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.

Best Practices David Arendale Best Practices David Arendale

Learning Assistance Textbook

Casazza, M. E., & Silverman, S. L. (1996). Learning assistance and developmental education: A guide for effective practice. San Francisco: Jossey-Bass. These authors identify best practices in developmental education and provide examples from exemplary programs across the U.S. This is one of the most comprehensive books on the subject and is used as a textbook at several colleges for course related to the field.

Casazza, M. E., & Silverman, S. L. (1996). Learning assistance and developmental education: A guide for effective practice. San Francisco: Jossey-Bass. These authors identify best practices in developmental education and provide examples from exemplary programs across the U.S. This is one of the most comprehensive books on the subject and is used as a textbook at several colleges for course related to the field.

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Best Practices David Arendale Best Practices David Arendale

Exxon National Survey of Developmental Education

Boylan, H., Bliss, L. B., & Bonham, B. S. (1997). Program components and their relationship to student performance. Journal of Developmental Education, 20 (3). Retrieved July 30, 2006, from http://www.ncde.appstate.edu/reserve_reading/program_components.html This provides a summary of the findings of the Exxon National Survey of Developmental Education. The findings from this reserach is contained in the 2002 book by Boylan cited earlier in this blog series..

Boylan, H., Bliss, L. B., & Bonham, B. S. (1997). Program components and their relationship to student performance. Journal of Developmental Education, 20 (3). Retrieved July 30, 2006, from http://www.ncde.appstate.edu/reserve_reading/program_components.html This provides a summary of the findings of the Exxon National Survey of Developmental Education. The findings from this reserach is contained in the 2002 book by Boylan cited earlier in this blog series..

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Best Practices David Arendale Best Practices David Arendale

Noel-Levtiz Conference July 2006

I am just back from presenting a session at the 2006 Noel Levitz Conference on Student Retention that was hosted in Denver, CO. It has been a few years since I had presented at the conference, but the same mix of veterans and new people were in attendance as usual. I was impressed by the number of major scholars who were presenting this year such as Wes Habley from ACT, John Schuh, and the rest. The scholarship concerning student retention continues to increase. I recommend the conference highly for anyone who is interested in seeing the best models for both attracting and retaining college students.

I am just back from presenting a session at the 2006 Noel Levitz Conference on Student Retention that was hosted in Denver, CO. It has been a few years since I had presented at the conference, but the same mix of veterans and new people were in attendance as usual. I was impressed by the number of major scholars who were presenting this year such as Wes Habley from ACT, John Schuh, and the rest. The scholarship concerning student retention continues to increase. I recommend the conference highly for anyone who is interested in seeing the best models for both attracting and retaining college students.

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Best Practices David Arendale Best Practices David Arendale

Universal Instructional Design

The following link takes you to a webpage I created to accompany a presentation that I made at the 2006 Noel Levtiz National Conference on Student Retention. The presentation focused on the use of Universal Instructional Deisng to improve the classroom experience for all students and thereby increase student retention rates. Please follow the link to http://nl3006.arendale.org

The following link takes you to a webpage I created to accompany a presentation that I made at the 2006 Noel Levtiz National Conference on Student Retention. The presentation focused on the use of Universal Instructional Deisng to improve the classroom experience for all students and thereby increase student retention rates. Please follow the link to http://nl3006.arendale.org

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Best Practices David Arendale Best Practices David Arendale

Best Practices in Developmental Education

Boylan, H. R. (2002). What works: Research-based best practices in developmental education. Boone, NC: Continuous Quality Improvement Network with the National Center for Developmental Education.. A summary of this document retrieved July 30, 2006 from http://www.ncde.appstate.edu/reserve_reading/what_works.htm The book is based upon the Exxon National Study of Developmental Education which was the most comprehensive study conducted. Best practices were identified through analysis of student outcomes of nearly 150 institutions across the U.S. For example, the following instructional practices were identified as best practices: learning communities; accommodation of diversity through varied instructional methods; use of Supplemental Instruction; provide frequent testing opportunities; use of technology in moderation; provide frequent and timely feedback; use of mastery learning; link developmental course content to college level requirements; share instructional strategies; teach critical thinking; teach learning strategies; use active learning techniques; and use classroom assessment techniques.

Boylan, H. R. (2002). What works: Research-based best practices in developmental education. Boone, NC: Continuous Quality Improvement Network with the National Center for Developmental Education.. A summary of this document retrieved July 30, 2006 from http://www.ncde.appstate.edu/reserve_reading/what_works.htm The book is based upon the Exxon National Study of Developmental Education which was the most comprehensive study conducted. Best practices were identified through analysis of student outcomes of nearly 150 institutions across the U.S. For example, the following instructional practices were identified as best practices: learning communities; accommodation of diversity through varied instructional methods; use of Supplemental Instruction; provide frequent testing opportunities; use of technology in moderation; provide frequent and timely feedback; use of mastery learning; link developmental course content to college level requirements; share instructional strategies; teach critical thinking; teach learning strategies; use active learning techniques; and use classroom assessment techniques.

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Best Practices David Arendale Best Practices David Arendale

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).

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Best Practices David Arendale Best Practices David Arendale

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.

Read More