University of Minnesota, General College, Center for Research on Developmental Education and Urban Literacy
This chapter focuses upon a subset of the broader educational practice of peer collaborative learning, specifically postsecondary peer cooperative learning programs that embed study strategy practice within their activities. These practices have demonstrated higher student outcomes including increased student persistence towards graduation. Adoption of such research-based practices has become more essential since institutions cannot waste scarce resources upon programs that may not contribute both to increased student success as well as increasing the institution’s economic stability through lower student dropout rates and the loss of tuition dollars.
Arendale, D. R. (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: University of Minnesota, General College, Center for Research on Developmental Education and Urban Literacy. Available online: ERIC database. (ED491508). Reprinted in Hodges, R., Simpson, M. & Stahl, N. (Eds.) (2012). Teaching study strategies for developmental education: Readings on theory, research, and best practice (101-121). Boston, MA: Bedford/St. Martin’s Press.
Arendale, David R..
Pathways of persistence: A review of postsecondary peer cooperative learning programs.
University of Minnesota, General College, Center for Research on Developmental Education and Urban Literacy.
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