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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Browsing David Arendale by Subject "academic achievement"

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    2022 Annotated Bibliography of Postsecondary Peer Cooperative Learning Programs
    (2022-12-31) Arendale, David R.
    This annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence toward graduation. From a review of the professional literature, nine programs emerged: (a) Accelerated Learning Groups (ALGs, USC Model), (b) Emerging Scholars Program (ESP, UC Berkeley; Treisman Model), (c) Embedded Peer Educator (EPE), (d) Learning Assistant (LA, CU Boulder Model), (e) Peer Assisted Learning (PAL, UMN Model), (f) Peer-Led Team Learning (PLTL, CUNY Model), (g) Structured Learning Assistance (SLA, FSU Model), (h) Supplemental Instruction-PASS (SI-PASS, UMKC Model), and (i) Video-based Supplemental Instruction (VSI, UMKC Model). As will be described in the following narrative, some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently.
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    2023 EOA national best practices clearinghouse directory. (7th ed.).
    (Educational Opportunity Association, 2023) Arendale, David R
    The EOA National Best Practices Clearinghouse identifies, validates, and disseminates practical activities and approaches to improve the success of students who are low-income, first-generation, and historically underrepresented in education. Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed. The key is sharing it more widely and comprehensively with each other. The co-sponsors for the Clearinghouse are EOA and the University of Minnesota. The Clearinghouse defines best education practices as “the wide range of individual activities, policies, and programmatic approaches to achieve positive changes in student attitudes or academic behaviors.” 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 exe plary 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. More information about the rigorous standards and the external expert panel is contained in the Appendix of this publication. Th practices approved thus far by the EOA Clearinghouse represent each of the five major TRIO grant programs: Educational Talent Search, Upward Bound, Educational Opportunity Centers, Student Support Services, and the Ronald E. McNair Postbaccalaureate Achievement Programs. One practice is from a GEAR UP program. For readers unfamiliar with TRIO programs, a short history is provided on the following pages. While the education practices come from TRIO programs, they could be adapted for use with nearly any student academic support and student development program. TRIO and GEAR UP programs are incubators of best practices to serve the needs of historically underrepresented students and the general student population. Readers can use this publication as a guide for implementing the education practices contained within it. Detailed information about the education practices purposes, educational theories that guide the practice, curriculum outlines, resources needed for implementation, evaluation process, and contact information are provided by the submitters of the practice who have practical experience implementing the practices. You are encouraged to contact them for additional information.
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    2023 EOA national best practices clearinghouse library resources directory.
    (Educational Opportunity Association, 2023) Arendale, David R
    The EOA National Best Practices Clearinghouse identifies, validates, and disseminates practical activities and approaches to improve the success of students who are low-income, first-generation, and historically underrepresented in education. Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed. The key is sharing it more widely and comprehensively with each other. These are practices that were contributed by TRIO and BU programs across the U.S. that they found helpful. This document is the library resource directory. The co-sponsors for the Clearinghouse are EOA and the University of Minnesota. The Clearinghouse defines best education practices as “the wide range of individual activities, policies, and programmatic approaches to achieve positive changes in student attitudes or academic behaviors.” The practices approved thus far by the EOA Clearinghouse represent each of the five major TRIO grant programs: Educational Talent Search, Upward Bound, Educational Opportunity Centers, Student Support Services, and the Ronald E. McNair Postbaccalaureate Achievement Programs. One practice is from a GEAR UP program. For readers unfamiliar with TRIO programs, a short history is provided on the following pages. While the education practices come from TRIO programs, they could be adapted for use with nearly any student academic support and student development program. TRIO and GEAR UP programs are incubators of best practices to serve the needs of historically underrepresented students and the general student population. Readers can use this publication as a guide for implementing the education practices contained within it. Detailed information about the education practice's purposes, educational theories that guide the practice, curriculum outlines, resources needed for implementation, evaluation process, and contact information are provided by the submitters of the practice who have practical experience implementing the practices. You are encouraged to contact them for additional information.
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    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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    Moving forward with diversity, equity, and inclusion: Changing the culture of postsecondary education
    (2022) Arendale, David R
    My talk had six sections: (a) definitions of diversity, equity, and inclusion; (b) sample DEI statements; (c) what we know about campus culture; (d) definitions of key antiracism terms; (e) antiracist behaviors and policies for learning assistance; and (f) additional resources for DEI, peer learning programs, and other learning assistance activities. I shared this talk at the annual conference of the New York College Learning Skills Association. NYCLSA is focused on best practices for developmental-level courses, peer study programs, tutoring, and learning centers. This profession has already been making significant changes to implement antiracist practices.
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    Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography 2017 Revised
    (Department of Curriculum and Instruction, University of Minnesota, 2017-09-15) Arendale, David R
    This 2017 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,300 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds.
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    Supplemental Instruction (SI) Overview [Video, 41:15]
    (2020-03) Arendale, David
    Supplemental Instruction (SI) is an academic enhancement and support program. SI creates a supportive learning community that empowers the students to develop their academic capacity to become powerful and independent learners. It was created at the University of Missouri – Kansas City in 1973 by Dr. Deanna C. Martin. Since then, it has expanded to 33 countries in 1,500 institutions plus more by the regional training centers Regional training centers in Australasia, Canada, Europe, and South Africa. SI is known by a variety of names included Peer Assisted Study Groups (PASS) and others.