The Peer Assisted Learning (PAL) program trains student facilitators to lead study sessions for challenging STEM courses. Surveys of PAL facilitators found that the experience improved their academic skills and confidence, and helped develop professional skills like communication, organization, and leadership. Many facilitators felt it motivated their own coursework and helped solidify concepts. The experience also increased interest in teaching careers. Overall, the PAL program provides benefits to both participating students and the student facilitators.

1. Benefits of Facilitating Peer Assisted Learning Courses
California State University Sacramento
College of Natural Sciences and Mathematics
By Elizabeth Lowe and Micaela Kapp
Introduction
The Peer Assisted Learning (PAL) program is designed to
afford diverse students who have successfully completed
challenging STEM gateway courses the opportunity to help
their peers succeed in those same gateway courses. It is part of
an NSF funded grant, Project PASS, which uses structured group
learning to improve student success in STEM courses with high
failure rates. Lead by a highly trained PAL facilitator, these
sessions build and reinforce the skills and knowledge needed to
be successful in rigorous STEM courses. According to internal
data collected by Project Pass on the CSU Sacramento campus
the average pass rate of PAL participants is 15% higher than
non-participants.
PAL facilitators are trained in specific questioning techniques
that effectively unearth student understanding of core
concepts, which allows them to identify and address areas of
misconception. Serving as a facilitator provides important
leadership experience to individuals from a variety of majors
and helps them gain numerous skills throughout the semester.
There is a vast amount of research literature
highlighting the benefits of peer learning and the success rate
of students participating in such programs. However, there is
common knowledge that student facilitators also receive many
benefits as a result of their role and commitment to such
programs. The literature to support this assumption is very
limited (Power and Dunphy). This research project brings to
light the many benefits and ways in which the student
facilitators are able to transfer their knowledge and skills to
other parts of their life.
“I have learned a LOT about how to approach problems.”
--- Physics Major
Methodology
A series of qualitative and quantitative surveys measured
the benefits received by the PAL facilitators as a result of their
involvement in conducting group learning sessions and their
experiences as being part of the PAL program.
Initial PAL Facilitator Survey:
The first qualitative survey conducted consisted of nine basic
demographic and five open-ended questions designed to
measure the facilitators’ overall experience. The results of the
survey served as the basis for all further research survey
questionnaires.
Second Facilitator Survey (Professional Skills Survey):
The second survey focused to explore professional skills
reported by PAL facilitators on the previous survey. The survey
provided a list of 15 professional skills which leaders were
asked to identify as skills they have gained and improved upon
through working as a PAL facilitator.
Third Facilitator Survey (Attitude and Learning Techniques
Survey):
The third quantitative survey focused on facilitators’
personal study habits. They compared methods used to study
before becoming a facilitator with the methods they used after
being trained as facilitators. Additionally, the facilitators
reflected on their ability to solve conceptual questions.
Fourth Facilitator Survey (Educational Aspirations):
The final survey asked facilitators to reflect on their teaching and
educational aspirations. Questions included if their motivations for
facilitating was based on the aspiration of becoming an educator,
aspirations to achieve a career in education, and if they participated
in research. Finally, whether or not facilitators felt they had
improved academically due to their involvement in the program.
Results
Demographics and Overview
All stated that their experience as a facilitator has positively
helped them academically. The majority of facilitators are juniors
and seniors and 36% of have served for three or more semesters,
20% for two semesters, and 43% for a single semester. When asked
if they would return as a facilitator if possible, 100% said yes.
*Out of 30 Facilitators surveyed
Common Positives to being a Facilitator
• Gained confidence academically and socially
• Fun environment and you can meet new people
• Helps with upper division coursework by solidifying fundamental
concepts and skills
• Motivation for own coursework
• Learn different study habits
Commons Negatives to being a Facilitator
• Can be overwhelming
• Time consuming
• Can be hard to motivate students
• Takes time away from studying for personal classes
• Scheduling conflicts
Professional Skills
It is commonly understood that facilitators gain a lot of
experience and skills as a result of leading PAL courses. The
following graph is a representation of the reported skills gained from
facilitation experience (top skill are bolded).
*Out of 31 Facilitators surveyed
0%
10%
20%
30%
40%
50%
60%
70%
Top Professional Skills Gained*
Public Speaking
Verbal Communication
Organization
Comprehension
Written Communication
Reasoning
Adaptability
Time Management
Research
Group Management
Flexibility
Problem Solving
Leadership
Teamwork
Planning
Age Range of Facilitators*
18-21
years
21-25
years
26-30
years
31+ years
No
Response
• 100% said YES when asked if they were able to transfer skills
learned from being a facilitator to other parts of their life.
• 41% said the skills the gained as a result of facilitating helped
them obtain an internship or research position.
Educational Aspirations
• 77% became a facilitator because they want to be a teacher.
• 81% are considering teaching as a possible career after
participation in the PAL program.
• 70% did not participate in undergraduate research before
becoming a facilitator.
Facilitator Attitude and Learning Techniques
As a result of being a facilitator:
• 91% said motivated them in their own classes.
• 97% said helps me understand concepts more thoroughly in a
foundational class
• 97% said taught me new ways to approach a problem
*Out of 27 Facilitators surveyed
“The biggest benefit would be the management experience.”
---Mechanical Engineering Major
Conclusion
The PAL program of Project PASS is a lead group of students that
are extremely diverse in age and declared major. The students that
are facilitators and despite some downsides, the experience is
positive and advantageous. As a result of this research, this program
no longer has to rely on outside sources to describe the benefits
received by the program facilitators. The program can now pinpoint
the changes in facilitators’ attitudes, learning techniques, and
educational aspirations. It changes the way individuals look at
education and teaching. Most importantly, it can provide proof of
the professional skills gained and how they are transferred in other
parts of the facilitators’ lives. Ultimately, we hope that this program
remains on campus and continues to help develop intelligent,
professional and successful individuals.
Works Cited
1. Berk, L & Winsler, A. (1995). “Vygotsky: His Life and works” and “Vygotsky’s
approach to development”. In Scaffolding children’s learning: Vygotsky and
early childhood learning. Natl. Assoc for Educ. Of Young Children. p. 24
2. Mcmaster, Kristen L., Douglas Fuchs, and Lynn S. Fuchs. "Research on Peer-
Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated
Instruction." Reading & Writing Quarterly 22.1 (2006): 5-25. Web.
3. Power, Clare, and Dunphy, Kiyomi . "Peer Facilitated Learning in Mathematics
for Engineering: A Case Study from an Australian University." Engineering
Education 5.1 (2010): 75-84. Web
4. Project Pass, Internal Data. CSU Sacramento
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Flashcards Lecture Listening Lecture Notes Quizzing Spacing Out Study
Time
Concept Mapping Textbook
Questions
Reading Textbook Discussion with
Others
Effective Ways to Learn and Study*
Before Facilitating
Experience
After Facilitating
Experience
Represented Majors*
Bio-Medical
Liberal Studies
Computer Engineering
Physics
Civil Engineering
Mathematics
Computer Science
Biology
Biochemistry
N/A
Mechanical Engineering