Arendale, David R.Lilly, Mary2018-09-262018-09-262014Arendale, D. R., & Lilly, M. (Eds.). (2014). Guide for Peer Assisted Learning (PAL) group facilitators. Unpublished manuscript. Department of Postsecondary Teaching and Learning, University of Minnesota-Twin Cities, Minneapolis, MN. Available online: ERIC database (ED546634).https://hdl.handle.net/11299/200395PAL programs focus on serving historically difficult college courses. These courses have a high rate of D or F final course grades or withdrawals. PAL does not focus on high-risk students, but rather on very difficult and challenging courses. These same courses are commonly listed across the U.S. by other PAL programs. To meet this need of students to achieve higher final course grades in these courses, the PAL program offers a regular schedule of out-of-class sessions that are facilitated by a fellow student. This student - called a facilitator - has often previously taken the same class by the instructor and earned a high final course grade and IS competent in the subject matter. The PAL sessions are offered throughout the academic term, beginning with the first or second week of class. The sessions occur in classrooms in the same area as where students attend the class. These sessions are free. While an attendance roster is gathered of those who participate, the course instructor does not necessarily know who attends and who does not.encollege studentslearning assistancestudent engagementhigher and postsecondary educationpedagogyhigher and postsecondary educationpeer assisted learningpostsecondary peer cooperative learning groupsdevelopmental educationcurriculumtrainingprogram implementationacademic interventionsenrollment managementManual or Documentation