Browsing by Subject "knowledge dissemination"

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    2022 Annotated Bibliography of Postsecondary Peer Cooperative Learning Programs
    (2022-12-31) Arendale, David R.
    This annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence toward graduation. From a review of the professional literature, nine programs emerged: (a) Accelerated Learning Groups (ALGs, USC Model), (b) Emerging Scholars Program (ESP, UC Berkeley; Treisman Model), (c) Embedded Peer Educator (EPE), (d) Learning Assistant (LA, CU Boulder Model), (e) Peer Assisted Learning (PAL, UMN Model), (f) Peer-Led Team Learning (PLTL, CUNY Model), (g) Structured Learning Assistance (SLA, FSU Model), (h) Supplemental Instruction-PASS (SI-PASS, UMKC Model), and (i) Video-based Supplemental Instruction (VSI, UMKC Model). As will be described in the following narrative, some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently.
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    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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    History of the EOA Best Practices Clearinghouse: A model to identify, validate, and disseminate education
    (Colleagues of Color for Social Justice, 2022-12-07) Arendale, David; Colvin, Deltha Q.
    The EOA National Best Practices Clearinghouse is focused on the needs of Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) and TRIO students who are economically disadvantaged, first-generation college attendees, and historically underrepresented in education. No other open-access clearinghouse in the nation is focused on this marginalized student population. Solutions developed for privileged students with social capital often do not meet the needs of these students. We represent the GEAR UP and TRIO community and are the first group of federally funded programs to create their own best practices clearinghouse. Rather than relying on practices developed by others, we created an online program manual of what works with our TRIO and GEAR UP students. Our administrative and educational practices have been evaluated by an external panel of education experts rather than relying solely on data studies from the institution hosting the practice. Another difference is that the EOA Clearinghouse identifies “why a practice works” and “what are the critical components and procedures” that must to be followed to achieve similar positive results. This article explores the need for a clearinghouse, definitions for a best education practice, key people involved with the clearinghouse, the history of events in the clearinghouse's life, and finally, lessons learned from the clearinghouse that could be helpful to others who wanted to create their own clearinghouse, and an appendix with information on processes of the clearinghouse to evaluate submissions. While programs in the field may all do essentially the same thing, they often do it differently to meet the unique needs of their students and the education setting. The EOA Clearinghouse honors that ingenuity and shares it with others.