Holistic Growth of College Peer Study Group Participants: Prompting Academic and Personal Development.

AbstractThis qualitative study focused on observed and perceived changes in academic and personal attitudes and behaviors by student participants in the Peer Assisted Learning (PAL) program at the University of Minnesota (UMN). The PAL model employs best practices from national peer learning models including Supplemental Instruction, Peer-led Team Learning, and Emerging Scholars Program. The PAL program provides regularly-scheduled study review sessions weekly to support students in achieving higher final course grades and persistence rates. In most uses of the PAL model at UMN, participation is mandatory. Arthur Chickering's Comprehensive Theory of Personal Change was used to analyze the data. Data was gathered by the PAL study group facilitators of observed or perceived changes of attitudes and behaviors by the participating students. Four themes emerged: higher academic engagement, higher confidence, increased interpersonal skills, and improved critical thinking skills. Higher engagement with the learning process was manifested through PAL participants talking more, displaying more comfort while speaking, and asking questions of the PAL facilitators and others in the group. Increased confidence was evidenced by reduction of frustration and fear and was replaced with the display of new cognitive and metacognitive thinking, expressions of self-confidence in ability to solve problems, and to learn new academic content independently. Increased interpersonal skills was shown through higher interaction within the study group, helping others during small group activities and within the large group discussions, making friends with the participating students and the facilitator, and actively working with fellow students to solve problems rather than preferring self-reliance and working alone. The final theme of improved critical thinking was displayed by increased ability to understand and explain reasoning behind concepts. Several recommendations are offered: how study group programs could foster academic and personal growth of study group participants and areas for further research.IntroductionMany postsecondary education institutions have become intentional about holistic development of college students. In the past, an artificial divide within higher education assigned fulfilling student learning outcomes to academic affairs and student development outcomes to student affairs. Progressive approaches to the higher education now place these as shared responsibilities (Corrigan, 2012; Keeling, 2004). Careful planning can embed student learning and student development outcomes throughout the college experience. This research study focused on the potential of a college study group program to help students grow seamlessly in academic knowledge and personal skills. Increasingly business and industry needs both hard and soft skills for successful workers (Heckman & Kautz, 2012; Mitchel, Skinner, & White, 2010). Peer study group programs have been widely implemented in postsecondary education throughout the world (Arendale, 2004, 2010,2014a, 2014c). The Peer Assisted Learning (PAL) program at the University of Minnesota (UMN) provides academic support for rigorous college courses that often serve as gatekeepers for new students pursuing academic majors in science, technology, engineering, and mathematics (STEM). PAL study groups review course content, model cognitive learning strategies, practice use of metacognitive learning strategies, and promote autonomous learning so students can be academically successful in classes where PAL is not available. Several research studies validate the academic benefits of PAL (Cheng & Walters, 2009; Ediger, 2007; Lilly & Goergen, 2011). Influenced by other national peer learning programs, more description about the PAL program, theoretical foundation, and other information is available elsewhere (Arendale, 2014e). Another series of research studies by Arendale and Hane examined the PAL program at UMN with its impact on PAL facilitator academic skill development (2014a), leadership emergence (2014b), vocational interest development (2014c), and professional identity development (2014d). …