Browsing by Subject "college student development"

Now showing 1 - 20 of 37

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
2021 Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography
(2021-01-31) 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 towards graduation. At the end of this overview, several suggestions are made for differentiating the models from each other and the level of institutional resources and resolve with implementing them. The seven student peer learning programs included in this bibliography meet the following characteristics: (a) implemented at the postsecondary or tertiary level; (b) clear set of systematic procedures for its implementation that could be replicated by another institution; (c) program evaluation studies have been conducted and are available for review; (d) intentionally embeds learning strategy practice along with review of the academic content material; (e) outcomes include increased content knowledge, higher final course grades, higher pass rates, and higher college persistence rates; and (f) the program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, six programs emerged: (a) Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c) Peer Assisted Learning (PAL), (d) Peer-Led Team Learning (PLTL), (e) Structured Learning Assistance (SLA), (f) Supplemental Instruction-PASS (SI-PASS), and (g) Video-based Supplemental Instruction (VSI). 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.
Academic and personal growth by PAL participants
(New York College Learning Skills Association, 2014) Arendale, David R.; Hane, Amanda, R.
This qualitative study focused on observed and perceived changes in academic and personal attitudes and behaviors by student participants in the Peer Assisted Learning (PAL) program at the University of Minnesota (UMN). The PAL model employs best practices from national peer learning models including Supplemental Instruction, Peer-led Team Learning, and Emerging Scholars Program. The PAL program provides regularly-scheduled study review sessions weekly to support students achieve higher final course grades and persistence rates. In most uses of the PAL model at UMN, participation is mandatory. Arthur Chickering’s Comprehensive Theory of Personal Change was used to analyze the data. Data were gathered by the PAL study group facilitators of observed or perceived changes of attitudes and behaviors by the participating students. Four themes emerged: higher academic engagement, higher confidence, increased interpersonal skills, and improved critical thinking skills. Higher engagement with the learning process was manifested through PAL participants talking more, displaying more comfort while speaking, and asking questions of the PAL facilitators and others in the group. Increased confidence was evidenced by reduction of frustration and fear and replaced with the display of new cognitive and metacognitive thinking, expressions of self-confidence in the ability to solve problems, and learn new academic content independently. Increased interpersonal skills were higher within the study group, helping others during small group activities and within the large group discussions, making friends with the participating students and the facilitator, and actively working with fellow students to solve problems rather than preferring self-reliance and working alone. The final theme of improved critical thinking was displayed by an increased ability to understand and explain the reasoning behind concepts. Several recommendations are offered: how study group programs could foster the academic and personal growth of study group participants and areas for further research.
Academic bridge programs
(Routledge, 2018) Arendale, David R.; Lee, Nue Lor
Bridge programs ease the transition of students from secondary education to postsecondary institutions. They are customized to assist a particular subpopulation of students to be successful. They were originally created for students with high rates of academic difficulty and withdrawal than the general student population. Then, the focus of most bridge programs was academic preparation for increased academic rigor of college. In recent years, a variety of purposes have been added: meet the needs of culturally diverse students who are underrepresented in college, increase student success in particular college degree programs, and increase the number of students who aspire and are prepared for college. Bridge programs range from an intensive program of coordinated courses and noncredit learning experiences to a single academic term course or a workshop lasting a day or two.
Adaptability and flexibility when conducting and planning peer study group review sessions
(National College Learning Center Association, 2016) Arendale, David R.; Hane, Amanda, R.
This examination of the University of Minnesota Peer Assisted Learning (PAL) program identified five themes of choices made by student leaders during and in preparation for study group review sessions: (a) redefined facilitator role beyond initial training, (b) assessed students to adapt the sessions, (c) adapted sessions to address knowledge or skill deficits of students, (d) empowered student participants to take more regulation of sessions, and (e) engaged in trial and error to add new approaches to sessions. These findings encourage a deeper understanding of beliefs, choices, and professional identity formation of peer study group review leaders. Understanding more deeply the complex process that facilitators employ to prepare for and adapt during study review sessions can guide training practices to increase their effectiveness with improving student grades in historically difficult courses.
Antiracism glossary for education and life
(Journal of College Academic Support Programs, 2021) Arendale, David R; Pokhrel, Richa; Muhammad, Mursalata; Jimenez, Juan; Green, Cassandra; Felber, Sarah; Claybourne, Chardin; Atkins, WyKeshia
To create an antiracism glossary, a team of scholars from Colleagues of Color for Social Justice (CCSJ) identified and defined 48 terms relating to racism and antiracism based on a careful review of existing race-related glossaries, scholarly articles, and widely-read books on the topic. This glossary of terms illustrates the daily and pervasive nature of racism that people of color experience and fills a demonstrable gap in resources of this type for college learning assistance centers and programs. The purpose is to recognize and explain terms related to attitudes, behaviors, and policies that impact people’s lives, particularly within academia. The glossary lists the terms in alphabetical order with multiple definitions from various resources and easy to understand examples drawn from personal lives, communities, and professional experiences in educational settings
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?
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.
EOA best practices clearinghouse directory 2018 (4th ed.).
(Educational Opportunity Association and the University of Minnesota, 2018) Arendale, David R.
(Purpose) 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. 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 353 page directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search, “Emergency Field Trip Contingency Plan”, “Program Policies and Procedures Handbook”, “Peer Coaching Handbook”, “Academic Improvement Plan”, “Middle School Summer Curriculum”, (b) Upward Bound, “Upward Bound Senior College Exploration”, “Study Hall Days at a College Campus”, “Podcasting Academic and Career Counseling”, “Academic Advising Management System”, and “Planning Effective Campus Visits”; (c) Educational Opportunity Centers, “Coaching TRIO Students”, “Right Start to College Seminar for Adults”, and “Post service Assessment Tool”; (d) Disability Services, “Access College Today Program”; (e) Student Support Services, “Creating Global Experiences for College Students”, “Advising Syllabus”, “Integrated Approach to the First Year Experience”, “Horizons Study Abroad Experience”, “Procedures for a Study Abroad Program”, “Evaluation Tools for a Study Abroad Program”, “Integrated Learning Course”, “Tutoring for Students with Disabilities”, and “Tutor Training and Professional Development”; (f) Ronald E. McNair Postbaccalaureate Achievement, “McWrite: Developing Scholarly Writing Skills”; and (g) GEAR UP, “High School Financial Literacy Curriculum”. (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.
EOA national best practices directory 2017 (3rd ed.)
(Educational Opportunity Association, 2017) Arendale, David R.
The EOA National Best Practice Center identifies, validates, and disseminates practical activities and approaches to improve 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 Center are EOA and the University of Minnesota. 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. More information about the rigorous standards and the external expert panel is contained in Appendix B of this publication. The practices approved thus far by the EOA Center 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.
A glossary of developmental education and learning assistance terms
(College Reading and Learning Association, 2007) Arendale, David R.
It is critical to periodically undergo a rigorous reexamination of the basic language used within a profession. Language is a reflection of past and current practice, it also guides for the future. As the practice advances and changes, so must the language to describe it. This reexamination of basic terms used in developmental education and learning assistance provides an opportunity to transform its work, expand borders, and redefine its essential role within postsecondary education. The glossary is grounded in both the previous version of it as well as extensive review by practitioners and leaders in the field. The complexity of the language has increased as well as its connection with other fields within education. This glossary is offered to help guides practices and programs to better meet institutional and student needs.
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.
Incubators for Student Leader Identity Emergence
(Springer Nature, 2021) Arendale, David, R
Too often student services have become a provider of discrete assistance in which one-way information transactions take place between the staff/student paraprofessionals providers and the students receiving the services. Students attend academic advising appointments, listen during tutorial or small groups study meetings, and read computer screens of information during career exploration sessions. Transactions seldom lead to transformations of engagement, identity, and deep learning for the students who provide or receive the service. Student leaders involved in student services, Students as Partners partnerships, student organizations, and athletics experience unanticipated personal and professional growth. Case studies from Australia, Belgium, Indonesia, New Zealand, the United Kingdom, and the United States display global connections among common themes of co-curricular learning events from such rich environments. This chapter provides a conceptual model for an ecosystem of leader identity emergence that can be effective in a variety of student activity venues and recommendations to be more intentional in fostering growth.
Integrating best practices of developmental education in introductory history courses
(University of Minnesota, General College, Center for Research on Developmental Education and Urban Literacy, 2005) Arendale, David R.; Ghere, David
This chapter provides a practical model for social science teachers to integrate the best practices of developmental education within a course. The approach requires systemic changes in the learning environment that facilitate both higher educational outcomes and concurrent development of lifelong learning skills among all students. This new model stands in contrast with the traditional developmental education approach that identifies individual students within a class based on predictive measures and prescribes specific activities for them alone. This chapter’s narrative identifies practices used by the authors successfully with their college students in introductory courses in American history and world history.
Lessons learned in 2020 about postsecondary online peer assisted learning (PAL) groups from previous research publications and recent survey of PAL program administrators
(2020) Arendale, David R.
This publication identifies lessons learned from moving traditional face-to-face peer study groups to online operation. Two sources were consulted. First, previous publications concerning online peer study groups were studied to identify approaches, equipment and software used, and reports of effectiveness. Second, during May 2020 administrators involved with managing peer-assisted learning (PAL) programs were invited to complete an online survey concerning their experiences with operating online in response to the Covid-19 pandemic. (Methods) The individual actions, activities, and approaches recorded in the publications and the 45 surveys were broken into individual units which results in nearly 800 individual pieces of data were created and then they were reorganized into themes and topics for this report. (Results) This data analysis made the identification of best practices more clear since the frequency of them was identified. Eight major themes were identified. (Implications) Lessons have been learned from past experience with offering student-led peer study groups online that can increase the success of students with higher grades and higher rates of persistence towards graduation. It is likely that many or most institutions will begin the fall academic term online and these lessons will be valuable not only for academic assistance, but also with instruction and other student services.
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.
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.
Muxerista Activist Consciousness Development Framework
(2024-03) Orozco, Roberto C.
The outcome of this study was the Muxerista Activist Consciousness Development Framework as a guiding model for identity and socio-political consciousness development for queer Latinx/a/o college student activists. This framework encompasses the cognitive (knowledge and thoughts), behavioral (engaging in actions), social-political (focus on identities and social structures of power), and corporeal (focus on the physical body) reality of queer Latinx/a/o students. I build on Anzaldúa’s (2002) path of conocimiento and present the five overarching findings of this framework. These include: 1) sites of ruptures and heridas (wounds), 2) dismemberment of the mind/body, 3) claiming a Muxerista Jotería consciousness, 4) healing as a Muxerista praxis, and 5) imagining possibilities…visionary organizing. These generated themes include subthemes that speak to the nuances of each of the collaborator’s narratives and experiences that inform the meaning making process of queer Latinx/a/o students’ identity and socio-political consciousness development. Lastly, this study has implications for queer Latinx/a/o college students and higher education and student affairs practice and research.

University Digital Conservancy

Browse by Subject

Browsing by Subject "college student development"