Papers by David R Arendale
The magical ingredient in the process appears to be the technology that manifests in the form of ... more The magical ingredient in the process appears to be the technology that manifests in the form of the videocassette and the remote control device. This technology enables the student to alternate between the professor's lecture and the silence in which to consider the meaning. The moments of silence are precious. Silence offers the student a rare commodity in the context of a classroom: time to think. And the reflective time allows the student to form questions, observations, and opinions. Those, then, are shared with fellow students. Confusion is resolved; conflicting views are weighed; differences are explored. Students leave the session with clearly defined questions and a sense of what to do next
Journal of Developmental Education, 2000
There is a major paradigm shift occurring in higher education. After a long period of focusing on... more There is a major paradigm shift occurring in higher education. After a long period of focusing on teaching, there is a healthy shift to focusing on learning. While the instructional paradigm often focuses on increasing the quantity of information, the learning paradigm focuses on the efficiency and effectiveness of the learning process regarding what do the students know and what can they do with the new information (Barr & Tagg, 1995; Boggs, 1998). Many classroom professors are searching for effective ways to change from a transmission mode of instruction to a focus on improving the learning and mastery of the content material by students. This represents a change from being teacher-centered to learning-centered. Another trend influencing higher education is a change in the focus of student academic support and enrichment. In the past, some institutions focused their attention on serving only students at the far extremes, developmental students and honors students. I think that the new trend will be to serve all students at the institution regarding academic excellence and persistence toward the achievement of their academic degrees
Ashe Higher Education Report, 2010
Research in the Teaching of Developmental Education, 2002
International journal of higher education, Mar 3, 2014
Jossey-Bass eBooks, 2010
... x Page 13. Foreword David Arendale's monograph, Access at the Crossr... more ... x Page 13. Foreword David Arendale's monograph, Access at the Crossroads: Learning Assistance in Higher Education, provides careful and thorough treatment of the many uses and manifestations of learning assistance in higher education. ...
Just as people consume their social media through a variety of sources (Facebook, YouTube, Twitte... more Just 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
This video provides five questions to ask when considering when postsecondary Peer Assisted Learn... more This video provides five questions to ask when considering when postsecondary Peer Assisted Learning (PAL) model to use on campus. It is critical to understand the requirements to implement, available resources at the institution, and challenges to overcome
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Papers by David R Arendale
Although it has a presence in most postsecondary institutions, the expression of learning assistance is quite diverse. Campus needs and perceptions define the language of learning assistance, which explains a major reason for the wide variety of terms used to describe this field. The preferred term used in this report is “learning assistance,” as it is commonly used and most inclusive of the various approaches and activities of the field.
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approaches for their academic content area to embed skill development into their core areas.The educators all share concepts,such as supporting transitions, providing skill development, and preparing student learners for future academic courses and social activities such as work or civic engagement.GC educators address student motivation,skills,cultural awareness, social and academic literacies,and mastery of content areas.They may vary in their theoretical frameworks in terms of how their own courses, outcomes,and assignments are implemented and conceived.As the frameworks are diverse across the GC program, they may overlap or present divergent models for engaging students in the day-to-day activities of GC courses. However,in this diversity,they also complement each other to provide the widest range of supports for students who take the sequence of courses to prepare for their transition to a future major at the university. In other words, the GC model as presented in the examples in this book presents a variety of activities and approaches that,when operating together across the disciplines toward a central mission, complement each other as students move through the program.This is the most innovative approach possible, and the GC program has a historic legacy of providing flexibility and a comprehensive set of courses that best fulfill this mission and GC’s role within the greater university community.
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 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.
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.
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.
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).