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Browsing by Subject "program evaluation"

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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.
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.
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.
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.
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?
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.
EOA best practices clearinghouse directory 2018 (4th ed.).
(Educational Opportunity Association and the University of Minnesota, 2018) Arendale, David R.
(Purpose) The purpose of this directory was to identify, describe, and evaluate evidence that the education practices improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. (Method) The sample for the directory was derived from TRIO and GEAR UP professionals located in the upper Midwest region that are affiliated with the Educational Opportunity Association (EOA). EOA and the Department of Curriculum and Instruction at the University of Minnesota created a clearinghouse to disseminate evidence-based practical activities and approaches to improve success of students who are low-income, first-generation, and historically-underrepresented in education. 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 (Results) The approved education practices of this 353 page directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search, “Emergency Field Trip Contingency Plan”, “Program Policies and Procedures Handbook”, “Peer Coaching Handbook”, “Academic Improvement Plan”, “Middle School Summer Curriculum”, (b) Upward Bound, “Upward Bound Senior College Exploration”, “Study Hall Days at a College Campus”, “Podcasting Academic and Career Counseling”, “Academic Advising Management System”, and “Planning Effective Campus Visits”; (c) Educational Opportunity Centers, “Coaching TRIO Students”, “Right Start to College Seminar for Adults”, and “Post service Assessment Tool”; (d) Disability Services, “Access College Today Program”; (e) Student Support Services, “Creating Global Experiences for College Students”, “Advising Syllabus”, “Integrated Approach to the First Year Experience”, “Horizons Study Abroad Experience”, “Procedures for a Study Abroad Program”, “Evaluation Tools for a Study Abroad Program”, “Integrated Learning Course”, “Tutoring for Students with Disabilities”, and “Tutor Training and Professional Development”; (f) Ronald E. McNair Postbaccalaureate Achievement, “McWrite: Developing Scholarly Writing Skills”; and (g) GEAR UP, “High School Financial Literacy Curriculum”. (Implications) Rather than looking to others for solutions, the federally-funded TRIO and GEAR-UP grant programs have the expertise needed to solve vexing problems with student success. These programs are incubators of best education practices that can be implemented elsewhere. Detailed information is provided about the education practice purposes, educational theories that guide it, curriculum outlines, resources needed for implementation, evaluation process, and contact information. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. (Additional Materials) Appended to the directory are: (1) Profiles of TRIO and GEAR UP Programs with Best Practices; (2) EOA Clearinghouse External Expert Panelists; and (3) Procedures for Evaluation of Submissions to the EOA Clearinghouse.
EOA best practices clearinghouse directory 2019 (5th ed.)
(Educational Opportunity Association, 2019-12-31) Arendale, David
The purpose of this directory was to identify, describe, and evaluate evidence that the education practices improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. (Method) The sample for the directory was derived from TRIO and GEAR UP professionals located in the upper Midwest region that are affiliated with the Educational Opportunity Association (EOA). EOA and the Department of Curriculum and Instruction at the University of Minnesota created a clearinghouse to disseminate evidence-based practical activities and approaches to improve success of students who are low-income, first-generation, and historically-underrepresented in education. http://besteducationpractices.org 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 (Results) The approved education practices of this 570 page directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search, (b) Upward Bound, (c) Educational Opportunity Centers, (d) Disability Services, (e) Student Support Services, (f) Ronald E. McNair Postbaccalaureate Achievement,; and (g) GEAR UP, The directory is arranged by the following topical areas: (a) Academic Advising and Counseling [Advising Syllabus, Academic Improvement Plan, Academic Advising Management System, Podcasting Academic and Career Counseling for Post 9/11 Veterans, and Student Academic Needs Assessment]; (b) Academic Support [Integrated Learning Course for Entering SSS College Students, Tutoring for Students with Disabilities, Tutor Training and Professional Development, Structured Study Hall Days at College Campus by UB Students, and PAL Group Tutoring Program Training Manual]; (c) Assessment and Evaluation [Post Assessment Evaluation Tool for EOC Programs]; (d) Career Exploration [Senior College Experience for UB Students]; (e) Coaching Students [Coaching TRIO Students and Peer Coaching Handbook]; (f) College Tours and Field Trips [Emergency Field Trip Contingency Plan, and Planning Effective College Tours for High School Students]; (g) Curriculum [High School Financial Literacy, Integrated Approach to First Year College Experience, Summer Enrichment Program Curriculum for Middle School Students, and McWrite: Developing Scholarly Writing Skills]; (h) Disability Services [Access College Today Program]; (i) Global Studies Curriculum and Tour Procedures [Horizons Study Abroad Experience, Evaluation Tools for a Study Abroad Program, Procedures for a Study Abroad Program, and Creating Global Experiences for First-Generation and Limited Income College Students]; (j) Orientation Programs [Right Start to College Seminar for Adult Learners]; and (k) Policies and Procedures [Educational Talent Search Policies and Procedures Handbook. (Implications) Rather than looking to others for solutions, the federally-funded TRIO and GEAR-UP grant programs have the expertise needed to solve vexing problems with student success. These programs are incubators of best education practices that can be implemented elsewhere. Detailed information is provided about the education practice purposes, educational theories that guide it, curriculum outlines, resources needed for implementation, evaluation process, and contact information. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. (Additional Materials) Appended to the directory are: (1) Profiles of TRIO and GEAR UP Programs with Best Practices; (2) EOA Clearinghouse External Expert Panelists; and (3) Procedures for Evaluation of Submissions to the EOA Clearinghouse. [This directory is a revised and expanded version of ED589760.]
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.
Evaluation of a Continuing Professional Development program for first year student pharmacists undergoing an Introductory Pharmacy Practice Experience
(University of Minnesota, College of Pharmacy, 2011) Tofade, Toyin; Franklin, Brianna; Noell, Bennett; Leadon, Kim
Objectives: The purpose of the study was to evaluate a live and online training program for first year pharmacy students in implementing Continuing Professional Development (CPD) principles (Reflect, Plan, Act, and Evaluate), writing SMART learning objectives, and documenting learning activities prior to and during a hospital introductory professional practice experience. Design: Cohort Study. Setting: Introductory professional practice experience. Participants: First year (PY1) students at the University of North Carolina Eshelman School of Pharmacy. Intervention: Live training or online training to introduce the concept of Continuing Professional Development in practice. Main Outcomes: Implementation of CPD principles through 1) completed pre-rotation education action plans with specific, measurable, achievable, relevant and time-bound (SMART) learning objectives; and 2) completed learning activity worksheets post-rotation indicating stimuli for learning, resources used and accomplished learning. objectives; and 3) documented suggestions and content feedback for future lectures and pharmaceutical care lab experiences. Results: Out of the whole cohort (N=154), 14 (87.5%) live (in person) trainees and 122 (88%) online trainees submitted an education action plan. Objectives were scored using a rubric on a scale of 1-5. A rating of 5 means “satisfactory”, 3 means “work in progress” and 1 means “unacceptable”. There were significant differences between the mean live trainee scores and the mean online trainee scores for the following respective section comparisons: Specific 4.7 versus 3.29 (p<0.001); Measurable 3.9 versus 2.05 (p<0.001); number of objectives 3.6 versus 4.6 (p<0.001); and average grade 92.9 versus 77.7 (p<0.001). Of the 396 learning activity worksheets reviewed, 75% selected discussion with peers and/or health providers as a stimulus for learning. Students reported spending an average of 50.2 hours completing the learning objectives. All of the pre-stated objectives were fulfilled completely or partially. Conclusion: Live trainees performed significantly better than online trainees in writing SMART learning objectives. With focused training, students are more capable of implementing principles of CPD.
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.
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.
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.
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.
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.
Mainstreaming of Developmental Education: Supplemental Instruction and Video-based Supplemental Instruction
(1997) Martin, Deanna C; Arendale, David R.; Blanc, Robert
The 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.
Minneapolis Neighborhood Employment Training Evaluation: Results and Technical Report.
(Minnesota Center for Survey Research (MCSR), 2005) Minnesota Center for Survey Research
Nice Ride Minnesota Program Evaluation: Minneapolis-St. Paul Bike Share System
(2015-05) Schoner, Jessica; Lindsey, Greg; Levinson, David M
Parents Forever On-line: How Much Change is Possible?
(St. Paul, MN: University of Minnesota Extension, 2012-10) Olson, Kjersti; Joeng, Ju Ri
Parents Forever is an educational program developed by University of Minnesota Extension to support families experiencing separation and divorce. For over 20 years, it has helped Minnesotans learn to voluntarily settle divorce and separation-related disputes, decrease child stress, and improve divorcing adults’ communication and problem solving skills so their divorce costs them and the state’s legal system less time and money. In addition to in-person workshops in most of the state, Parents Forever became available online in early 2012. This poster highlights the effectiveness of the online format in creating behavioral and attitudinal change. Initial pre- and post-test survey results indicate that divorcing adults who took the internet-based intervention showed significant changes in: encouraging their children to maintain a close relationship with their other parent, how often they talk to their children about the feelings they are experiencing in the divorce, communicating more successfully with the other parent, and decreased anger at the other parent. The “Parents Forever Online: How much change is possible?” poster is at the intersection of “Use of Technology and Digitizing Extension” and “Program Evaluation” as it shares how a long-standing Extension program was leveraged through new technologies to produce promising program outcomes that reflect our continued commitment to Minnesota families in transition.
Planning and assessment tool: Higher education programs and services
(University of Minnesota, College of Education and Human Development, 2008) Arendale, David R.; Poch, Robert
The Planning and Assessment Tool is based on the seven basic principles of Universal Design for Learning. It is applicable for instructional and well as student affairs within an institution. It is diagnostic to identify ways that the activity can become more accessible for a wider range of students. Based upon research and theory, the tool provides a simple and practical approach to implementing UDL in everyday decision-making by campus administrators. This approach aids in not only reducing or eliminating access and learning barriers from the campus, but improves the learning and living environment for all students.

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