Browsing by Subject "public policy analysis"
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Item Changing trends for administrative location of developmental education with an institution: A pilot study of NADE members(Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2005) Arendale, David R.With this limited pilot study, conclusions about the data are carefully restrained. However, a couple of interesting observations can be made. Not surprisingly, the most common name of the departmental unit for NADE members is developmental education. The surprise was observing that the regular academic departments of mathematics, English, and humanities occur with such a high frequency. Boylan (2002) indicated that some shifting away from centralized developmental education units may be occurring. This preliminary study seems to confirm that among the top ten departmental names that NADE members receive their mail, only two have the words developmental education explicitly listed in their titles. It appears that centralized developmental education administrative units are becoming rare. As a pilot study, it suggests that further investigation is warranted. Some possible directions could be a more careful analysis of the original data set. Similar studies could be conducted with other professional associations in the field (e.g., College Reading and Learning Association, National College Learning Center Association). Follow-up interviews with a stratified sample of members could probe for the historic choices made concerning departmental names and whether changes have occurred in the intervening years.Item Collaboration and partnership: Within and between disciplines, programs, and institutions(Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2000) Arendale, David R.; Barefoot, Betsy; Eaton, Shevawn; Levin, Henry; Lundell, Dana BThe key questions in this group focused on two basic issues: (a) Is collaboration important?, and (b) Why is it important to developmental education? A primary assumption is generally held that collaboration is a positive framework for educators. This standpoint has also been applied to research, teaching, and practice in developmental education. Within the next ten years, the issue of creating partnerships and coalitions is projected to increase as a primary educational and social agenda, specifically as national demographics have changed and as our society requires an increasingly educated, expanded, and specialized work force (Carnoy, 1997). It is within this changing social context that we must begin to consider the conditions and circumstances in which collaboration will be important for developmental educators.Item Compensatory education definition(Sage Publications, 2008) Arendale, David R.During the 1960s a new approach called compensatory education was created to support access for academically underprepared and economically disadvantaged students. Compensatory education focuses on the individual student and the living and learning environment in which the student interacts. Proponents of this approach charge that environmental conditions, often induced by poverty, are responsible for poor academic achievement of students. Common activities of this approach include: academic preparatory work, supplemental learning enrichment activities, higher parental involvement in school, and systemic changes in the school learning environment. During the early 1960s, national civil rights legislation established the Office of Compensatory Education within the U.S. Office of Education.Item Creating a new vision for the future: A report from the Blue Ribbon Commission(American Council of Developmental Education Associations, 2006) Arendale, David R.; Boylan, Hunter R.; Bonham, Barbara; Borstein, Nancy; Carpenter, Kathy; Chambers, Michael; Drewes, S; Dvorak, Johanna; Harris, Jackie; Lusk, S; McGrath, Jane; Muse, V; Nikopoulos, B; Norton, Jan; Symons, L; Valkenberg, Jim; Williams, LMany opportunities have been presented to coordinate, collaborate, and to create new activities, services, and structures to better meet the needs of current and potential members. Rather than attempting to evaluate the merits of each of these three avenues in this report, the goal is foster an informed conversation about the future. The choices made by the organizations may include a combination of activities among these three categories. The critical next step is for a wider conversation among members of the organizations to take place concerning the future of the profession.Item Developmental education history: Reoccurring trends and future opportunities(Ohio Association of Developmental Education, 2006) Arendale, David R.It is important to understand the reoccurring trends that have influenced the history of developmental education and learning assistance. This knowledge can guide educators in this field to make wise personal and professional choices. After an overview of the early history of developmental education, reoccurring trends were identified, and recommendations providedItem 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.Item Enhancing credibility, gaining recognition, and eliminating any stigmas associated with developmental education(Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2000) Arendale, David R.; Barefoot, Betsy; O'Hear, Michael; Thomas, P; Williams, LOne distinct obstacle faced by most developmental educators is the ongoing challenge made from a variety of sources about the credibility of this work in higher education. Despite strong histories and demonstrations of success by many programs, we continue to deal with the negative stereotypes and stigma related to our students, our mission, and the appropriateness of our role in institutions of higher education. Additionally, these issues of credibility are fueled by very real and complex circumstances—reports on student retention, achievement on standardized testing, and a changing society in terms of workforce needs and social demographics. It is important to work toward increasing the recognition of positive work being done in developmental education, particularly that which eliminates stigmas and stereotypes informing many of the attitudes that can be counterproductive and misleading.Item 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.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 influence of your digital identity and scholarly contributions [Video, 19:51](2020-03) Arendale, DavidMoving 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.Item Innovation and expansion in the breadth of programs and services(Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2000) Arendale, David R.; Bader, Carol; Bollman, LindsA; Otte, G; Williams, LGiven that students will be unequally prepared for college, we can assume that there will always be a need for developmental education in some form. Even the debates about mainstreaming developmental education still recognize the need for some kind of integrated, expanded support services such as study skills courses and learning centers to support all students. Whatever the focus—integrated services or separate programs— the fact is that work needs to continue to provide innovative and expanded versions of developmental education in the future. The breadth of programs in developmental education is far-ranging, from inclusive English as a Second Language (ESL) programs to federally funded academic support and bridge programs like TRIO’s Upward Bound and Talent Search programs. It is important to examine the ways that these programs presently serve students, as well as continuing to identify the best locations and configurations for these programs. A deeper consideration of the relationship of these programs to each other, and how they fit under the umbrella of developmental education, is a key issue in the future.Item A Memory Sometimes Ignored: The History of Developmental Education(National College Learning Center Association, 2002) Arendale, David R.Often the history of Developmental Education is ignored or minimized by many higher education historians. Various reasons are postulated by the author of this article for this occurrence of memory distortion. Acknowledging the role and importance of developmental education presents potentially uncomfortable statements about the historical state of higher education. Most education historians have focused on the traditional topics and histories of the majority White male class and not those of women, students of color, and those of disadvantaged academic and economic background. The silence by some and the near oversight by many education historians concerning the long-term and widespread use of Developmental Education requires scrutiny.Item Position paper: Creating a new professional association(National Center for Developmental Education, 2009) Arendale, David R.; Barrow, Hilda; Carpenter, Kathy; Hodges, Russ; McGrath, JaNE; Newell, Pat; Norton, JanA reoccurring question examined by the CRLA/ NADE Working Group has been “why change?” In the full report available online (http://www. crla.net/WorkingGroupReport091007.doc) we carefully explored the pros and cons of creating a new association and provided numerous suggestions for its services and organizational structures. A better question than “why change?” is “what kind of change is demanded by postsecondary education and needed by these professionals?” Perhaps an analogy provided by Shakespeare can provide a paradigm for us when considering the future. When writing a dialogue among several of his characters in a play discussing the future, Shakespeare penned the expression “The Undiscovered Country” to describe this place. Although everyone will visit the future, no one can come back and tell others exactly what it will be like. However, all of us will walk into The Undiscovered Country as colleagues and friends. Let’s create a dynamic new association together.Item Strategic planning evaluation of creating a new professional association(College Reading and Learning Association and National Association for Developmental Education, 2014) Arendale, David R.; Barrow, Hilda; Carpenter, Kathy; Hodges, Russ; McGrath, Jane; Norton, JanA reoccurring question examined by the Working Group has been “why change?” This long report has carefully explored the pros and cons of creating a new association and provided numerous suggestions for its services and organization structures. A better question than “why change?” is “what kind of change is demanded by postsecondary education and needed by these professionals?” Perhaps others can provide a paradigm for us when considering the future. When writing a dialogue among several of his characters in a play discussing the future, Shakespeare penned the expression “The Undiscovered Country” to describe this place. While everyone will visit the future, no one can come back and tell others exactly what it will be like. However, all of us will walk into The Undiscovered Country. We have the choice regarding how we walk into the future. Change can be proactively managed or simply reacted to. The best of past traditions can be brought into the future and merged with new structures and traditions or all can be left to chance. The most important element that moves forward into the new association are members of the current organizations. They form the core of the new future and bring forward the history and traditions of the previous organizations. Let us encourage new members to join these veterans as we walk together into The Undiscovered Country as colleagues and friends. Let’s build a new future together.Item 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.Item Then and now: The early history of developmental education: past events and future trends(New York College Learning Skills Association, 2002) Arendale, David R.Postsecondary institutions throughout the nation’s history have provided developmental education and learning assistance programs meet the academic standards expected of admitted college students. "It can be asserted accurately that bridging the academic preparation gap has been a constant in the history of American higher education and that the controversy surrounding it is an American educational tradition" (Brier, 1984, p. 2). The author of this article identified six phases of developmental education in American history. Each phase is naturally interconnected with the social history that surrounds and interact with them. The succeeding phase included more student subpopulations that needed support in higher education through developmental education. This article will explore the first three phases of developmental education history to provide a context for today's programs and services.Item Transitions in developmental education: Interviews with Hunter Boylan and David Arendale(National Association for Developmental Education, 1998) Stratton, Cheryl B; Arendale, David R.; Boylan, Hunter R.Developmental education programs permit professors teaching college-level courses to maintain high academic standards since students can develop the requisite skills needed in a separate developmental course or an adjunct academic support activity that is paired with the college-level course. Without such learning services colleges would admit the same students, and professors would be forced to teach classes with a much wider range of abilities represented but without any resources for students needing extra help. This in turn would lower the quality of education offered to the entire student body.Item 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.