Browsing by Subject "postsecondary"

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    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.
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    College in the Schools Follow-Up Student Survey
    (Center for Applied Research and Educational Improvement, 2004-08) Wahlstrom, Kyla; Riedel, Eric
    The College in the Schools (CIS) program delivers introductory-level University of Minnesota courses to high school junior and senior students in their local high schools. These courses are taught by their high school teachers and are a means of providing advanced curriculum to those students who are ready for highly challenging content. There is a range of subject areas in CIS courses – world languages, English composition and literature, economics, history, and political science. The high school teachers are supported by professors from the University of Minnesota in terms of the content to be taught and instructional methods. The classes are offered within the regular school day and meet for a semester or the entire year. There is no charge to students to take the classes; however, there is a small amount of tuition which the schools pay to the University for coordinating their participation in CIS. Students are able to earn college credit for their participation in CIS courses. The CIS Follow-Up Student Survey sought to gather the opinions of past participants five years after they had taken a CIS course. The survey asked about participants’experiences after high school including whether they attended college, whether the University credit received was recognized at their college, and how CIS did or did not prepare them for college. The survey also asked about their future plans after completing their postsecondary education.
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    Increasing the influence of your digital identity and scholarly contributions [Video, 19:51]
    (2020-03) Arendale, David
    Moving beyond the traditional publish and present model of sharing scholarship, I have expanded into sharing through online information depositories, websites, email listservs, and social media (podcasting, YouTube, Twitter, LinkedIn, Facebook, and others). The new model is open source which is easily accessible to anyone, anywhere without requiring payment of article purchases, journal subscriptions, and professional organization paid memberships.