Browsing by Subject "glossary"

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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.]
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    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
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    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.
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    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.
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    Draft glossary of terms for peer cooperative learning
    (2020) Arendale, David
    This glossary identifies key terms for peer learning approaches among students in college. Some of the terms refer to national or international programs that have a specific pedagogy to their operation to maximize effectiveness for improving student achievement and other outcomes. Other terms are more generic that refer to the broader approach of peer learning.
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    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.
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    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.
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    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.
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    Terms of endearment: Words that help define and guide developmental education
    (College Reading and Learning Association, 2005) Arendale, David R.
    Remedial education, compensatory education, learning assistance, and developmental education are four of the most common terms used to describe the wide field of our profession. Each has specific meanings and sometimes evokes different perceptions. New descriptive phrases will be developed to identify work accomplished by our colleagues, especially if the form and range of services change.
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    Words make a difference: The influence of language on public perception
    (Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2007) Arendale, David R.
    Can a nuanced change of words make a difference to students, parents, and policymakers? Changing public perception with any concept or idea is difficult. Inaccurate prior information, memories, and prejudices are difficult challenges to overcome. The struggles within U.S. society concerning racial stereotyping, religious strife, and bigotry continue. As a historian, I see positive results for society when the majority becomes intolerant of language that categorizes and demeans people. The language usage changes described in the new glossary for developmental education and learning assistance provide another step to building a better and more productive society for all citizens.