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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Review of research on Supplemental Instruction
(National Resource Center for The First Year Experience and Students in Transition, 1992) Martin, Deanna C; Arendale, David R.
Validation by U.S. Department of Education of SI's Effectiveness, Research Methodology for Study of SI Claims of Effectiveness, Higher Grades and Lowered Rates of Course Withdrawals, Increased Rates of Persistence and Graduation Rates, Effectiveness with Students of Differing Academic Preparation, Effectiveness with Students of Differing Ethnicities, and Long Range Significance of College Graduation
Foundation and theoretical framework for Supplemental Instruction
(National Resource Center for The First Year Experience and Students in Transition, 1992) Martin, Deanna C; Arendale, David R.
It has been nearly two decades since Supplemental Instruction first appeared in higher education. After starting at the University of Missouri-Kansas City in 1973, it has been implemented at a variety of institutions across the U.S. and around the world. Borrowing ideas from developmental psychology, SI has attempted to encourage students to become actively involved in their own learning. By integrating appropriate study skill with the review of the course content, students begin to understand how to use the learning strategies they have heard about from teachers and advisors. As new educational theories and practices have surfaced, the SI model has been adapted to incorporate the best in educational research. With the increasing diversity of today's college students and the advent of alternative admission programs, the student body is continuing its evolution into a heterogeneous group reflective of American society. The popular and professional literature often carries articles decrying the poor academic preparation level of students and/or poor quality of teaching by classroom professors. Few solutions have been offered that work. From our point of view, the matter is moot. Many professors have tenure and colleges need all the students that they can recruit. Rather than blaming either of the two parties, strategies must be developed that allow for students to succeed while ensuring that academic standards are maintained, if not strengthened. SI, as one component, can help contribute to an overall institutional plan for student success.
Understanding the Supplemental Instruction model
(1992) Martin, Deanna C; Arendale, David R.
It has been nearly two decades since Supplemental Instruction first appeared in higher education. After starting at the University of Missouri-Kansas City in 1973, it has been implemented at a variety of institutions across the U.S. and around the world. Borrowing ideas from developmental psychology, SI has attempted to encourage students to become actively involved in their own learning. By integrating appropriate study skill with the review of the course content, students begin to understand how to use the learning strategies they have heard about from teachers and advisors. As new educational theories and practices have surfaced, the SI model has been adapted to incorporate the best in educational research. With the increasing diversity of today's college students and the advent of alternative admission programs, the student body is continuing its evolution into a heterogeneous group reflective of American society. The popular and professional literature often carries articles decrying the poor academic preparation level of students and/or poor quality of teaching by classroom professors. Few solutions have been offered that work. From our point of view, the matter is moot. Many professors have tenure and colleges need all the students that they can recruit. Rather than blaming either of the two parties, strategies must be developed that allow for students to succeed while ensuring that academic standards are maintained, if not strengthened. SI, as one component, can help contribute to an overall institutional plan for student success.
Supplemental Instruction: Improving first-year student success in high risk courses (2nd ed.)
(National Resource Center for The First Year Experience, 1992) Martin, Deanna C; Arendale, David R.
The Supplemental Instruction (SI) program of the University of Missouri-Kansas City addresses attrition by providing academic support in courses that are high risk for students. The program contains a number of innovative features, for example, high-risk courses are identified instead of high-risk students, and everyone in those courses is offered assistance; student participation in small group sessions is voluntary, and evaluation goes beyond student and faculty satisfaction surveys and includes actual rates of institutional change. Small group sessions incorporate such features as informal quizzes, group discussion, test question prediction, review of previous examinations, restructuring of classroom lecture notes, and other activities. The key people in the program are the SI leaders, who are presented as students of the subject of the course. As such, they present an appropriate model of thinking, organization, and mastery of the discipline. SI leaders attend all class sessions, take notes, read all assigned material, and conduct small group sessions. The SI program has been certified as an Exemplary Educational Program by the United States Department of Education, and has received National Diffusion Network funding. This paper describes program development, specific goals and objectives, results and outcomes for students and/or the institution, and potential for adaption by other institutions.
Supplemental Instruction in the first college year
(National Resource Center for The First Year Experience and Students in Transition, 1992) Martin, Deanna C; Arendale, David R.
SI as a Continuation of First Year Experience Programs, Focus on High-Risk First Year Classes, SI is Helpful for a Variety of Student Subpopulations, Theoretical Framework for First Year Student Programming, SI Facilitates Development of Community, SI Facilitates Student Involvement with the Institution, SI Facilitates Academic and Social Integration, Research on Affective and Cognitive Development, and Supports Collaborative Learning
Use of Supplemental Instruction at an urban high school
(National Resource Center for The First Year Experience and Students in Transition, 1992) Martin, Deanna C; Arendale, David R.; Hall, Peggy T.
In review, the SI program provided the central academic support focus for ninth and tenth-grade students at Westport High School. While not the sole factor, the SI program contributed to increased student performance. After completing the three-year pilot test, the initial results appear favorable. While there has been some difficulty in implementing this comprehensive learning assistance program during the regular school day, the results in improved academic performance and improved student discipline warrant further use of the program. There are a variety of others ways that the program could be implemented in other high schools. Upperclassmen, adult volunteers, parent volunteers, or other persons could serve as SI leaders and supervisors. Strong support from the high school administration and creativity open many opportunities for the adoption of Supplemental Instruction at the high school level.
Fostering multi-cultural education with a learning assistance model that works: Supplemental Instruction
(1993) Arendale, David R.
Through all the institution's process and products, multicultural education stresses respect for and understanding of cultural diversity and individual uniqueness. Multicultural education is not a supplementary area, rather, it is a process and philosophy with ideas that are broad and integrative. However, some see that patterns of resegregation have returned to some elementary and secondary schools since academic ability groupings often result in the separation of students by race and class (Edwards, 1991). It is difficult to promote multicultural education if the students are separated. Supplemental Instruction (SI) is a collaborative learning strategy that can help facilitate multicultural education as well as assist students in developing learning strategies that they can use to earn higher grades and persist longer in college.
Mentoring in the classroom: Making the implicit explicit
(1994) Martin, Deanna C; Blanc, Robert; Arendale, David R.
In the SI model, mentorship stands at the center of students' relationship with the SI leader, a peer or near-peer who has previously done well in the class. The leader assumes the mantle of the model student who attends all lectures, takes exemplary notes, and in every way demonstrates the qualities which will assure success in the course. The leader convenes sessions outside class hours. Students attend voluntarily. The sessions blend what-to-learn with how-to-learn-it, artfully mixing study skills with content in ways that empower students in both. SI produces the most dramatic results in the traditional high risk classes where assistance is available to all students in the class. Improvement in student performance and reduction in attrition rates attest to the overall success of the SI model and the mentorship it embodies.
Understanding the Supplemental Instruction model
(Josey-Bass, 1994) Arendale, David R.
It has been nearly two decades since Supplemental Instruction first in higher education. After starting at the University of Missouri-Kan in 1973, SI has been implemented at a variety of institutions across the States and around the world. Borrowing ideas from developmental psychology, SI has attempted to encourage students to become active investigators of strategies they have heard about from teachers and advisors. As new tional theories and practices have surfaced, the SI model has been ad incorporate the best in educational research. With the increasing diversity of today's college students and the alternative admission programs, the student body is continuing it's into a heterogeneous group reflective of American society. The pop professional literature often carries articles decrying the poor academic level of students or the poor quality of teaching by classroom pr Few solutions have been offered that work. From our point of view, that is moot. Many professors have tenure and colleges need all the stud they can recruit. Rather than blaming either party, strategies must b oped that allow students to succeed while ensuring that academic are maintained, if not strengthened. SI, as one component, can contr an overall institutional plan for student success.
Supplemental Instruction: Supporting the classroom experience
(National Resource Center for the First Year Experience and Students in Transition, 1996) Martin, Deanna C; Blanc, Robert; Arendale, David R.
In 1983, the Department of Education certified SI as a model retention program that the Department recommended for replication. Underlying that decision were data that demonstrated to the satisfaction of the panel that SI was successful in retaining students and could be transported to other venues where similar success might ensue. A decade of data collection has demonstrated the correctness of the panel's decision. Although much attention has focused on the effectiveness of SI in the four-year tertiary institutions, careful analysis of data suggests that the model has been similarly effective in the two-year tertiary institutions. The reasons for the effectiveness of SI remain somewhat elusive. Achievement data support the inference that SI contributes to higher levels of student achievement and, therefore, to increased rates of persistence. As much as the difficulty of the curriculum inhibits student success, SI serves as an effective counter. Both subjective evaluations by SI supervisors and anecdotal evidence from participants bolster claims that SI counters the isolation that leads to a substantial number of voluntary withdrawals from tertiary institutions. A specific goal of SI programs, although not readily quantifiable, is the reduction of the level of perceived incongruence between institutions and individuals. Effective mentorship, a key component of the SI program, stands against abandonment of the pursuit of higher education by students who incorrectly assess the nature of the institution. To this extent, SI stands in the mainstream of curricular responses to Professor Tinto and other students of the problem of inappropriate student departure from the two-year tertiary institutions. Further support for the SI program derives from what has been called the unintended, salutary side effects of the adoption of the model. Across a broad field, practitioners have noted that SI contributes significantly to the career awareness and professional development of SI leaders. Institutional leaders have noted the faculty development aspect of the SI program. And, in a time of scarce economic resources, the cost-effectiveness of the SI model emerges as a strong argument for its implementation. In recent years, with heightened institutional awareness of the transitional risks that endanger first-year students in tertiary education, Tinto's research has become central to retention programs. The Freshman Year Experience has developed in the milieu of declining pools of potential students. Once the tertiary institutions have exhausted the declining clientele, they need to look to retain rather than to replace students who might depart the institution. SI offers a strong component to the choice of strategies the institutions can bring to bear on the problem.
Lessons that I have learned from students in peer study groups
(National Association for Developmental Education, 1996) Arendale, David R.
I have taught history courses and worked in academic assistance programs for the past 12 years at both the community college and four-year college level. I helped to introduce the Freshman Seminar at three institutions during that time. I have used a variety of strategies with students to help improve their academic performance. For the past six years I have worked with the Supplemental Instruction program, a program that works with forming student-led study groups that meet outside of class. It is on the basis of my observations and research with SI that I have some things to share this evening. Rather than a presentation filled with statistics, it will be illustrated by comments from both student leaders and student participants in student-led out-of-class discussion groups.
Frontloaded academic support: Supplemental Instruction in two-year colleges
(Department of Postsecondary Teaching and Learning, University of Minnesota, Minneapolis, MN, 1996) Arendale, David R.
The first year of college has always presented challenges to both students and institutions. For students, it is one of life's most critical transitions. In fact, the most critical period for first time students is during the initial six weeks of their first semester in college. This is the time most likely for the student to drop out (Blanc, DeBuhr, and Martin, 1983; Noel, Levitz, Saluri, and Associates, 1985). The student attrition rate of nearly 50 percent for the first year college student is a national trend among two-year institutions with open admission policies (American College Testing Program, 1993). This attrition rate has increased over the past decade (Tinto, 1993). For students who begin their academic careers at two-year colleges, the transfer rate to senior institutions is often disappointing. For example, the transfer rate for minority students in California community colleges is between five and 10 percent. Nearly 90 percent of minority students enrolled in college in California are in community colleges (Conciatore, 1991,p. 24).
Mainstreaming of Developmental Education: Supplemental Instruction and Video-based Supplemental Instruction
(1997) Martin, Deanna C; Arendale, David R.; Blanc, Robert
The foregoing should not be interpreted to suggest that SI is a one-size-fits-all solution to academic problems. Data suggest that the SI experience can move a student’s performance from below average to average, from average to above average, from above average to excellent. In the lower ranges of performance, it appears that participation in SI can elevate a student’s grade from sub-marginal to below average. At UMKC as at other Universities, however, practitioners have found that there are students for whom SI offers insufficient support. Typically, these students fall at or near the bottom of the fourth quartile in terms of entry-level scores and/or high school rank. SI is not scheduled often enough, nor does it have sufficient structure, breadth, or depth to meet the needs of this population. On other campuses, these students would typically be tracked into developmental courses which, for UMKC, has never been an option.
Increasing the efficiency and effectiveness of learning for first year students through Supplemental Instruction
(National Association for Developmental Education and National Center for the Study of the First Year Experience and Students in Transition, 1998) Arendale, David R.
Developmental educators have a historic opportunity to reinvent themselves as resources for the entire campus -- students and faculty alike -- in partnering with the new enriched learning environment. The learning process must be expanded beyond the traditional classroom walls. Additional partners must be added to the learning environment. The Supplemental Instruction (SI) program serves as a catalyst for an improved and effective learning environment. SI is flexible to meet the learning needs of students and compliment an enriched learning environment managed by the classroom professor. Through its use, the efficiency and effectiveness of learning can be improved.
Transitions in developmental education: Interviews with Hunter Boylan and David Arendale
(National Association for Developmental Education, 1998) Stratton, Cheryl B; Arendale, David R.; Boylan, Hunter R.
Developmental education programs permit professors teaching college-level courses to maintain high academic standards since students can develop the requisite skills needed in a separate developmental course or an adjunct academic support activity that is paired with the college-level course. Without such learning services colleges would admit the same students, and professors would be forced to teach classes with a much wider range of abilities represented but without any resources for students needing extra help. This in turn would lower the quality of education offered to the entire student body.
Video-based Supplemental Instruction: Interactive video courses
(1998) Martin, Deanna C; Arendale, David R.
The magical ingredient in the process appears to be the technology that manifests in the form of the videocassette and the remote control device. This technology enables the student to alternate between the professor's lecture and the silence in which to consider the meaning. The moments of silence are precious. Silence offers the student a rare commodity in the context of a classroom: time to think. And the reflective time allows the student to form questions, observations, and opinions. Those, then, are shared with fellow students. Confusion is resolved; conflicting views are weighed; differences are explored. Students leave the session with clearly defined questions and a sense of what to do next.
Supplemental Instruction: Variations on the basic model
(Pennsylvania Association for Developmental Education, 1999) Arendale, David R.; McLaren, Ann
Supplemental Instruction (SI) provides an efficient and convenient opportunity for students to meet both academic and social agendas. Student groups convene on a voluntary basis at times convenient to the majority. These groups typically demonstrate heterogeneity with respect to academic and demographic characteristics. The informal study groups begin meeting during the first week of class and continue throughout the semester. A student leader, having previously studied that subject, earned high marks, and received the approval of the course professor, assists those who have enrolled in the targeted class. Before meeting the class, the SI leader participates in a structured training and supervision program designed to introduce the leader to the SI program and the use of collaborative learning techniques.
Learning and teaching in the 21st century: Seven habits of highly effective developmental educators
(Pennsylvania Association for Developmental Education, 1999) Arendale, David R.
We have a wonderful opportunity to control and shape our destiny. The Seven Habits’ principles work in all areas of our lives. Covey’s Seven Habits of Highly Effective People are not unique. Many of the world’s great religions and philosophies said them first, and maybe with even more eloquence. But I hope you can see how we can apply those principles to help us be more effective as educational leaders. We need to learn to reinvent ourselves as resources for the entire campus -- students and faculty alike -- in renewing the learning environment. Our institutions need for our centers and departments to expand our services to include academic enrichment for all students. I exhort you to find ways to make your existing departments more comprehensive in its services. The profession must continue the process of being main streamed into the academic life of college. Whatever the name for your center or department, become a more comprehensive learning center in service. I believe that is the bright future for our profession. Let us put “First things First” and begin today.
Collaboration and partnership: Within and between disciplines, programs, and institutions
(Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2000) Arendale, David R.; Barefoot, Betsy; Eaton, Shevawn; Levin, Henry; Lundell, Dana B
The key questions in this group focused on two basic issues: (a) Is collaboration important?, and (b) Why is it important to developmental education? A primary assumption is generally held that collaboration is a positive framework for educators. This standpoint has also been applied to research, teaching, and practice in developmental education. Within the next ten years, the issue of creating partnerships and coalitions is projected to increase as a primary educational and social agenda, specifically as national demographics have changed and as our society requires an increasingly educated, expanded, and specialized work force (Carnoy, 1997). It is within this changing social context that we must begin to consider the conditions and circumstances in which collaboration will be important for developmental educators.
Enhancing credibility, gaining recognition, and eliminating any stigmas associated with developmental education
(Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2000) Arendale, David R.; Barefoot, Betsy; O'Hear, Michael; Thomas, P; Williams, L
One distinct obstacle faced by most developmental educators is the ongoing challenge made from a variety of sources about the credibility of this work in higher education. Despite strong histories and demonstrations of success by many programs, we continue to deal with the negative stereotypes and stigma related to our students, our mission, and the appropriateness of our role in institutions of higher education. Additionally, these issues of credibility are fueled by very real and complex circumstances—reports on student retention, achievement on standardized testing, and a changing society in terms of workforce needs and social demographics. It is important to work toward increasing the recognition of positive work being done in developmental education, particularly that which eliminates stigmas and stereotypes informing many of the attitudes that can be counterproductive and misleading.

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