Arendale, David2020-02-012020-02-012020-01-01Arendale, D. R. (Ed.). 2020 Draft course-based learning assistance best practice guides (3rd ed.). Unpublished manuscript, Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN. doi: 10.13140/RG.2.2.13622.86080 Updated version available online: http://z.umn.edu/peerguideshttps://hdl.handle.net/11299/211417Course-Based Learning Assistance (CLA) is defined as peer cooperative learning assistance that accompanies a specific targeted course to serve as a supplement for that course. While many CLA activities operate outside of the course, CLA is integrated into the course by some instructors. Other CLA programs are hybrid or totally online. These guidelines are applicable to national and international CLA program models have been implemented at thousands of postsecondary and tertiary institutions in more than thirty countries (a) Emerging Scholars Program, (b) Peer-Led Team, (c) Structured Learning Assistance, (d) Supplemental Instruction, and (e) Video-based Supplemental Instruction). When using the CLA Guides, it is not expected that administrators of campus CLA programs implement every “essential” and “recommended” practice listed in this guide. Some “essential” practices are not relevant to a particular type of CLA program. Limitations of campus budget, personnel, and available time make other “essential” practices difficult to implement. “Recommended” practices are simply practices that some CLA program administrators have found helpful. Therefore, those practices have been separated from the “essential” ones. For simplicity’s sake, all the practices have been divided into these two categories. Some “recommended” practices could be categorized as aspirational, something to pursue if there is sufficient budget, personnel, and time to implement. The bottom line is that the purpose of the guides is not to judge existing programs, but rather to provide guidance and practices that could increase their effectiveness and efficiency. In addition to their use for academic study groups, these guides may be useful for faculty members to incorporate learning activities and pedagogies into their courses. The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. Updates to this set of guidelines are available at https://www.arendale.org/peer-learning-resourcesenpedagogycollege studentspeer and group learninglearning and teaching in higher educationstudent engagement and motivationacademic accessacademic bridge programsaccess and widening accessbest practices in educationcollege student developmentenrollment managementeffective use of peer assisted learningpedagogyfirst year experienceeducational research and evaluationeducational theory and practicelearning assistancelearning communitiespeer assisted learningpeer assisted study sessionsSupplemental InstructionPeer-Led Team Learningstudent achievementstudent retention and persistencestudent developmentReport10.13140/RG.2.2.13622.86080