Browsing by Subject "developmental education"

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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.]
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.
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
Changing trends for administrative location of developmental education with an institution: A pilot study of NADE members
(Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2005) Arendale, David R.
With this limited pilot study, conclusions about the data are carefully restrained. However, a couple of interesting observations can be made. Not surprisingly, the most common name of the departmental unit for NADE members is developmental education. The surprise was observing that the regular academic departments of mathematics, English, and humanities occur with such a high frequency. Boylan (2002) indicated that some shifting away from centralized developmental education units may be occurring. This preliminary study seems to confirm that among the top ten departmental names that NADE members receive their mail, only two have the words developmental education explicitly listed in their titles. It appears that centralized developmental education administrative units are becoming rare. As a pilot study, it suggests that further investigation is warranted. Some possible directions could be a more careful analysis of the original data set. Similar studies could be conducted with other professional associations in the field (e.g., College Reading and Learning Association, National College Learning Center Association). Follow-up interviews with a stratified sample of members could probe for the historic choices made concerning departmental names and whether changes have occurred in the intervening years.
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.
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.
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.
Creating a new vision for the future: A report from the Blue Ribbon Commission
(American Council of Developmental Education Associations, 2006) Arendale, David R.; Boylan, Hunter R.; Bonham, Barbara; Borstein, Nancy; Carpenter, Kathy; Chambers, Michael; Drewes, S; Dvorak, Johanna; Harris, Jackie; Lusk, S; McGrath, Jane; Muse, V; Nikopoulos, B; Norton, Jan; Symons, L; Valkenberg, Jim; Williams, L
Many opportunities have been presented to coordinate, collaborate, and to create new activities, services, and structures to better meet the needs of current and potential members. Rather than attempting to evaluate the merits of each of these three avenues in this report, the goal is foster an informed conversation about the future. The choices made by the organizations may include a combination of activities among these three categories. The critical next step is for a wider conversation among members of the organizations to take place concerning the future of the profession.
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?
Draft glossary of terms for developmental education course redesign
(2020) Arendale, David
This is a draft glossary of terms related to developmental education-level course redesign. There is considerable effort being used to replace traditional, academic-term length developmental education-level courses that have historically helped academically-underprepared students to be successful with college-level first-year courses. The new approaches described in this draft glossary have the same goal but redesign the course curriculum.
Effect of administrative placement and fidelity of implementation of the model on effectiveness of Supplemental Instruction programs
(University of Missouri-Kansas City, 2001) Arendale, David R.
This research investigated variables that may influence the effectiveness of the Supplemental Instruction learning assistance and enrichment program at the University of Missouri-Kansas City and other U.S. postsecondary institutions. Study number one analyzed variables related to academic performance of University of Missouri-Kansas City students (mean final course grades, the rate of course withdrawal, and rate of persistence). Study number two investigated variables at 735 U.S. postsecondary institutions related to the academic performance of students and satisfaction level with the campus Supplemental Instruction program. Independent variables included: administrative placement of the SI program unit (academic affairs, student affairs, or other), age of the SI program, fidelity of the program to SI program activity constructs (SI Supervisor involvement, SI Leader involvement, SI Leader training, institutional involvement), and four dependent variables (mean final course grades, mean percent of D and F final course grades and course withdrawals, mean percentage of students who participate in the program, and satisfaction level with the program). Besides the quantitative studies, an extensive review of the literature regarding the history of developmental education and learning assistance programs in the United States produced six discernable historical phases. Supplemental Instruction was placed within this social context in American history. The appendix includes an extensive annotated bibliography of 450 publications and other media types published by authors worldwide related to Supplemental Instruction. Study number one found a positive correlation between higher academic achievement and persistence rates with the independent variables of SI attendance and measures of precollegiate academic achievement. The entire known population of 735 Supplemental Instruction programs within the United States was selected for study number two. There were statistically significant positive correlations with three of the four program activity constructs (SI Supervisor Involvement, SI Leader Involvement, and SI Leader training) and the effectiveness of the program regarding improved student outcomes and higher satisfaction ratings by the campus administrators who supervised the program. There were no statistically significant differences between the different program administrative placement locations and the dependent variables. Implications from this research include identification of key activities within the program that should be observed to maximize program effectiveness for the institution and participating students.
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.
Enhancing student access and retention
(Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2000) Arendale, David R.; Casazza, Martha; Highbee, Jeanne L; Stahl, Norm
The goals of developmental education include promoting educational opportunity through efforts that enhance both access and retention. Although the measures taken and the issues related to access and retention may overlap, they are not synonymous and must be addressed separately. Defining access is more complicated than it might appear. Traditionally, access has been viewed as opening the door to postsecondary education. With the proliferation of public community colleges and technical institutions in many states, some educators and legislators alike have assumed that the problem of access has been addressed because relatively low-cost programs are available to anyone with a high school diploma or its equivalent. However, numerous other issues related to access are overlooked.
Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers
(College Reading and Learning Association, 2023) Arendale, David R.
Language is not static. It flows like a river in response to the riverbank and the rocks that border and run beneath it. In the same way, glossaries are dynamic expressions of current language usage. Developmental education and learning assistance have changed dramatically in recent years, and so must also the language used to describe and define them. This glossary is useful for the wide field of educators involved with promoting student success. It provides precise language and definitions to use when communicating with peers and more effectively influencing administrators, legislators, and the media. Some of these glossary terms are emerging with frequent use while others are declining. This is why this glossary is not static and future editions will continue to reflect the changes in language. Based on advice from some of the reviewers to make this glossary more accessible to readers, I reorganized it into different topical categories rather than a traditional alphabetical order. I hope this format will not only make it easier to locate a particular glossary term, but also discover related terms in the same category. The nine glossary categories are: (a) teaching and learning process, (b) antiracism and racism, (c) assessment, (d) copyright and academic integrity, (e) pedagogies for teaching and learning, (f) program management, (g) student-to-student learning, (h) transitional courses and programs, and (i) less acceptable glossary terms. This third edition of the glossary of developmental education and learning assistance terms has dramatically changed since the last edition 14 years ago. For that reason, the name of this glossary has changed and reflects its use in the wider education community. These terms could be useful for educators working in learning assistance, learning centers, developmental-level courses, first-year experience courses and programs, orientation courses and programs, federally-funded TRIO and other equity programs, and instructors teaching first-year and subsequent courses in the general course curriculum. In recognition of the expanded scope of this glossary and broader utility for other members involved with postsecondary education, the glossary title has become more inclusive, Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers.
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.

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