Who is Studying in Groups and Why?

Abstract

y concern about peer learning grew through my dual role as doctoral student and academic support counselor at the University of Pennsylvania. Most students who visited the University Reading and Study Improvement Service (URIS) were first and second-year students who had diffi culties adjusting to the expectations and routines of academic life. We tried to help these students expand their learning and study strategies through a reflective, problem-solving dialogue (Cohen 1992). After interviewing hundreds of stu dents over time, I found some global pat terns of their concerns and needs. Stu dents needed to read and remember massive amounts of material, often from a wide array of texts including novels, textbooks, manuscripts, journal articles, and handouts. They struggled with the expectations of college writing and need ed to apply new strategies when research ing, organizing, drafting, and revising their papers. Most of all, these students were overwhelmed by major exams, which were usually given a few times during the semester. Between exams, many students did not feel pressured to keep up with the reading or review their class notes, and they often fell behind in their work. Exams usually