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Access at Crossroads: Learning Assistance in Higher Ed., D. Arendale   Click this web link to learn about my recent book

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     Access at the Crossroads Blog

    These blog entires identify best practices to increase success for historically-underrepresented college students including excerpts from my book, Access at the CrossroadsClick here to subscribe to this blog.

    Thursday
    Oct132016

    Different Approaches and Systems of Learning Assistance

    The following is an excerpt from my book, "Access at the crossroads" described in the left-hand column.

    Learning assistance encompasses a variety of activities and models with varying levels of efficacy for institutions and participating students. The variety of these models is a result of different policies, funding formulas, student population characteristics, historical traditions, campus culture, political decisions, and stakeholders’ expectations.  Better understanding of the choices taken when offering learning assistance occurs when it is categorized into different approaches taken at the institutional level. The three broad categories are based on where and when the particular learning assistance activity is offered: a prerequisite activity on the college campus before a student enrolls in a class for graduation credit; concurrent activity on the college campus while a student is enrolled in a class predicted to be academically challenging; and outsourcing of the learning assistance activity to another institution or commercial firm.

    The goal of these three approaches is preparation of students for academic success in a rigorous core curriculum of college-level course that exceeds the average of other college-level classes and is challenging for many members of the student body. This class has high withdrawal and failure rates. Sometimes it is called a “gatekeeper” class (Jenkins, Jaggars, and Roksa, 2009).  The name used to describe classes that offer learning assistance activities specifically designed to support the students enrolled in them are called “target classes,” as the learning assistance services are customized and “targeted” for serving students enrolled in that specific course. The focus is shifted from erroneously attempting to identify students at risk in the class to students in that particular class who are welcome to use the learning assistance activities to meet course expectations or as supplemental or enrichment experiences deepening their mastery of course content. Faculty members who teach this target class are involved to varying degrees with the learning assistance activities preparing students for academic success.

    The following three blog postings in upcoming weeks will share briefly about each of these approaches.

    Tuesday
    Oct112016

    Cost Estimates for Providing Learning Assistance

    The following is an excerpt from my book, "Access at the crossroads" described in the left-hand column. 

    It is clear that a large percentage of students use learning assistance services every year. Some policymakers perceive this high volume of participation and wide range of activities as too expensive. Recent studies disprove this view. As pervasive as learning assistance has become, it consumes a minor amount of a given institution’s budget. The most recent national study (Phipps, 1998) estimates its cost at less than $1 billion of $115 billion in the public higher education annual budget. This amount includes spending on developmental credit courses and noncredit services (tutoring, drop-in learning centers) that a wide variety of students of varying academic preparation levels use. Saxon and Boylan (2001) confirmed this finding through analysis of other similar studies. Additional analysis by Phipps (1998) found the unit cost of remedial or developmental courses was less than other academic content areas such as English, mathematics, or business. Classes were smaller than for most core academic subjects but cost less. It may be because faculty members who teach developmental courses are paid less compared with faculty members who teach other courses. It may also reflect the heavy use of adjunct and part-time instructors for these courses at public two-year institutions, the primary providers of these courses (National Center for Education Statistics, 2003).

    Others advocates (Phipps, 1998; McCabe and Day, 1998; Wilson and Justiz, 1988) argue learning assistance is essential for economic reasons because of the costs to society and the economic level of students who do not complete their college degrees because sufficient learning assistance was lacking. The United States risks development of “an educational and economic under-class whose contributions to society will be limited and whose dependency on others will grow. The risk increases for creating a culture and economy that ignores the talents of a large number of citizens” (Wilson and Justiz, 1988, pp. 9–10). McCabe and Day (1998) estimate that 2 million students each year will drop out of postsecondary education because they did not participate in learning assistance, which will negatively affect their own lives as well as the national economy. Alphen (2009) conducted a multicountry study of the impact of not completing an undergraduate college degree. Controlling for country-level variables, the findings confirmed the negative economic impact of people not obtaining at least an undergraduate degree compared with the cost of providing postsecondary education.

    Funded by the Lumina and Wal-Mart foundations, a national study investigated the costs and returns of providing academic support programs and the net impact on revenue at the institution. Institutions were two-year and four-year, public and private, of various sizes, and geographically dispersed throughout the United States. The study found that learning assistance was positively related to higher student persistence and increased revenue above the cost of providing academic support services (Delta Project, 2009). Another study focused on the Community College of Denver concerned the cost-effectiveness of learning assistance. Net revenue generated through higher rates of student persistence were significantly higher than the cost of the learning assistance services (Corash and Baker, 2009).

    Sunday
    Aug142016

    Monsters University: The Way All Colleges Should Set up Web Sites

    I watched the Pixar animated movie, Monsters University, this evening. My history classes at University of Minnesota start up after Labor Day. As part of promotion for the movie, the Pixar animators created a website for the university with short videos touting the school's features, academic expectations, and the like. The website has been taken down (a victim of frequent hacking), but the short videos live on through a YouTube channel dedicated to it. In addition, to be very funny, the videos actually communicate some deep messages about belonging, academic and social opportunities, and the value of attending college. Take a look. Click on this link to go to the YouTube page so you can watch other videos.
    Wednesday
    Jul272016

    Living with Diabetes

    Normally this blog is focused on my academic work and scholarship by others.  A close friend and I were talking and the issue came up about my living with diabetes.  I shared the text below with him and thought maybe someone else might find it useful.  Unfortunately, diabetes is a fraternity that is gaining too many new members every day. 

    Dealing with Disease by Youself
    When you live alone, you do not have the luxury to just "lose it" by weeping or crying with the knowledge that the partner/spouse is there to excessively comfort, listen to the long complaints, and the rest.  I have the day job as professor at the University of Minneosta to keep me going and feel responsible to the kids in my history courses to show up prepared, grade their homework promptly, and attend meetings. 

    The Defining Moment
    My defining moment came when I was having my blood tested for being slightly anemic (a common diabetic fellow-traveler, not a big deal).  My general practitioner doctor sent me to the best doctor at the helath complex on the Minnesota campus for that, the hematology clinic.  I had no idea what it was.  Just another of the numerous clinics in this sprawling complex of buildings.  When I walked in I quickly realized this clinic served a large number of cancer patients.  Then I saw the child.  Probably six years old and lying on a gurney, too weak even for a wheelchair I guess.  It was impossible to guess the gender of the child.  The skin was like that of a white ceramic doll.  Except no facial or top hair.  The child's eyes were open, but lifeless.   I locked gaze with the child for a moment.  I think I tried to smile.  No reaction from the child.  At that moment, I guessed the child would never live to see Christmas.  That was the moment when all my angst over the numerous system failures of my body melted away.   

    Chronic vs. Acute Disease
    Diabetes is a chronic, but not an acute disease.  You die a little bit more each day and realize if you are lucky, you can finish life with most of your foot and only lose one or two decades of living.  Not all the afflictions hit you at once.  It is sort of like going to Baskin Robbins.  Trouble takes a number and waits its turn to attack.  I have a skilled family of doctors, staff, facilities, cheap prescriptions to keep going.  I try to help with going to the YMCA for exercise, watch what I eat at home, don't go out and eat steaks the size of car hubcaps, only eat out when doing so with a friend, and the rest.   

    Ownership
    I take ownership for causing all or part of my affliction and realize that genetics also played a part.  My body humbles me and encourages me to seek support from God rather than leaning on a family.  All life is precious and should be lived to the maximum.  I know too many people who died early from diabetes, particularly those from type one diabetes.  That was pure genetics and they contributed nothing to the consequences of the disease.  I feel responsible to those who are not here anymore.   

    A Slogan for Life
    I now include a saying at the bottom of my email messages.  I used to detest the email postscript message from others.   They always looked so happy and sometimes appeared to be trite.  Now I include the following message:  "Every day is Christmas when we make good choices. Those choices unwrap unexpected presents of joy that await us if we do our part and trust God for the rest."  I get the chance everyday to make choices.  Maybe not as many choices are available as be fore.  A favorite line from a Huey Lewis and the News song, "The Heart of Rock and Roll" says when talking about New York City where you can "...do half a million things at a quarter-to-three (in the morning).  I'm in bed at 3 am.  But no complaints from me.   

    The Journey
    Lots of people have stuff to deal with.  Some people with disabilities talk about others who do not appear to have physical problems as "TABS".  That stands for "temporarily able-bodied (TAB)".  It is not generally said in a mean way, but a recognition that eventually everyone will be afflicted short-term or long-term before they leave this planet.  For me, I focus more on enjoying each day and happy I have choices to make.  May I make them wisely.  I am a different person today as a result of diabetes.  I would like to think I am a better person.  I would prefer to have learned my lessons and shaped my character in a different way, but if this was the path to get where I am, so be it.  May your journey in life be one that makes you a better person.
    Friday
    Jul222016

    Why I Like Apple TV for Personal and Professional Reasons as a College History Teacher

    The following is one of the entries in my directory of favorite Apple TV apps for personal and professional use as a college history teacher. Click this link to download the latest copy of this directory and also one for iPad/iPhone apps.  Enjoy.

    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. 

    Apple TV App Store Selection

    I believe the Apple TV has been an underappreciated technology that Apple has significantly improved through this fourth-generation unit.  This annotated directory identifies the apps that I use on my Apple TV unit at home on a regular basis for personal use and to identify news stories that I could integrate into my global history course.  There are many other apps that I do not profile in this abridged directory simply because they require an additional charge for their use or are not of interest.  A good example is all the educational apps for children and older youth.  I remember when I purchased my first iPhone and then with the first iPad and there were a relatively small number of apps.  Now the library of Apple apps exceeds half a million.  While I don’t expect the same exponential growth for Apple TV, their library will rapidly expand. Many of these Apple TV apps are also available for use on iPhones and iPads.  If you have set up for automatic download of new apps on all your iOS devices, do not be surprised to see some of these apps appearing on other Apple devices.

    Open the App Store on your Apple TV to browse apps. When you find an app that you want to add to your Apple TV, select the app.  Then select the price (Buy) for a paid app or select Get for a free app.  For some apps, the app can be used for free with limited access to the contents, but an “in-app purchase” unlocks all the content.  If prompted, enter your Apple ID password. Learn more about how to browse and buy apps.  With the revision of the App Store in May, you now can see the top paid, top grossing, and top free apps.  It appears that the list will list the top 200 of each category. 

    Some apps might require that you sign in; subscribe to a service; activate your account through your cable or satellite provider; or use another device, such as a computer, to complete the sign-in process.  If you can't sign in to an app on your Apple TV, contact the content provider.  Apps that you currently have on your iPhone, iPad, or iPod touch might also be available for your Apple TV. You can see your previous App Store purchases in the Purchased menu at the top of the main App Store screen.  Find out how to get your past purchases on your Apple TV.

    The Apple TV device allows many free Internet video sources to be accessed through televisions.  Unless noted otherwise, all apps in this directory are free to download and use on Apple TV.  There are others (especially games) that require a small fee to download (most under $5) and may also include in-app purchases for additional features or for games to obtain more resources. 

    Creating Folders/Subdirectories to Organize Apps

    Just as with the iPad and iPhone, custom subdirectories can be created to organize these apps.  The process is the same for creating this subdirectories as with the other Apple mobile devices, click on an app until it begins to wiggle.  Then drag that app onto another to create a subdirectory.  The Apple TV is intuitive and will recommend a name for this file folder.  If you want a different one, the name can be replaced by typing a new one.  The file folders can be dragged and dropped in different locations as well.  If you want to add a new app to a preexisting folder, clip on the app until it jiggles.  Then click the bottom button on the left side of the controller and a menu will appear.  Click on the preexisting folder and it will automatically move there.  Or create a new folder by clicking on the first option in the menu.

    In-app Purchases

    Some apps are free and offer in-app purchases for additional services.  In the Apple TV settings this ability to make these purchases can be disabled.  This is especially important with the game apps and use by children who might not feel inhibited regardless of what you say.

    Some Apps Download to Other iOS Devices

    A side benefit of some of the Apple TV apps is that they will download to your other iOS devices such as iPhone or iPad.  Part of the reason is that these apps were originally developed for those devices and then adapted for use on Apple TV.  This automatic downloading only occurs if the iOS devices have the automatic downloading enabled through the settings of the iOS device.  I have noticed that some Apple TV apps will download to the iPad but not to the iPhone.  This may have to do with whether they can display on the smaller iPhone screen than the larger iPad.

    Voice Command through Siri

    With the new Apple TV and remote, Siri is at your voice command.  Speak your requests and it'll get you results, even if they're really specific, like all movies directed by a particular director of featuring a specific actor.  If you use Siri from the home screen, it can search for a show, movie, or particular app among all apps.  Request a specific app ("Find the Tasting Table app") or a category of app ("Find music apps"). The software update also added support for dictation, so you can speak into search boxes or dictate usernames and passwords letter by letter. Just press the microphone button on your remote and spell things out. If your passwords have uppercase letters, just say it (for "davidA," say, "D-A-V-I-D uppercase A").

    Check the App Store Often

    This abridged directory contains apps that are often free and are of my interest and taste.  With additional ones being added weekly, this directory does not try to be inclusive of all of them.

    Wednesday
    Jul202016

    Annual Scope of Learning Assistance (Part Four)

     The following is an excerpt from my book, Learning Assistance at the Crossroads.  More information about obtaining a copy of the book is provided in the upper left-hand column.  It may already be in your school library.

    About 20 percent of institutions provide developmental courses and non­credit workshops for local business and industry. Two-year institutions are ten times more likely to offer these services than their four-year counterparts (National Center for Education Statistics, 2003). About 50 percent of two-year colleges offer these services, compared with only about 5 percent of other types of institutions. Of the institutions that provide services to local business and industry, the most popular are in mathematics, followed by reading and writing (National Center for Education Statistics, 2003). Although course objectives and content are similar, these courses are repackaged for the business commu­nity, when they are often called professional development and job readiness workshops. For example, a Fundamentals of English course might be called a business communications workshop, and a Fundamentals of Reading course might be repackaged as power reading. Commonly these workshops and courses are offered at the business site (89 percent) and to a lesser extent on the institution’s campus (74 percent) (National Center for Education Statistics, 1985, 1991, 1996, 2003; Lederman, Ryzewic, and Ribaudo, 1983; Wright and Cahalan, 1985).

    Monday
    Jul182016

    Annual Scope of Learning Assistance (Part Three)

    The following is an excerpt from my book, Learning Assistance at the Crossroads.  More information about obtaining a copy of the book is provided in the upper left-hand column.  It may already be in your school library.

    About 30 percent of first-time, first-year students enrolled in one or more developmental reading, writing, or mathematics courses since the 1980s. This rate rises to 40 percent of students who are the first in their family to attend col­lege (National Center for Education Statistics, 2003, 2005). For the past two decades, 600,000 to 700,000 first-year students enrolled annually in such courses. As a result of the research protocols used by the federal government for these stud­ies, the data do not include sophomores, juniors, seniors, or graduate students who enroll in remedial or developmental courses; students who participate in noncredit academic enrichment activities such as tutoring, group study review groups, learning strategy workshops, or similar activities; and students of any clas­sification who enroll in remedial or developmental courses in science or study strategies. Therefore, it is reasonable to estimate the number of students access­ing credit and noncredit services at 2 million annually (Boylan, 1999).

    The following finding comes from the U.S. Department of Education’s study focusing primarily on developmental courses (National Center for Edu­cation Statistics, 2003). Of students enrolling in these courses, three-quarters successfully complete them. Most students enroll in developmental courses during only one academic term. Students are twice as likely to enroll in the courses at two-year institutions than in four-year colleges and universities. About three-quarters of institutions offer only institutional credit for the courses, while others offer graduation credit. In these cases, the credit counts as a free elective. About three-quarters of institutions require students to enroll in remedial or developmental courses based on their entry-level test scores. This percentage has increased during the 1990s. About two-thirds of institutions restrict concurrent enrollment in graduation-credit courses and developmen­tal courses. Nearly a quarter of institutions establish a time limit for success­fully completing these courses. A traditional academic unit such as the English or mathematics department is the most frequent provider of developmental courses, with a separate developmental department following in frequency. Learning centers are less frequently used, though the percentage has grown.