This blog focuses on my scholarship in my five research projects: learning assistance and equity programs, student peer study group programs, learning technologies, Universal Design for Learning, and history simulations. And occasional observations about life.

David Arendale 7/3/06 David Arendale 7/3/06

New Alternatives to Traditional Developmental Education Practices

Boylan, H. R. (1999). Exploring alternatives to remediation. Journal of Developmental Education, 22(3), 2-4, 6, 8, 10. Retrieved July 4, 2004, from: http://www.ncde.appstate.edu/reserve_reading/V22-3alternatives_to_remediation.htm The article addresses issues related to the cost and time investment of providing remedial courses to college students and offers an overview of possible alternatives. Some criticisms of developmental education are examined and countered with evidence from research. Frequently employed current practices are outlined. More recent alternative approaches to course delivery and student support services are then reviewed, and their application to at-risk student needs is discussed. Recommendations for the actual implementation of alternatives are included. In addition to traditional approaches, developmental educators and developmental programs currently provide a variety of more innovative alternatives. Examples of these alternatives include freshmen seminar/orientation courses (Upcraft, Gardner, & Associates, 1989), Supplemental Instruction (Martin & Arendale, 1994), paired or adjunct courses (Commander, Stratton, Callahan, & Smith, 1996), collaborative learning communities (Tinto, 1997), and critical thinking courses and programs (Chaffee, 1992).

Boylan, H. R. (1999). Exploring alternatives to remediation. Journal of Developmental Education, 22(3), 2-4, 6, 8, 10. Retrieved July 4, 2004, from: http://www.ncde.appstate.edu/reserve_reading/V22-3alternatives_to_remediation.htm
The article addresses issues related to the cost and time investment of providing remedial courses to college students and offers an overview of possible alternatives. Some criticisms of developmental education are examined and countered with evidence from research. Frequently employed current practices are outlined. More recent alternative approaches to course delivery and student support services are then reviewed, and their application to at-risk student needs is discussed. Recommendations for the actual implementation of alternatives are included. In addition to traditional approaches, developmental educators and developmental programs currently provide a variety of more innovative alternatives. Examples of these alternatives include freshmen seminar/orientation courses (Upcraft, Gardner, & Associates, 1989), Supplemental Instruction (Martin & Arendale, 1994), paired or adjunct courses (Commander, Stratton, Callahan, & Smith, 1996), collaborative learning communities (Tinto, 1997), and critical thinking courses and programs (Chaffee, 1992).

David Arendale 6/30/06 David Arendale 6/30/06

Postsecondary Peer Cooperative Learning Programs

Arendale, D. (Ed.). (2005). Postsecondary peer cooperative learning programs annotated bibliography. [On-line]. Retrieved June 24, 2004, from http://www.tc.umn.edu/~arend011/bibdir.htm This database identifies more than 700 articles, book chapters, dissertations, and reports related to the six major postsecondary peer cooperative learning programs: Accelerated Learning Groups, Emerging Scholars Program, Peer-Led Team Learning, Supplemental Instruction, Structured Learning Assistance, and Video-based Supplemental Instruction. The documents provide program descriptions, evaluation studies, and identification of critical program features that should be implemented to achieve optimal program and student outcomes. The data is available both through a downloadable report as well as a searchable database.

Arendale, D. (Ed.). (2005). Postsecondary peer cooperative learning programs annotated bibliography. [On-line]. Retrieved June 24, 2004, from http://www.tc.umn.edu/~arend011/bibdir.htm
This database identifies more than 700 articles, book chapters, dissertations, and reports related to the six major postsecondary peer cooperative learning programs: Accelerated Learning Groups, Emerging Scholars Program, Peer-Led Team Learning, Supplemental Instruction, Structured Learning Assistance, and Video-based Supplemental Instruction. The documents provide program descriptions, evaluation studies, and identification of critical program features that should be implemented to achieve optimal program and student outcomes. The data is available both through a downloadable report as well as a searchable database.

David Arendale 6/29/06 David Arendale 6/29/06

Model Practices in Access Education

In response to many of the trends areas identified earlier in thisblog series, a number of model practices have been identified that meet the needs of students admitted through academic access programs and the newly recognized needs of the general student population. While the need for academic access, developmental education, and learning assistance programs appears to be stable, if not increasing, the form of such services will probably need to evolve to meet the needs and requirements of students, institutions, policy makers, and the general public. A review of the history of this topic has confirmed that the language and form of programs have changed over time. The following is a sample of some of the emerging practices that are being adopted for use.

David Arendale 4/21/06 David Arendale 4/21/06

Transitions in developmental education

Stratton, C. B. (1998). Transitions in developmental education: Interviews with Hunter Boylan and David Arendale. In J. L. Higbee, & Dwinell. Patricia L (Eds.), Developmental education: Preparing successful college students (pp. 25-36). Columbia, SC: National Resource Center for The First-Year Experience & Students in Transition.
This chapter asks two leaders in developmental education to do some future forecasting. Commenting about the role of DE in the future, Hunter Boylan and David Arendale discuss influences on the profession, requirements for success, and a view of expanded missions to promote the cognitive and affective growth of all students.

David Arendale 4/19/06 David Arendale 4/19/06

Interview with national leaders about college access, Part I

Damashek, R. (1999). Reflections on the future of developmental education, Part I. Journal of Developmental Education, 23(1), 18-20, 22, 35. Current and former leaders of NADE were interviewed about the future.
Interviews were conducted with a number of leaders within developmental education: David Arendale, Hunter Boylan, Kaylene Gebert, Martha Maxwell, Santiago Silva, and Diana Vukovich. Each responded to a common set of questions about the future of developmental education. The interview concludes in part II which was published in the succeeding issue of the JDE.

David Arendale 4/18/06 David Arendale 4/18/06

An interview with Robert McCabe about developmental education

Callan, P. M. (2000, Fall). An interview: Robert McCabe. National Crosstalk, Retrieved July 4, 2004, from: http://www.highereducation.org/crosstalk/ct1000/interview1000.shtml Robert McCabe is a national leader in the community college movement.
Robert McCabe, senior fellow with the League for Innovation in the Community College and former president of Miami-Dade Community College is the focus of this interview. Much of the interview revolves around McCabe's newest book, No One to Waste, a national study of community college remedial programs. McCabe employs a variety of arguments for the support and expansion of remedial education.