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Item 2020 Draft glossary of essential terms for learning assistance and developmental education (4th ed.)(2020-01) Arendale, DavidThe purpose of this glossary was to identify and describe education practices that improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented college students. Keeping current with the rapid changes in the field of developmental education and learning assistance is essential. Words make a difference in policy discussions and the practical guidance of campus activities. The rapid changes in learning pedagogies, delivery systems for courses, and language use evoke strong emotions for many within the profession, including those involved with this glossary. It may not be our choice to change, but this glossary is our response to the rapidly–morphing landscape of postsecondary education, our field in particular, and the larger society in which we live. In this fourth edition of the glossary, one area that has been significantly expanded is vocabulary related to culturally sensitive pedagogies that emerged during the 1980s and 1990s. Examples of these include: critical literacy, critical pedagogy, cultural competence, cultural differences, cultural literacy, cultural sensitivity, culturally relevant pedagogy, culturally responsive pedagogy, culturally sustaining pedagogy, inclusion, inclusive pedagogy, multicultural developmental education, multicultural education, and social justice. The second new area in this edition are approaches for offering the curriculum other than the traditional academic term-length developmental-level course. Examples of these include accelerated developmental-level course, acceleration, acceleration through curricular redesign, acceleration through mainstreaming, college access, compensatory education, compressed developmental-level course (or skills instruction), contextualization or contextualized learning, co-requisite paired course, course redesign, differentiated placement, embedded academic support, emporium-style model, flipped classroom, gateway course, Gateways to Completion®, guided pathways, integrated reading and writing, modular instruction, non-course competency-based option (Texas), nontraditional model (Texas), stacked course, stretched course, and students as partners. The third area for glossary expansion are those related to academic integrity and intellectual property rights. These were written in a more accessible style than the formal definitions from law reference works. Technologies such as text scanners, photocopiers, printers, and downloadable files from the Internet have made it easier to make mistakes with use of copyrighted instructional materials both for use in the classroom as well as placement on the Internet for use by others. Examples of these terms include attribution of intellectual property, copyright, copyright infringement, Creative Commons licenses, ethical standards, inadvertent use of copyrighted material, instructional materials, intellectual property use copyright, liability exposure, literary property, literary property use copyright, plagiarism, professional liability coverage, open access, open educational resource (OER), and public domain. A fourth significant change for this edition is its scrupulous avoidance of deficit and less acceptable language to describe students. In this edition, asset-based language is used to reflect accurately our students and their capabilities. Throughout history, it is words and phrases have been replaced by newer ones. The older words become less acceptable since they can lead to misinterpretations or have become by today’s standards of usage as inaccurate or perceived by others as discriminatory or racist. This glossary does not make judgements of the authors using those terms. Popular and professional literature is filled with those phrases. However, we move forward with recommended language that is more accurate, affirms student capabilities, and avoids offense to others. Examples of these deficit and less acceptable language includes academically underprepared student, college-level student, developmental student, diverse student, high-risk student, majority or minority student, person/student of color, remedial student, and special population. (Method) The sample for the glossary is based on the previous three editions of the same glossary with new terms added with this document. The glossary terms have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. All of them have served as administrators of their campus developmental education and learning assistance programs. Their practical experiences and keen insights have made this set of glossary terms invaluable in the rapidly changing nature of postsecondary and tertiary education. We owe much to the dedication and expertise of the authors, editors, and external review teams of the first three editions of this glossary. [This directory is a revised and expanded version of ED589760.]Item Best practices of developmental education for academic advisors, student services personnel, and classroom faculty members(Austin Community College of Austin, TX, 2011-10) Arendale, DavidThis keynote address explained how best practices of developmental education could be applied with academic advisors, student services personnel, and classroom faculty members. These faculty members are those that teach college-level first-year courses for academic credit. The entire faculty needs to be involved in embedding best practices of developmental education within their curriculum and pedagogy to promote higher academic success for all students.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 David Arendale’s guide to Apple TV apps(Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN, 2017) Arendale, David R.This document provides an overview of the Apple TV apps I have found useful as a college educator and in my personal life. I enjoy Apple TV since I am able to watch on a large-screen with a great sound system the same content that used to be confined to my iPhone, laptop, or desktop computer. There is enough free content available through Apple TV that I could cancel my cable TV subscription. I will be interested to see the bundle of cable channels that will be eventually available for a monthly charge from Apple. At the University of Minnesota where I am a history professor, the Apple TV device has been integrated into a growing number of classrooms so that students can share video content through the room projection television system. First-year students in the College of Education and Human Development receive an iPad upon arrival and use of it is integrated into many of their first-year courses. I use the history apps to help me connect today’s events with the history topics we are studying in class.Item Draft glossary of terms for developmental education course redesign(2020) Arendale, DavidThis is a draft glossary of terms related to developmental education-level course redesign. There is considerable effort being used to replace traditional, academic-term length developmental education-level courses that have historically helped academically-underprepared students to be successful with college-level first-year courses. The new approaches described in this draft glossary have the same goal but redesign the course curriculum.Item Draft glossary of terms for peer cooperative learning(2020) Arendale, DavidThis glossary identifies key terms for peer learning approaches among students in college. Some of the terms refer to national or international programs that have a specific pedagogy to their operation to maximize effectiveness for improving student achievement and other outcomes. Other terms are more generic that refer to the broader approach of peer learning.Item EOA best practices clearinghouse directory 2019 (5th ed.)(Educational Opportunity Association, 2019-12-31) Arendale, DavidThe 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.]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 Gaining more listeners for your podcast episode [Video, 16:27](2020-03) Arendale, DavidJust as people consume their social media through a variety of sources (Facebook, YouTube, Twitter, and more), people also listen to their podcasts through a variety of apps. Podcasters that only focus on the iTunes app are missing out of many potential listeners. The good thing is that after registering a podcast with a variety of podcast listening sources, it can be automatically distributed through them when a single podcast is uploaded. This is my story of how I share episodes of my three podcasts.Item In-Class History Simulation: Mid-1940s India Conference of the Buddhists, Hindus, and Muslims(2018) Arendale, DavidStudents are to seek agreements so that the Jews and Palestinian Arabs have a home. This history simulation takes place before the modern nations of Israel and Jordan were created and recognized by the United Nations. Discard everything known about the conflict in Middle East for the past fifty years. This region had been controlled by the Ottoman Empire until 1922 and then the British managed the area as a “mandate” until the Jews and Palestinian people could create one, two, or more new countries. A major learning objective is to understand the point-of-view of a world leader based on their group’s history. While leaders have their own personalities that impact their style of communication, understanding their country’s history provides deeper influences on their desires for their homeland. The United Nations was added to this simulation to avoid a deadlock between the Jews and Palestinians. The U.N. does have its own agenda which is not necessarily aligned with the desires by individual countries or ethnic groups in this simulation with the Jews and Palestinians. While students share a common Google document among the four or five, a student’s grade is solely depended on their own work. Students are placed into a small group so it is easier to see what other students are doing and perhaps receive some encouragement and ideas. The other small group Google documents are open to view as well. Students write interaThe simulation receives high approval by the students, often listed as their top learning experience. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 95 to 25.Item In-Class History Simulation: Mid-1940s Middle East Conference Among the Jews, Palestinian Arabs, and the United Nations(2018) Arendale, DavidStudents are to seek agreements so that the Jews and Palestinian Arabs have a home. This history simulation takes place before the modern nations of Israel and Jordan were created and recognized by the United Nations. Discard everything known about the conflict in Middle East for the past fifty years. This region had been controlled by the Ottoman Empire until 1922 and then the British managed the area as a “mandate” until the Jews and Palestinian people could create one, two, or more new countries. Students are members of the Middle East Conference negotiation teams representing leaders from the Jews, Palestinian Arabs, and the United Nations. To provide three parties for negotiations, the United Nations was added to avoid deadlock between the groups representing the Jews and Palestinians. Also, it was decided to add the U.N. since their priorities are not always the same for either or both of the other groups in real life. Students know the decisions made will be important for cultural harmony in the region. Students are to focus on the needs of their group. The timeframe for this negotiating session is in the mid-1940s before the Jewish people declare formation of the nation of Israel. A major issue for the simulation is that students must discard their current knowledge of the situation of the Middle East and place them in a different time period when decisions could be made before war was near constant in the region. The simulation receives high approval by the students, often listed as their top learning experience. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 95 to 25.Item In-Class History Simulation: WWII Yalta Conference Involving Great Britain, Soviet Union, and the United States(2018) Arendale, David; Ghere, DavidStudents are members of the Yalta Conference negotiation teams representing leaders from Britain, the Soviet Union, and the United States. Students know the decisions made will be important to end World War Two and to shape the post-WWII world. Students are to focus on the needs of their country. Obviously, the decisions agreed by all three countries impacted many other countries not be represented in these negotiations. Simulation Learning Objectives: 1. Connect the historical context for the relationships and previous disputes among the three countries during negotiations at the Yalta conference during World War Two. 2. Recognize how historical context shaped the national goals of each country and their negotiation strategies. How could have events turned out different? What are the forces of history at work that make this process for change so difficult? 3. Assess each nation's success in achieving its goals in the short term and long term. 4. Consider the merits of those goals considering the ensuing historical events. 5. Speculate about new dynamics and possible changed outcomes if the smaller European countries whose fates were heavily influenced by the decisions by the three leaders at Yalta were involved in the negotiations as well. 6. Experience the challenges and skills needed for effective negotiations. Method of Play: Read the separate document on student instructions for more detail. Materials Included in Simulation Packet: 1. Instructor history simulation procedures and PP presentation used to guide students in preparation for and during the simulation. 2. Yalta Conference historical background to be read by students before the simulation and referenced during the simulation. Justification for bargaining positions for each country is embedded within the document. The simulation receives high approval by the students, often listed as their top learning experience. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 95 to 25.Item Learning and teaching in the 21st century: Seven habits of highly effective developmental educators(Pennsylvania Association for Developmental Education, 1999) Arendale, David R.We have a wonderful opportunity to control and shape our destiny. The Seven Habits’ principles work in all areas of our lives. Covey’s Seven Habits of Highly Effective People are not unique. Many of the world’s great religions and philosophies said them first, and maybe with even more eloquence. But I hope you can see how we can apply those principles to help us be more effective as educational leaders. We need to learn to reinvent ourselves as resources for the entire campus -- students and faculty alike -- in renewing the learning environment. Our institutions need for our centers and departments to expand our services to include academic enrichment for all students. I exhort you to find ways to make your existing departments more comprehensive in its services. The profession must continue the process of being main streamed into the academic life of college. Whatever the name for your center or department, become a more comprehensive learning center in service. I believe that is the bright future for our profession. Let us put “First things First” and begin today.Item Lessons Learned from Major Peer Learning Programs [Video, 12, 53](2019) Arendale, David; Arendale, DavidThis video provides best practices and common elements among the major peer learning programs operating at the college level. It identifies the best practices for improving program outcomes so students earn high grades and persist at the institution longer.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 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 Online History Simulation: Apply Gandhi Protest Principles to a Present Day Protest Issue Curriculum(2018) Arendale, DavidThis history simulation follows a unit on the nonviolent protest movement in India against the British. Students identify his individual protest activities and sort them into six principles of protest. This creates a toolkit they can use and adapt for a protest issue that is important for their small group. The small group selects a modern protest issue, adds new specific protest activities that fit within the six broad categories, and develops a detailed action plan. This allows the immediate application of what they had just learned in the unit about Gandhi to a real-world issue that they select. Some students report that they have used parts of these plans with their own community activism. The simulation receives high approval by the students, often listed as their top learning experience during the course. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for the past seven years. It has been effectively used in classes of 30 by dividing the students into smaller groups.Item Online History Simulation: Contemporary Genocide Investigative Report Curriculum(2018) Arendale, DavidThere are numerous genocides occurring throughout the world today. Tragically, all of them follow the same ten-stage pattern as outlined from the Genocide Watch website. They follow a predictable pattern that can be recognized early before the persecution and deaths occur. Learning Goal: Understand the common pattern that genocides follow and use that information to predict when and where intervention is needed by the outside world to stop the process before the persecutions and deaths occur. This activity is focused on mastering the ten stages of genocide and not an in-depth study of the genocide. Method: Apply the ten-stage genocide template developed by Genocide Watch to information learned about a present-day genocide. This application of the ten stages to a real-life situation makes clear the systematic steps that genocides follow. Seven genocides were identified and information resources provided for: Armenia, Bosnia, Cambodia, Darfur Sudan, Rohingya Muslims, Rwanda, and Somalia. Students assume the role as an investigator for the International Criminal Court (ICC), https://www.icc-cpi.int/ The establishment of an international tribunal to judge political leaders accused of international crimes was first proposed during the Paris Peace Conference in 1919 following the First World War by the Commission of Responsibilities. The issue was addressed again at a conference held in Geneva under the auspices of the League of Nations in 1937, which resulted in the conclusion of the first convention stipulating the establishment of a permanent international court to try acts of international terrorism. The United Nations have a separate process for investigating similar crimes. The ICC is an intergovernmental organization and international tribunal that sits in The Hague in the Netherlands. The ICC has the jurisdiction to prosecute individuals for the international crimes of genocide, crimes against humanity, and war crimes. This activity was first conducted during spring 2018. Students had requested opportunity to study other genocides during contemporary times rather than a deeper study of the Holocaust which most have heavily studied in middle or high school. The activity received a median score of 4 (scale range 1, low to 5, high) as a meaningful learning activity. The median score for level of understanding of the ten stages of genocide was 5 (scale range 1, low to 5, high).