Arendale, David R.Hane, Amanda, R.2018-09-212018-09-212016Arendale, D. R., & Hane, A. R. (2016). Adaptability and flexibility when conducting and planning peer study group review sessions. The Learning Assistance Review, 21(2), 9-37. Available online: https://nclca.wildapricot.org/tlar_issues/https://hdl.handle.net/11299/200331https://nclca.wildapricot.org/tlar_issues/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.encollege studentshigher and postsecondary educationlearning assistancepedagogypeer assisted learningpostsecondary peer cooperative learning groupsprogram evaluationcollege student developmentArticle