David Arendale

Persistent link for this collectionhttps://hdl.handle.net/11299/200356

At the University of Minnesota, I serve as an Associate Professor in History & Higher Education and Manager of the Educational Opportunity Association (EOA) Best Education Practices Clearinghouse. My home academic department is Curriculum and Instruction in the College of Education and Human Development. I teach an undergraduate global history course and conduct workshops for educators to embed best practices of student engagement, enrichment, and academic support. The EOA Clearinghouse identifies, validates, and disseminates best practices to increase persistence and academic achievement of historically underrepresented students.

My scholarly work is expressed through four research projects: (a) academic access, developmental education, and learning assistance; (b) learning technologies; (c) postsecondary peer cooperative learning groups; and (d) Universal Design for Learning. These are not mutually exclusive to each other since effective practices often are found at the crossroads of these four projects. A central theme is improving academic success of historically underrepresented students.

We do not need to "reinvent the wheel" regarding best education practices. Instead, we must effectively communicate what already exists to others. I welcome your thoughts and comments about my work and would enjoy the opportunity to collaborate. Take care, David Arendale (arendale@umn.edu; http://Arendale.org)

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2019 Postsecondary Peer Cooperative Learning Program Bibliography Overview [Video, 14:23]
(2020-03) Arendale, David
This video provides an overview of the 2020 Postsecondary Peer Cooperative Learning Program Bibliography. It contains 1,550+ publications and research studies on all the major national and international postsecondary peer assisted learning programs: Emerging Scholars Program, Peer-led Team Learning, Peer Assisted Learning Program, Structured Learning Assistance, Supplemental Instruction/PASS, and Video-based Supplemental Instruction. The website to download the document is https://z.umn.edu/peerbib
2020 Draft course-based learning assistance best practice guides (3rd ed.)
(2020-01-01) Arendale, David
Course-Based Learning Assistance (CLA) is defined as peer cooperative learning assistance that accompanies a specific targeted course to serve as a supplement for that course. While many CLA activities operate outside of the course, CLA is integrated into the course by some instructors. Other CLA programs are hybrid or totally online. These guidelines are applicable to national and international CLA program models have been implemented at thousands of postsecondary and tertiary institutions in more than thirty countries (a) Emerging Scholars Program, (b) Peer-Led Team, (c) Structured Learning Assistance, (d) Supplemental Instruction, and (e) Video-based Supplemental Instruction). When using the CLA Guides, it is not expected that administrators of campus CLA programs implement every “essential” and “recommended” practice listed in this guide. Some “essential” practices are not relevant to a particular type of CLA program. Limitations of campus budget, personnel, and available time make other “essential” practices difficult to implement. “Recommended” practices are simply practices that some CLA program administrators have found helpful. Therefore, those practices have been separated from the “essential” ones. For simplicity’s sake, all the practices have been divided into these two categories. Some “recommended” practices could be categorized as aspirational, something to pursue if there is sufficient budget, personnel, and time to implement. The bottom line is that the purpose of the guides is not to judge existing programs, but rather to provide guidance and practices that could increase their effectiveness and efficiency. In addition to their use for academic study groups, these guides may be useful for faculty members to incorporate learning activities and pedagogies into their courses. The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. Updates to this set of guidelines are available at https://www.arendale.org/peer-learning-resources
2020 Draft glossary of essential terms for learning assistance and developmental education (4th ed.)
(2020-01) Arendale, David
The purpose of this glossary was to identify and describe education practices that improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented college students. Keeping current with the rapid changes in the field of developmental education and learning assistance is essential. Words make a difference in policy discussions and the practical guidance of campus activities. The rapid changes in learning pedagogies, delivery systems for courses, and language use evoke strong emotions for many within the profession, including those involved with this glossary. It may not be our choice to change, but this glossary is our response to the rapidly–morphing landscape of postsecondary education, our field in particular, and the larger society in which we live. In this fourth edition of the glossary, one area that has been significantly expanded is vocabulary related to culturally sensitive pedagogies that emerged during the 1980s and 1990s. Examples of these include: critical literacy, critical pedagogy, cultural competence, cultural differences, cultural literacy, cultural sensitivity, culturally relevant pedagogy, culturally responsive pedagogy, culturally sustaining pedagogy, inclusion, inclusive pedagogy, multicultural developmental education, multicultural education, and social justice. The second new area in this edition are approaches for offering the curriculum other than the traditional academic term-length developmental-level course. Examples of these include accelerated developmental-level course, acceleration, acceleration through curricular redesign, acceleration through mainstreaming, college access, compensatory education, compressed developmental-level course (or skills instruction), contextualization or contextualized learning, co-requisite paired course, course redesign, differentiated placement, embedded academic support, emporium-style model, flipped classroom, gateway course, Gateways to Completion®, guided pathways, integrated reading and writing, modular instruction, non-course competency-based option (Texas), nontraditional model (Texas), stacked course, stretched course, and students as partners. The third area for glossary expansion are those related to academic integrity and intellectual property rights. These were written in a more accessible style than the formal definitions from law reference works. Technologies such as text scanners, photocopiers, printers, and downloadable files from the Internet have made it easier to make mistakes with use of copyrighted instructional materials both for use in the classroom as well as placement on the Internet for use by others. Examples of these terms include attribution of intellectual property, copyright, copyright infringement, Creative Commons licenses, ethical standards, inadvertent use of copyrighted material, instructional materials, intellectual property use copyright, liability exposure, literary property, literary property use copyright, plagiarism, professional liability coverage, open access, open educational resource (OER), and public domain. A fourth significant change for this edition is its scrupulous avoidance of deficit and less acceptable language to describe students. In this edition, asset-based language is used to reflect accurately our students and their capabilities. Throughout history, it is words and phrases have been replaced by newer ones. The older words become less acceptable since they can lead to misinterpretations or have become by today’s standards of usage as inaccurate or perceived by others as discriminatory or racist. This glossary does not make judgements of the authors using those terms. Popular and professional literature is filled with those phrases. However, we move forward with recommended language that is more accurate, affirms student capabilities, and avoids offense to others. Examples of these deficit and less acceptable language includes academically underprepared student, college-level student, developmental student, diverse student, high-risk student, majority or minority student, person/student of color, remedial student, and special population. (Method) The sample for the glossary is based on the previous three editions of the same glossary with new terms added with this document. The glossary terms have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. All of them have served as administrators of their campus developmental education and learning assistance programs. Their practical experiences and keen insights have made this set of glossary terms invaluable in the rapidly changing nature of postsecondary and tertiary education. We owe much to the dedication and expertise of the authors, editors, and external review teams of the first three editions of this glossary. [This directory is a revised and expanded version of ED589760.]
Arendale, D. R. (2019). [Video]. Peer group facilitator growth overview, part one of four. Available online: https://www.youtube.com/watch?v=8xpstTaIdyI
(2019) Arendale, David
My research investigates the potential contribution of the PAL experience to the emergence of the facilitator’s leader development of their identities and skills. If these developments occur as a result of the PAL experience, could the process for change be identified? If the process for change is understood, is it possible to be intentional about the development of the PAL facilitator?
Best practices of developmental education for academic advisors, student services personnel, and classroom faculty members
(Austin Community College of Austin, TX, 2011-10) Arendale, David
This keynote address explained how best practices of developmental education could be applied with academic advisors, student services personnel, and classroom faculty members. These faculty members are those that teach college-level first-year courses for academic credit. The entire faculty needs to be involved in embedding best practices of developmental education within their curriculum and pedagogy to promote higher academic success for all students.
Best Practices of Developmental Education for Advisors, Student Services, and Classroom Faculty [Video, 2:12:35]
(2012) Arendale, David
This talk takes best education practices from developmental education and makes application for academic advisors, student services personnel, and faculty members who teach college-credit first-year courses. A holistic effort is needed to support higher academic achievement by students involving the entire campus community.
The challenging road ahead: Learning assistance in the 21st century
(College Reading and Learning Association, 2008) Arendale, David
In this keynote talk, I identify opportunities for increased service of learning assistance to support student academic achievement. Throughout the talk, I illustrate my points by sharing case studies of highly successful learning assistance programs operating across the U.S. The speech was delivered at the national conference for the College Reading and Learning Association
Common Elements among Major Peer Learning Programs [Video, 40:00]
(2020-03) Arendale, David
This video identifies the common elements, purposes, student challenges, and design features shared among the major postsecondary peer learning programs that operate on college campuses throughout the world. These programs include Emerging Scholars Program, Peer-led Team Learning, Peer Assisted Learning Program, Structured Learning Assistance, Supplemental Instruction (also known as PASS and other names), and Video-based Supplemental Instruction.
Course-based learning assistance guidelines overview [Video, 17:08]
(2020-03) Arendale, David
The 80+ page guidebook to best practices with postsecondary peer assisted learning programs provides field-tested and approved practices that can enhance any academic support program at a college that uses student-led study groups. This video provides a brief overview of the document. It can be downloaded at https://z.umn.edu/peerguide.
Draft glossary of terms for developmental education course redesign
(2020) Arendale, David
This is a draft glossary of terms related to developmental education-level course redesign. There is considerable effort being used to replace traditional, academic-term length developmental education-level courses that have historically helped academically-underprepared students to be successful with college-level first-year courses. The new approaches described in this draft glossary have the same goal but redesign the course curriculum.
Draft glossary of terms for peer cooperative learning
(2020) Arendale, David
This glossary identifies key terms for peer learning approaches among students in college. Some of the terms refer to national or international programs that have a specific pedagogy to their operation to maximize effectiveness for improving student achievement and other outcomes. Other terms are more generic that refer to the broader approach of peer learning.
Emerging Scholars Program (ESP) Overview [Video, 15:09]
(2020-03) Arendale, David
The Emerging Scholars Program (ESP, known by other names) is a highly-structured workshop attached to academically-rigorous math courses to increase success of historically-underrepresented students. Created in the early 1970s by Dr. Philip Uri Treisman at the University of California, Berkeley, the initial focus was African-Americans in a calculus course seeking a doctoral degree in mathematics. Since then it has been used with a variety of student groups. ESP is used at colleges across the U.S.
EOA best practices clearinghouse directory 2019 (5th ed.)
(Educational Opportunity Association, 2019-12-31) Arendale, David
The purpose of this directory was to identify, describe, and evaluate evidence that the education practices improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. (Method) The sample for the directory was derived from TRIO and GEAR UP professionals located in the upper Midwest region that are affiliated with the Educational Opportunity Association (EOA). EOA and the Department of Curriculum and Instruction at the University of Minnesota created a clearinghouse to disseminate evidence-based practical activities and approaches to improve success of students who are low-income, first-generation, and historically-underrepresented in education. http://besteducationpractices.org The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Each practice has been approved as promising, validated, or exemplary based on the level of evidence supporting it. The rigorous standards applied during the review process are similar to previous national evaluation efforts by the U.S. Department of Education (Results) The approved education practices of this 570 page directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search, (b) Upward Bound, (c) Educational Opportunity Centers, (d) Disability Services, (e) Student Support Services, (f) Ronald E. McNair Postbaccalaureate Achievement,; and (g) GEAR UP, The directory is arranged by the following topical areas: (a) Academic Advising and Counseling [Advising Syllabus, Academic Improvement Plan, Academic Advising Management System, Podcasting Academic and Career Counseling for Post 9/11 Veterans, and Student Academic Needs Assessment]; (b) Academic Support [Integrated Learning Course for Entering SSS College Students, Tutoring for Students with Disabilities, Tutor Training and Professional Development, Structured Study Hall Days at College Campus by UB Students, and PAL Group Tutoring Program Training Manual]; (c) Assessment and Evaluation [Post Assessment Evaluation Tool for EOC Programs]; (d) Career Exploration [Senior College Experience for UB Students]; (e) Coaching Students [Coaching TRIO Students and Peer Coaching Handbook]; (f) College Tours and Field Trips [Emergency Field Trip Contingency Plan, and Planning Effective College Tours for High School Students]; (g) Curriculum [High School Financial Literacy, Integrated Approach to First Year College Experience, Summer Enrichment Program Curriculum for Middle School Students, and McWrite: Developing Scholarly Writing Skills]; (h) Disability Services [Access College Today Program]; (i) Global Studies Curriculum and Tour Procedures [Horizons Study Abroad Experience, Evaluation Tools for a Study Abroad Program, Procedures for a Study Abroad Program, and Creating Global Experiences for First-Generation and Limited Income College Students]; (j) Orientation Programs [Right Start to College Seminar for Adult Learners]; and (k) Policies and Procedures [Educational Talent Search Policies and Procedures Handbook. (Implications) Rather than looking to others for solutions, the federally-funded TRIO and GEAR-UP grant programs have the expertise needed to solve vexing problems with student success. These programs are incubators of best education practices that can be implemented elsewhere. Detailed information is provided about the education practice purposes, educational theories that guide it, curriculum outlines, resources needed for implementation, evaluation process, and contact information. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. (Additional Materials) Appended to the directory are: (1) Profiles of TRIO and GEAR UP Programs with Best Practices; (2) EOA Clearinghouse External Expert Panelists; and (3) Procedures for Evaluation of Submissions to the EOA Clearinghouse. [This directory is a revised and expanded version of ED589760.]
Gaining more listeners for your podcast episode [Video, 16:27]
(2020-03) Arendale, David
Just as people consume their social media through a variety of sources (Facebook, YouTube, Twitter, and more), people also listen to their podcasts through a variety of apps. Podcasters that only focus on the iTunes app are missing out of many potential listeners. The good thing is that after registering a podcast with a variety of podcast listening sources, it can be automatically distributed through them when a single podcast is uploaded. This is my story of how I share episodes of my three podcasts.
History of the EOA Best Practices Clearinghouse: A model to identify, validate, and disseminate education
(Colleagues of Color for Social Justice, 2022-12-07) Arendale, David; Colvin, Deltha Q.
The EOA National Best Practices Clearinghouse is focused on the needs of Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) and TRIO students who are economically disadvantaged, first-generation college attendees, and historically underrepresented in education. No other open-access clearinghouse in the nation is focused on this marginalized student population. Solutions developed for privileged students with social capital often do not meet the needs of these students. We represent the GEAR UP and TRIO community and are the first group of federally funded programs to create their own best practices clearinghouse. Rather than relying on practices developed by others, we created an online program manual of what works with our TRIO and GEAR UP students. Our administrative and educational practices have been evaluated by an external panel of education experts rather than relying solely on data studies from the institution hosting the practice. Another difference is that the EOA Clearinghouse identifies “why a practice works” and “what are the critical components and procedures” that must to be followed to achieve similar positive results. This article explores the need for a clearinghouse, definitions for a best education practice, key people involved with the clearinghouse, the history of events in the clearinghouse's life, and finally, lessons learned from the clearinghouse that could be helpful to others who wanted to create their own clearinghouse, and an appendix with information on processes of the clearinghouse to evaluate submissions. While programs in the field may all do essentially the same thing, they often do it differently to meet the unique needs of their students and the education setting. The EOA Clearinghouse honors that ingenuity and shares it with others.
History of the Integrated Learning Course: Creation, conflict, and survival
(Colleagues of Color for Social Justice, 2022) Schelske, Bruce; Schelske, Sharyn; Arendale, David
In 1972, the Integrated Learning (IL) course was developed at the University of Minnesota to meet the academic and cultural transition needs of their TRIO Upward Bound summer bridge program students as they prepared to enter college. The IL course was an early example of a linked course learning community. A historically-challenging college content course such as Introduction to Anatomy and Physiology or Law in Society was linked with an IL course. The IL course is essentially an academic support class customized to use the content of its companion class as a context for mastering learning strategies and orienting students to the rigor of the college learning environment. The history of the IL course provides lessons for creating, sustaining, and surviving daunting campus political and financial challenges that could face any new academic or student affairs program. The TRIO program leveraged its modest budget and personnel for the IL course approach which flourished and withstood changing economic and political forces that could have terminated the innovative approach to academic support. Lessons from this history of creation, conflict, and survival could be applied to other programs in a postsecondary setting.
In-Class History Simulation: Mid-1940s India Conference of the Buddhists, Hindus, and Muslims
(2018) Arendale, David
Students are to seek agreements so that the Jews and Palestinian Arabs have a home. This history simulation takes place before the modern nations of Israel and Jordan were created and recognized by the United Nations. Discard everything known about the conflict in Middle East for the past fifty years. This region had been controlled by the Ottoman Empire until 1922 and then the British managed the area as a “mandate” until the Jews and Palestinian people could create one, two, or more new countries. A major learning objective is to understand the point-of-view of a world leader based on their group’s history. While leaders have their own personalities that impact their style of communication, understanding their country’s history provides deeper influences on their desires for their homeland. The United Nations was added to this simulation to avoid a deadlock between the Jews and Palestinians. The U.N. does have its own agenda which is not necessarily aligned with the desires by individual countries or ethnic groups in this simulation with the Jews and Palestinians. While students share a common Google document among the four or five, a student’s grade is solely depended on their own work. Students are placed into a small group so it is easier to see what other students are doing and perhaps receive some encouragement and ideas. The other small group Google documents are open to view as well. Students write interaThe simulation receives high approval by the students, often listed as their top learning experience. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 95 to 25.
In-Class History Simulation: Mid-1940s Middle East Conference Among the Jews, Palestinian Arabs, and the United Nations
(2018) Arendale, David
Students are to seek agreements so that the Jews and Palestinian Arabs have a home. This history simulation takes place before the modern nations of Israel and Jordan were created and recognized by the United Nations. Discard everything known about the conflict in Middle East for the past fifty years. This region had been controlled by the Ottoman Empire until 1922 and then the British managed the area as a “mandate” until the Jews and Palestinian people could create one, two, or more new countries. Students are members of the Middle East Conference negotiation teams representing leaders from the Jews, Palestinian Arabs, and the United Nations. To provide three parties for negotiations, the United Nations was added to avoid deadlock between the groups representing the Jews and Palestinians. Also, it was decided to add the U.N. since their priorities are not always the same for either or both of the other groups in real life. Students know the decisions made will be important for cultural harmony in the region. Students are to focus on the needs of their group. The timeframe for this negotiating session is in the mid-1940s before the Jewish people declare formation of the nation of Israel. A major issue for the simulation is that students must discard their current knowledge of the situation of the Middle East and place them in a different time period when decisions could be made before war was near constant in the region. The simulation receives high approval by the students, often listed as their top learning experience. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 95 to 25.
In-Class History Simulation: WWII Yalta Conference Involving Great Britain, Soviet Union, and the United States
(2018) Arendale, David; Ghere, David
Students are members of the Yalta Conference negotiation teams representing leaders from Britain, the Soviet Union, and the United States. Students know the decisions made will be important to end World War Two and to shape the post-WWII world. Students are to focus on the needs of their country. Obviously, the decisions agreed by all three countries impacted many other countries not be represented in these negotiations. Simulation Learning Objectives: 1. Connect the historical context for the relationships and previous disputes among the three countries during negotiations at the Yalta conference during World War Two. 2. Recognize how historical context shaped the national goals of each country and their negotiation strategies. How could have events turned out different? What are the forces of history at work that make this process for change so difficult? 3. Assess each nation's success in achieving its goals in the short term and long term. 4. Consider the merits of those goals considering the ensuing historical events. 5. Speculate about new dynamics and possible changed outcomes if the smaller European countries whose fates were heavily influenced by the decisions by the three leaders at Yalta were involved in the negotiations as well. 6. Experience the challenges and skills needed for effective negotiations. Method of Play: Read the separate document on student instructions for more detail. Materials Included in Simulation Packet: 1. Instructor history simulation procedures and PP presentation used to guide students in preparation for and during the simulation. 2. Yalta Conference historical background to be read by students before the simulation and referenced during the simulation. Justification for bargaining positions for each country is embedded within the document. The simulation receives high approval by the students, often listed as their top learning experience. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 95 to 25.
Increasing the influence of your digital identity and scholarly contributions [Video, 19:51]
(2020-03) Arendale, David
Moving beyond the traditional publish and present model of sharing scholarship, I have expanded into sharing through online information depositories, websites, email listservs, and social media (podcasting, YouTube, Twitter, LinkedIn, Facebook, and others). The new model is open source which is easily accessible to anyone, anywhere without requiring payment of article purchases, journal subscriptions, and professional organization paid memberships.

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