University Peer-Assisted Learning Strategies in the Humanities

Abstract

While peer-assisted (PAL) learning strategies have been successful in K-12 programs, such practices are used less commonly at the college level. In addition, PAL programs are aimed largely at student populations who are struggling (for example, learning disabled students) or in topics where many students encounter difficulty (for example, math and natural sciences). This means that while PAL strategies have shown their effectiveness, the view from the academy is that this help is largely remedial.

This paper surveys the literature and analyzes the use of PAL programs in freshman-level general education classes at a large, diverse public university with particular focus on the humanities. We conclude that using peer-assisted learning is a vibrant addition to university education, with promising possibilities for humanities education.

KEYWORDS:

• humanities
• pedagogy
• peer-assisted learning
• post-secondary education

DISCLOSURE STATEMENT

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Peter Sebastian Havens

Peter Sebastian Havens is an M.A. (Jewish Education) candidate at Hebrew University and recipient of a MASA fellowship in Israel.

Melanie Stallings Williams

Melanie Stallings Williams is a professor and chair of the Department of Business Law at California State University, Northridge. She teaches at the graduate and undergraduate levels, with courses including traditional Business Law core courses along with Marketing Law, Intellectual Property Law, Ethics, Pedagogy and Negotiation. Her areas of academic research include antitrust law, intellectual property, biotechnology, small business programs and pedagogy. She has been a visiting professor at INSIGNIS (Paris and Bordeaux), Corvinus University (Budapest), ICN (Nancy, France) including as an invited scholar at their International Business Seminars series and a visiting research professor at Université de Nancy 2.