Arendale, David2020-02-012020-02-012019-12-31Arendale, D. R. (Ed.). (2019). Postsecondary peer cooperative learning programs: Annotated bibliography 2019. Unpublished manuscript, Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN. ERIC database. (ED602488). doi:10.13140/RG.2.2.17262.56647 Updated version available online: http://z.umn.edu/peerbibhttps://hdl.handle.net/11299/211414This 2019 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,568 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. [This annotated bibliography is a revised and expanded version of ED565496, ED545639, ED489957, ED574832, and ED586988]enpedagogycollege studentspeer and group learninglearning and teaching in higher educationstudent engagement and motivationacademic accessacademic bridge programsaccess and widening accessbest practices in educationannotated bibliographycooperative learningdevelopmental educationeducational research and evaluationeducational theory and practiceeffective use of peer assisted learningfacilitatorfaculty professional developmentfirst year experiencehigher and postsecondary educationidentity emergencelearning assistancelearning communitiesliterature reviewpeer assisted learningpeer assisted study sessionsSupplemental InstructionPeer-Led Team Learningsocial justicestudent achievementstudent leadership developmentstudent retention and persistencesuccessful high school to college transitionReport10.13140/RG.2.2.17262.56647