Development and impact of a training program for undergraduate facilitators of peer-assisted learning.

In late 2011, we created a Peer-AssistedLearning (PAL) programfocused on improving studentperformance in high-risk STEMcourses. Our PALs are modeled after the Peer-Led Team Learning (PLTL) program, which has been shown to provide long- and short-term benefits to both students (Chan & Bauer, 2015; Gosser, Kampeier, & Pratibha, 2010; Lewis, 2011) andpeer leaders (Gafney & Pratibha, 2007). The PLTL model often describes key qualitiesfor student leaders, including excellence with content, independence, and an outgoingpersonality (Tien, Roth, & Kampmeier, 2004). However, after hiring ourfirst team ofPAL leaders, itbecame apparent that occasionally "independent" and "outgoing" translated into leaders who were the center ofattention and resisted operating on the sidelines. As a result, we shifted our emphasis to training "facilitators " rather than "leaders. " Students must still earn at least a B in the course theyfacilitate, but we now emphasize empathy, creativity, and approachability during recruitment, hiring, and training. Our program has resulted in an average 20% increase in pass ratesfor students taking a PAL course versus similarpopulations ofnon-PAL students