Browsing by Subject "college students"

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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.]
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.
Antidepressant Use Amongst College Students: Findings of a Phenomenological Study
(University of Minnesota, College of Pharmacy, 2012-07) Singh, Reshmi L.; Schommer, Jon C.; Worley, Marcia M.; Peden-McAlpine, Cynthia
Background: Depression among college students is an escalating problem and could have serious consequences such as suicide. There has been an increase in use of antidepressants on college campuses in United States. However, an in depth understanding of this phenomenon from the college student’s perspective is lacking in the literature. Objective: This study examined college students’ experiences and treatment decision making during their depression treatment. Methods: A longitudinal, phenomenological research methodology was completed. The participants were nine students who were taking antidepressants for diagnosis of depression. Recruitment was done via brochures placed at University bulletin boards, and a mental health clinic. Three audio taped, unstructured interviews were conducted with each participant over four months. The central question asked was: What has the experience of treating depression been for you? Analysis of text was done using Van Manen’s lifeworld existentials of lived body, lived time, lived relation and lived space as the organizing framework. Results: Thirteen themes were identified within the four lifeworlds. The results showed that lived relation with providers was important for college students’ decision to both initiate and continue antidepressant use. Students’ role was defined in conjunction with provider’s role by them as wanting to be a ‘player’ in their treatment decisions and needing to be ‘acknowledged’ as such by their providers. Conclusions: Overall, the underlying essential theme
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?
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.
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
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.
College Student Helping Behavior in Alcohol-Related Situations: Assessing the Need for, Level of Implementation of, and Effectiveness of Medical Amnesty
(2017-06) Sanem, Julia Rose
Although a large proportion is under the minimum legal drinking age, college students consume alcohol at high rates and experience a range of alcohol-related consequences. In response to the perceived risk of death resulting from alcohol poisoning, colleges and states are increasingly implementing medical amnesty policies and laws. Research is needed to evaluate the need for, level of implementation of, and effectiveness of these policies. In this study, a mixed methods design was used to assess college student helping behavior in alcohol-related situations. To address Aim 1, data from multiple colleges were used to assess college students’ decision to intervene in alcohol-related situations. Among students who reported being in at least one situation in the past year when someone was drinking too much, more than one-half did not intervene at least once. The most common reasons for not intervening were: “I felt it was none of my business” and “I didn’t know what to do”. “I was afraid I’d get in trouble” was the least common reason for not intervening. To address Aim 2, key informant interviews were used to describe how Minnesota colleges implemented the state medical amnesty law. Some colleges had done some implementation of the law, but other colleges have done very little. All colleges could do more. To address Aim 3, data from multiple years of cross-sectional surveys administered to students at 17 colleges were used to assess student behavior before and after enactment of a medical amnesty law. The prevalence of being very likely to call 911 in an alcohol- or drug-related situation significantly increased between 2007 and 2015 but in the context of this secular trend, enactment of a state medical amnesty law was associated with lower prevalence of being very likely to call 911 in an alcohol- or drug-related situation. Few existing studies have evaluated medical amnesty policies and laws. This dissertation provides important insight into whether medical amnesty policies and laws should be a recommended strategy for reducing the negative consequences of college student alcohol use.
Compensatory education definition
(Sage Publications, 2008) Arendale, David R.
During the 1960s a new approach called compensatory education was created to support access for academically underprepared and economically disadvantaged students. Compensatory education focuses on the individual student and the living and learning environment in which the student interacts. Proponents of this approach charge that environmental conditions, often induced by poverty, are responsible for poor academic achievement of students. Common activities of this approach include: academic preparatory work, supplemental learning enrichment activities, higher parental involvement in school, and systemic changes in the school learning environment. During the early 1960s, national civil rights legislation established the Office of Compensatory Education within the U.S. Office of Education.
The Construction of Suicide on Campus: A Critical Analysis of University and Student Suicide Discourses
(2021-08) Kaler, Lisa
Since the turn of the century, college student suicide has represented an important issue in higher education. While suicide rates have been slowly declining among the college student population, the prevalence of suicidal ideation has risen precipitously. This rise in the prevalence of suicidal ideation has accompanied an increase in the prevalence of mental health issues and diagnosed mental illness among college students. Students and their families often expect a high level of care from colleges and universities while also exercising their constitutionally protected rights. Institutions are left to design suicide prevention and intervention programs in a complicated environment. These suicide prevention and intervention programs adhere to a dominant paradigm about suicide, referred to as contemporary suicidology, in which suicide is considered a pathological and individual concern. Traditionally, suicide has been studied through this single, clinically focused lens. In this study, Critical Discourse Analysis was employed as a methodology to examine the language that a university (Midwest U) and its students use to discuss suicide. The theoretical lens of critical suicidology, an emerging field of study, illuminated the dominance of contemporary suicidology in the institutional discourse about suicide. In university documents and practitioner interviews, suicide was constructed as a crisis or a secret, with the only appropriate response to a student with suicidal thoughts being referring them to a mental health professional or to call 911. This construction was problematized through the lens of critical suicidology. The goal of using critical suicidology was to show that contemporary suicidology’s hegemony prevents a construction of suicide as a multidimensional, paradoxical state with different meanings to different people. Analysis of students’ own discourses about suicide illuminated how they both conform to and rebel against the dominant construction of suicide by constructing suicide as a public trouble. Findings in this study demonstrated how the dominant suicide paradigm pervades campus suicide discourses and its effect on suicide prevention and intervention. Implications for suicide prevention through a critical lens are discussed, with an emphasis on liberating campus suicide prevention by refocusing on social justice.
Course-based Learning Assistance Programs
(H&H Publishing, 2009) Arendale, David R.
Collectively, the Guides are a multi-purpose tool that may be applied to a variety of situations and settings with varying levels of intensity to assist academic support professionals in achieving their ultimate goal of increasing student success. The Guides should never be used to judge programs or practitioners critically. This guide is focused on course-based learning assistance. These approaches include Supplemental Instruction, Peer-led Team Learning, Emerging Scholars Program, and Structured Learning Assistance. These guides are generic and could be applicable to a wide range of postsecondary peer cooperative learning programs.
David Arendale’s guide to Apple TV apps
(Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN, 2017) Arendale, David R.
This document provides an overview of the Apple TV apps I have found useful as a college educator and in my personal life. I enjoy Apple TV since I am able to watch on a large-screen with a great sound system the same content that used to be confined to my iPhone, laptop, or desktop computer. There is enough free content available through Apple TV that I could cancel my cable TV subscription. I will be interested to see the bundle of cable channels that will be eventually available for a monthly charge from Apple. At the University of Minnesota where I am a history professor, the Apple TV device has been integrated into a growing number of classrooms so that students can share video content through the room projection television system. First-year students in the College of Education and Human Development receive an iPad upon arrival and use of it is integrated into many of their first-year courses. I use the history apps to help me connect today’s events with the history topics we are studying in class.
The Development and Refinement of Web-based Interventions to Reduce Distress among Survivors of Interpersonal Violence
(2016-10) Nguyen-Feng, Viann
Many college students have a history of interpersonal violence (IPV) and are thus at risk of greater mental health problems and dropout. The present two studies evaluated the efficacy of web-based stress management programs targeting present control in promoting well-being among students with and without a history of IPV. In the first study, a previously-developed Present Control Intervention (Hintz, Frazier, & Meredith, 2015) was evaluated. Psychology students from a large Midwestern university were randomly assigned in a 2:1 ratio to the web-based stress management intervention (n = 329) or the waitlist comparison group (n = 171). In the second study, the efficacy of two new versions of the intervention was evaluated relative to the original intervention. Students (N = 314) were randomly assigned to one of three conditions: the original Present Control Intervention, an Enhanced Present Control Intervention based on Solie (2013), or a Present Control and Mindfulness Intervention. In both studies, IPV history was assessed preintervention, and self-report measures of four outcomes (perceived stress; symptoms of depression, anxiety, and stress) were completed online pre and postintervention. Worry was also examined as an outcome in the second study. The first study assessed two proposed mediators of intervention efficacy (present control and rumination), which were measured online pre and postintervention. In the first study, the intervention group reported less distress than the comparison group at posttest but effects were larger in the IPV group (mean d = .44) than in the No IPV group (mean d = .10). Increases in present control mediated intervention effects in both the IPV and No IPV groups; decreases in rumination mediated intervention effects in the IPV group only. In the second study, analyses of covariance assessed whether there were differences in efficacy across the three conditions or interactions between intervention condition and IPV status suggesting that the IPV and No IPV groups responded differently to the three interventions. There were significant Condition by IPV interactions for distress symptoms and worry. Paired t-tests suggested that the two new versions of the intervention were more effective than the original intervention and that the Enhanced Present Control Intervention decreased symptoms the most among students with an IPV history (mean within-group d = -.48). These studies provide evidence that web-based universal prevention stress management programs may be a cost-effective way to teach skills to students with an IPV history
Developmental education history: Reoccurring trends and future opportunities
(Ohio Association of Developmental Education, 2006) Arendale, David R.
It is important to understand the reoccurring trends that have influenced the history of developmental education and learning assistance. This knowledge can guide educators in this field to make wise personal and professional choices. After an overview of the early history of developmental education, reoccurring trends were identified, and recommendations provided
The developmental education model in the United Kingdom: Access programs
(Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2006) Arendale, David R.
A review of programs with similarities to developmental education in the U.K. provides a different perspective which they call access programs. Higher education in the U.K. is coordinated, funded, and evaluated by the national government. Two organizations that are resources in the field of access programs are the European Access Network (2004) and the Institute for Access Studies (2003). Rather than using the U.S. term of developmental education, the U.K. approach of access program focuses on widening participation in higher education by historically-underrepresented student groups. In addition to similar concern for academically-underprepared students, the U.K. access program scope includes older students, students returning to education, displaced workers, and other demographic groups who whom college has not been common.
Directory of academic interventions and learning enrichment activities.
(Department of Postsecondary Teaching and Learning, University of Minnesota, Minneapolis, MN, 2006) Arendale, David R.
Selecting the appropriate academic intervention or making a change in institutional policies is contingent upon many factors. What is the unique academic and culture issues at the institution and which academic intervention is best fitted to meet those needs? Is there clear evidence that the intervention will contribute to higher academic achievement at a particular institution as opposed to its past success as the institution where it was first developed? What is the capacity of the institution to implement the intervention or policy regarding administrative support, faculty support, skill level of the intervention program, and the cost to implement and continue the program?

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