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 8/11/06 David Arendale 8/11/06

Ten Recommendations from the Research

Stahl, N. A., Simpson, M. L., Hayes, C. G. (1992). Ten recommendations from research for teaching high-risk college students. Journal of Developmental Education, 16(1), 2-4, 6, 8, 10. One of the most cited articles in developmental education, the authors drew on recent research to identify critical practices related to higher student outcomes for students who are academically underprepared.

Stahl, N. A., Simpson, M. L., Hayes, C. G. (1992). Ten recommendations from research for teaching high-risk college students. Journal of Developmental Education, 16(1), 2-4, 6, 8, 10.
One of the most cited articles in developmental education, the authors drew on recent research to identify critical practices related to higher student outcomes for students who are academically underprepared.

David Arendale 8/9/06 David Arendale 8/9/06

Recommeded Reading and Learning Strategies

Simpson, M. L., Stahl, N. A., & Francis, M. A. (2004). Reading and learning strategies: Recommendations for the 21st century. Journal of Developmental Education, 28(2), 2-4, 6, 8, 10-12, 14-15, 32. This is a follow-up to the widely cited publication from Stahl, Simpson, and Hayes (2000) that identifies more critical practices that improve outcomes for students participating in developmental education activities and programs.

Simpson, M. L., Stahl, N. A., & Francis, M. A. (2004). Reading and learning strategies: Recommendations for the 21st century. Journal of Developmental Education, 28(2), 2-4, 6, 8, 10-12, 14-15, 32.
This is a follow-up to the widely cited publication from Stahl, Simpson, and Hayes (2000) that identifies more critical practices that improve outcomes for students participating in developmental education activities and programs.

David Arendale 8/8/06 David Arendale 8/8/06

Video-based Supplemental Instruction

Martin, D. C., & Blanc, R. (2001). Video-based Supplemental Instruction. Journal of Developmental Education, 24( 3), 12-14, 16, 18, 45. Developed at the University of Missouri-Kansas City, Video-based Supplemental Instruction is an interactive information processing and delivery system that helps academically at-risk students master rigorous course content as they concurrently develop and refine reasoning and learning skills. Rather than requiring prerequisite enrollment in a traditional developmental course, VSI is a learning system that mainstreams the best practices of developmental education into historically-difficult core curriculum courses such as Western Civilization I, College Algebra, or General Chemistry. The VSI program has been replicated at other institutions in the U.S. and abroad at the secondary and postsecondary level.

Martin, D. C., & Blanc, R. (2001). Video-based Supplemental Instruction. Journal of Developmental Education, 24( 3), 12-14, 16, 18, 45.
Developed at the University of Missouri-Kansas City, Video-based Supplemental Instruction is an interactive information processing and delivery system that helps academically at-risk students master rigorous course content as they concurrently develop and refine reasoning and learning skills. Rather than requiring prerequisite enrollment in a traditional developmental course, VSI is a learning system that mainstreams the best practices of developmental education into historically-difficult core curriculum courses such as Western Civilization I, College Algebra, or General Chemistry. The VSI program has been replicated at other institutions in the U.S. and abroad at the secondary and postsecondary level.

David Arendale 8/7/06 David Arendale 8/7/06

Replacing Remediation with Acceleration

Koski, W. S., & Levin, H. M. (1998). Replacing remediation with acceleration in higher education: Preliminary report on literature review and initial interviews. Stanford, CA : National Center for Postsecondary Improvement. Retrieved July 4, 2004, from: http:// www.stanford.edu/group/ncpi/documents/pdfs/4-01_remediation.pdf The authors offer recommendations for alternative delivery systems for remedial and developmental education. Part of the recommendations are based on the successful model of the Accelerated Schools Movement that makes systematic changes within a school district resulting in improved the academic achievement of at-risk elementary and secondary students. Some of the recommended models are: linked/paired courses; Supplemental Instruction; learning communities; critical thinking programs; and student-centered instruction/individualized learning. A number of institutional success stories are cited included General College of UM. Another summary of the report can be retrieved from http://www.finarticles.com/cf_0/m1254/1_31/54051232/print.jhtml.

Koski, W. S., & Levin, H. M. (1998). Replacing remediation with acceleration in higher education: Preliminary report on literature review and initial interviews. Stanford, CA : National Center for Postsecondary Improvement. Retrieved July 4, 2004, from: http:// www.stanford.edu/group/ncpi/documents/pdfs/4-01_remediation.pdf
The authors offer recommendations for alternative delivery systems for remedial and developmental education. Part of the recommendations are based on the successful model of the Accelerated Schools Movement that makes systematic changes within a school district resulting in improved the academic achievement of at-risk elementary and secondary students. Some of the recommended models are: linked/paired courses; Supplemental Instruction; learning communities; critical thinking programs; and student-centered instruction/individualized learning. A number of institutional success stories are cited included General College of UM. Another summary of the report can be retrieved from http://www.finarticles.com/cf_0/m1254/1_31/54051232/print.jhtml.

David Arendale 8/4/06 David Arendale 8/4/06

National Standards for Learning Assistance

Clark-Thayer, S. (Ed.). (1995). NADE self-evaluation guides: Models for assessing learning assistance/ developmental education programs. Clearwater, FL: H&H Publishing. These guides were field tested with programs across the U.S. and identify best practices for tutoring, adjunct instructional programs, developmental education courses, and the teaching/learning process. A new edition with updated and expanded best practices in each of these areas will be available in Spring 2007 from H&H Publishing.

Clark-Thayer, S. (Ed.). (1995). NADE self-evaluation guides: Models for assessing learning assistance/ developmental education programs. Clearwater, FL: H&H Publishing.
These guides were field tested with programs across the U.S. and identify best practices for tutoring, adjunct instructional programs, developmental education courses, and the teaching/learning process. A new edition with updated and expanded best practices in each of these areas will be available in Spring 2007 from H&H Publishing.

David Arendale 8/3/06 David Arendale 8/3/06

Selected Models of Developmental Education

Farmer, V. L., & Barham, W. A. (Eds.). (2001). Selected models of developmental education programs in higher education. New York: University Press of America. This book identifies best practices in developmental education in the following areas: affective and cognitive support services, curriculum and instruction, assessment and evaluation, and integrating developmental programs within the institution.

Farmer, V. L., & Barham, W. A. (Eds.). (2001). Selected models of developmental education programs in higher education. New York: University Press of America.
This book identifies best practices in developmental education in the following areas: affective and cognitive support services, curriculum and instruction, assessment and evaluation, and integrating developmental programs within the institution.

David Arendale 8/2/06 David Arendale 8/2/06

Center for Research on Developmental Education and Urban Literacy

Center for Research on Developmental Education and Urban Literacy. (2005). Homepage. [Online]. Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota. Retrieved April 9, 2005, from http://www.gen.umn.edu/research/crdeul/ CRDEUL is a national center for research on practices related to more effective developmental education practices. It publishes an annual monograph on a specific topic related to best practices related to DE, a periodic eNewletter, and conducts periodic training workshops and conferences. Monographs and books which can be downloaded include: theoretical perspectives for DE; histories of DE; exploring urban literacy and DE; multiculturalism in DE; best practices in access and retention in higher education; Multicultural Awareness Project for Institutional Transformation (MAP-IT); and Curriculum Transformation and Disability (CTAD), implementing universal design in higher education. CRDEUL recently published The General College vision: Integrating intellectual growth and student development. This 600 page book that identifies best practices in developmental education that were implemented throughout the curriculum and student services at General College at the University of Minnesota.

Center for Research on Developmental Education and Urban Literacy. (2005). Homepage. [Online]. Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota. Retrieved April 9, 2005, from http://www.gen.umn.edu/research/crdeul/
CRDEUL is a national center for research on practices related to more effective developmental education practices. It publishes an annual monograph on a specific topic related to best practices related to DE, a periodic eNewletter, and conducts periodic training workshops and conferences. Monographs and books which can be downloaded include: theoretical perspectives for DE; histories of DE; exploring urban literacy and DE; multiculturalism in DE; best practices in access and retention in higher education; Multicultural Awareness Project for Institutional Transformation (MAP-IT); and Curriculum Transformation and Disability (CTAD), implementing universal design in higher education. CRDEUL recently published The General College vision: Integrating intellectual growth and student development. This 600 page book that identifies best practices in developmental education that were implemented throughout the curriculum and student services at General College at the University of Minnesota.