friends with the participating students and the facilitator, and actively working with fellow students to solve problems rather than preferring self-reliance and working alone. The final theme of improved critical thinking was displayed by an increased ability to understand and explain the reasoning behind concepts. Several recommendations are offered: how study group programs could foster the academic and personal growth of study group participants and areas for further research.
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    Adaptability and flexibility when conducting and planning peer study group review sessions
    (National College Learning Center Association, 2016) Arendale, David R.; Hane, Amanda, R.
    This examination of the University of Minnesota Peer Assisted Learning (PAL) program identified five themes of choices made by student leaders during and in preparation for study group review sessions: (a) redefined facilitator role beyond initial training, (b) assessed students to adapt the sessions, (c) adapted sessions to address knowledge or skill deficits of students, (d) empowered student participants to take more regulation of sessions, and (e) engaged in trial and error to add new approaches to sessions. These findings encourage a deeper understanding of beliefs, choices, and professional identity formation of peer study group review leaders. Understanding more deeply the complex process that facilitators employ to prepare for and adapt during study review sessions can guide training practices to increase their effectiveness with improving student grades in historically difficult courses.
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    Peer Study Groups as Catalyst for Vocational Exploration
    (National Center for Developmental Education, 2016) Arendale, David R.; Hane, Amanda, R.
    Postsecondary peer assisted learning programs often cite improving academic achievement for students. This qualitative study at the University of Minnesota investigated the potential effect of serving as a student facilitator of a peer study group on their future vocation. This was a replication of previous studies of personal and professional outcomes for study group facilitators. Findings of this study suggest the facilitator experience strongly influenced their interest in careers, especially related to the teaching profession. This study explores why these programs generate these outcomes through linking leading theorists to the research outcomes. Peer study group programs present a co-curricular experience that could be more powerful if it was intentional for professional development outcomes of the student facilitators and participants. With the highly competitive job market for today’s college graduates, institutions must use every opportunity to increase job readiness skills of its graduates.