Overview of Invitation to Publish, Postsecondary and tertiary Peer Assisted Learning 

Education Sciences is pleased to announce the upcoming Special Issue “Postsecondary and Tertiary Peer Assisted Learning (PAL)”. Reports on the effectiveness of such practices are ubiquitous in the global education field. Dr. Alexander Astin and his research colleagues identified through research on hundreds of thousands of U.S. students that the most significant impact variable upon students is their interaction with peers (What matters in college? Four critical years revisited, 1993). In their analysis of research on the college experience, Ernest Pascarella, Patrick Terenzini, and their colleagues identified many studies that replicated Astin’s findings (How college affects students, 2016). David Arendale annually publishes an annotated bibliography of 1700+ research studies focused on the major international PAL programs (see https://z.umn.edu/peerbib). While there are many published reports on PAL, far fewer identify specific practices that must be followed to achieve the desired results.

This Special Issue seeks to address the needs of postsecondary/tertiary students through a learning environment that enhances their academic achievement, engagement, learning mastery, and persistence to graduation. PAL can accomplish these purposes if specific guidelines and best practices are followed. Education Sciences prioritizes submissions that synthesize information from disparate backgrounds, place research findings within a broad context, extend our methodological and theoretical understanding, and inform education policy and practice. The journal publishes quantitative, qualitative, and mixed-method research papers. Extended reviews of substantive research are also welcome. Additionally, Education Sciences invites commentaries and original opinion pieces and/or analyses of issues and events of concern to education scholars that have international resonance.

Topics of interest include: best practices of PAL; new models of PAL; personal and professional development by the student participants and leaders of the PAL groups; antiracism policies and practices for PAL groups; online PAL models; use of technology and social media; increase in employability skills of the participants and student leaders in the PAL groups; increased academic achievement of PAL participants and student leaders; new pedagogical approaches within PAL sessions; and PAL multicultural issues.

Research areas may include (but are not limited to) the following topics relating to peer-assisted learning (PAL): the Emerging Scholars Program (Dr. Treisman model), peer-led team learning, structured learning assistance, supplemental instruction–PASS, video-based supplemental Instruction, course-embedded peer tutoring, online delivery of PAL, race and social justice related to PAL, and new models of PAL. Since this issue focuses on PAL groups, one-to-one tutoring research will not be included.

We look forward to receiving your contributions. You are encouraged to contact David Arendale at any stage of the writing process to receive feedback about suitability of your topic for this Special Issue and manuscript drafts. Please reach out with any questions.

Dr. David Arendale
Guest Editor