Browsing by Subject "postsecondary peer cooperative learning groups"
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Item 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.Item Academic bridge programs(Routledge, 2018) Arendale, David R.; Lee, Nue LorBridge 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.Item 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.Item 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.Item 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?Item 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.Item EOA national best practices directory 2017 (3rd ed.)(Educational Opportunity Association, 2017) Arendale, David R.The EOA National Best Practice Center identifies, validates, and disseminates practical activities and approaches to improve success of students who are low-income, first-generation, and historically underrepresented in education. Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed. The key is sharing it more widely and comprehensively with each other. The co-sponsors for the Center are EOA and the University of Minnesota. 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. Each practice has been approved as promising, validated, or exemplary based on the level of evidence supporting it. The rigorous standards applied during the review process are similar to previous national evaluation efforts by the U.S. Department of Education. More information about the rigorous standards and the external expert panel is contained in Appendix B of this publication. The practices approved thus far by the EOA Center represent each of the five major TRIO grant programs: Educational Talent Search, Upward Bound, Educational Opportunity Centers, Student Support Services, and the Ronald E. McNair Postbaccalaureate Achievement Programs. One practice is from a GEAR UP program. For readers unfamiliar with TRIO programs, a short history is provided on the following pages. While the education practices come from TRIO programs, they could be adapted for use with nearly any student academic support and student development program. TRIO and GEAR UP programs are incubators of best practices to serve the needs of historically underrepresented students and the general student population. Readers can use this publication as a guide for implementing the education practices contained within it. Detailed information about the education practices purposes, educational theories that guide the practice, curriculum outlines, resources needed for implementation, evaluation process, and contact information are provided by the submitters of the practice who have practical experience implementing the practices. You are encouraged to contact them for additional information.Item 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.Item Foundation and theoretical framework for Supplemental Instruction(National Resource Center for The First Year Experience and Students in Transition, 1992) Martin, Deanna C; Arendale, David R.It has been nearly two decades since Supplemental Instruction first appeared in higher education. After starting at the University of Missouri-Kansas City in 1973, it has been implemented at a variety of institutions across the U.S. and around the world. Borrowing ideas from developmental psychology, SI has attempted to encourage students to become actively involved in their own learning. By integrating appropriate study skill with the review of the course content, students begin to understand how to use the learning strategies they have heard about from teachers and advisors. As new educational theories and practices have surfaced, the SI model has been adapted to incorporate the best in educational research. With the increasing diversity of today's college students and the advent of alternative admission programs, the student body is continuing its evolution into a heterogeneous group reflective of American society. The popular and professional literature often carries articles decrying the poor academic preparation level of students and/or poor quality of teaching by classroom professors. Few solutions have been offered that work. From our point of view, the matter is moot. Many professors have tenure and colleges need all the students that they can recruit. Rather than blaming either of the two parties, strategies must be developed that allow for students to succeed while ensuring that academic standards are maintained, if not strengthened. SI, as one component, can help contribute to an overall institutional plan for student success.Item Frontloaded academic support: Supplemental Instruction in two-year colleges(Department of Postsecondary Teaching and Learning, University of Minnesota, Minneapolis, MN, 1996) Arendale, David R.The first year of college has always presented challenges to both students and institutions. For students, it is one of life's most critical transitions. In fact, the most critical period for first time students is during the initial six weeks of their first semester in college. This is the time most likely for the student to drop out (Blanc, DeBuhr, and Martin, 1983; Noel, Levitz, Saluri, and Associates, 1985). The student attrition rate of nearly 50 percent for the first year college student is a national trend among two-year institutions with open admission policies (American College Testing Program, 1993). This attrition rate has increased over the past decade (Tinto, 1993). For students who begin their academic careers at two-year colleges, the transfer rate to senior institutions is often disappointing. For example, the transfer rate for minority students in California community colleges is between five and 10 percent. Nearly 90 percent of minority students enrolled in college in California are in community colleges (Conciatore, 1991,p. 24).Item Guide for Peer Assisted Learning (PAL) group facilitators.(Department of Postsecondary Teaching and Learning, University of Minnesota-Twin Cities, 2014) Arendale, David R.; Lilly, MaryPAL programs focus on serving historically difficult college courses. These courses have a high rate of D or F final course grades or withdrawals. PAL does not focus on high-risk students, but rather on very difficult and challenging courses. These same courses are commonly listed across the U.S. by other PAL programs. To meet this need of students to achieve higher final course grades in these courses, the PAL program offers a regular schedule of out-of-class sessions that are facilitated by a fellow student. This student - called a facilitator - has often previously taken the same class by the instructor and earned a high final course grade and IS competent in the subject matter. The PAL sessions are offered throughout the academic term, beginning with the first or second week of class. The sessions occur in classrooms in the same area as where students attend the class. These sessions are free. While an attendance roster is gathered of those who participate, the course instructor does not necessarily know who attends and who does not.Item History of Supplemental Instruction (SI): Mainstreaming of developmental education(Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2002) Arendale, David R.Postsecondary institutions throughout the nation’s history have provided developmental education and learning assistance programs to meet the academic standards expected of admitted college students. This history of developmental education provides a context for the creation of the Supplemental Instruction (SI) model in 1973 at the University of Missouri-Kansas City to meet immediate needs at the institution due to a high attrition rate among students enrolled in professional schools. The national, and eventually international, dissemination of the SI model was due to it meeting similar needs at other institutions as well. SI has become a widely adopted method of mainstreaming the best practices of developmental education with college-level courses.Item Impact of Administrative Placement upon Programs(2005) Arendale, David R.Supplemental Instruction (SI) is an academic support and enrichment program implemented widely in the U.S. This study investigates factors at nearly 400 institutions that may indirectly influence academic performance of students that participate in the SI program. With reorganization occurring at many institutions, the question of the best administrative location for particular functions often is raised. This study may also spur similar studies for other forms of academic assistance.Item Increasing the efficiency and effectiveness of learning for first year students through Supplemental Instruction(National Association for Developmental Education and National Center for the Study of the First Year Experience and Students in Transition, 1998) Arendale, David R.Developmental educators have a historic opportunity to reinvent themselves as resources for the entire campus -- students and faculty alike -- in partnering with the new enriched learning environment. The learning process must be expanded beyond the traditional classroom walls. Additional partners must be added to the learning environment. The Supplemental Instruction (SI) program serves as a catalyst for an improved and effective learning environment. SI is flexible to meet the learning needs of students and compliment an enriched learning environment managed by the classroom professor. Through its use, the efficiency and effectiveness of learning can be improved.Item Lessons learned in 2020 about postsecondary online peer assisted learning (PAL) groups from previous research publications and recent survey of PAL program administrators(2020) Arendale, David R.This publication identifies lessons learned from moving traditional face-to-face peer study groups to online operation. Two sources were consulted. First, previous publications concerning online peer study groups were studied to identify approaches, equipment and software used, and reports of effectiveness. Second, during May 2020 administrators involved with managing peer-assisted learning (PAL) programs were invited to complete an online survey concerning their experiences with operating online in response to the Covid-19 pandemic. (Methods) The individual actions, activities, and approaches recorded in the publications and the 45 surveys were broken into individual units which results in nearly 800 individual pieces of data were created and then they were reorganized into themes and topics for this report. (Results) This data analysis made the identification of best practices more clear since the frequency of them was identified. Eight major themes were identified. (Implications) Lessons have been learned from past experience with offering student-led peer study groups online that can increase the success of students with higher grades and higher rates of persistence towards graduation. It is likely that many or most institutions will begin the fall academic term online and these lessons will be valuable not only for academic assistance, but also with instruction and other student services.Item Lessons learned in 2020 from taking postsecondary peer assisted learning programs online: Raw survey data(2020) Arendale, David R.With the end of the spring 2020 academic term, a national survey was conducted to identify best practices of college educators regarding how they moved their traditional face-to-face tutoring and small group tutoring programs online due to Covid-19 pandemic. This document contains the results of that survey. (Methods) In early May 2020, invitations to complete a brief survey on postsecondary peer assisted learning (PAL) programs and their operation online in response to Covid-19 were posted to several national and international email listservs. Directors from 45 programs completed the survey. Since the survey was anonymous, it is impossible to know the institutional type and their locations. It is a reasonable guess that most respondents were from the U.S. with others from Australasia, Europe, and North America. As promised, the survey results are presented as they were received without data analysis. It is with deep gratitude to the program directors for taking time from the busiest time in the academic term in the middle of this pandemic to share valuable information with our world community of PAL professionals. (Results) Their comments were candid and honest about the things that went well and those that did not. The survey statements were grouped into six categories that included: needed equipment and meeting software, approaches and activities, program evaluation, expectations for participants and students leaders, and more. (Implications) Best education practices for providing online academic support were shared that can be studied by others as they make plans for fall 2020 academic term which may be offered online.Item Lessons that I have learned from students in peer study groups(National Association for Developmental Education, 1996) Arendale, David R.I have taught history courses and worked in academic assistance programs for the past 12 years at both the community college and four-year college level. I helped to introduce the Freshman Seminar at three institutions during that time. I have used a variety of strategies with students to help improve their academic performance. For the past six years I have worked with the Supplemental Instruction program, a program that works with forming student-led study groups that meet outside of class. It is on the basis of my observations and research with SI that I have some things to share this evening. Rather than a presentation filled with statistics, it will be illustrated by comments from both student leaders and student participants in student-led out-of-class discussion groups.Item Mainstreaming of Developmental Education: Supplemental Instruction and Video-based Supplemental Instruction(1997) Martin, Deanna C; Arendale, David R.; Blanc, RobertThe foregoing should not be interpreted to suggest that SI is a one-size-fits-all solution to academic problems. Data suggest that the SI experience can move a student’s performance from below average to average, from average to above average, from above average to excellent. In the lower ranges of performance, it appears that participation in SI can elevate a student’s grade from sub-marginal to below average. At UMKC as at other Universities, however, practitioners have found that there are students for whom SI offers insufficient support. Typically, these students fall at or near the bottom of the fourth quartile in terms of entry-level scores and/or high school rank. SI is not scheduled often enough, nor does it have sufficient structure, breadth, or depth to meet the needs of this population. On other campuses, these students would typically be tracked into developmental courses which, for UMKC, has never been an option.Item Mentoring in the classroom: Making the implicit explicit(1994) Martin, Deanna C; Blanc, Robert; Arendale, David R.In the SI model, mentorship stands at the center of students' relationship with the SI leader, a peer or near-peer who has previously done well in the class. The leader assumes the mantle of the model student who attends all lectures, takes exemplary notes, and in every way demonstrates the qualities which will assure success in the course. The leader convenes sessions outside class hours. Students attend voluntarily. The sessions blend what-to-learn with how-to-learn-it, artfully mixing study skills with content in ways that empower students in both. SI produces the most dramatic results in the traditional high risk classes where assistance is available to all students in the class. Improvement in student performance and reduction in attrition rates attest to the overall success of the SI model and the mentorship it embodies.Item Pathways of persistence: A review of postsecondary peer cooperative learning programs(University of Minnesota, General College, Center for Research on Developmental Education and Urban Literacy, 2004) Arendale, David R.This chapter focuses upon a subset of the broader educational practice of peer collaborative learning, specifically postsecondary peer cooperative learning programs that embed study strategy practice within their activities. These practices have demonstrated higher student outcomes including increased student persistence towards graduation. Adoption of such research-based practices has become more essential since institutions cannot waste scarce resources upon programs that may not contribute both to increased student success as well as increasing the institution’s economic stability through lower student dropout rates and the loss of tuition dollars.