New Resources Added Since 2022

These are new resources that I coauthored since 2022. These are also listed under the five research projects under the “Publications & Media” menu tab. Let me know what you think. I would enjoy the conversation. Check back since more resources are posted throughout the year.

Colvin, D. Q., McCloud, R., Phan, A., Remigio, J., Wright, R., & Arendale, D. R. (2023). Antiracist spaces for students to grow in classrooms and student services. Forum for International Research on Students and Teaching, 14(1), 5-21.

Arendale, D. R. (Ed.). (2023). 2023 EOA national best practices clearinghouse library resources directory. Educational Opportunity Association and University of Minnesota, College of Education and Human Development, Department of Curriculum and Instruction. https://z.umn.edu/eoalibrary2023 http://dx.doi.org/10.13140/RG.2.2.27488.66564 University of Minnesota Digital Conservqncy https://hdl.handle.net/11299/257861

Arendale, D. R. (Ed.). (2023). 2023 EOA national best practices clearinghouse directory. (7th ed.). Educational Opportunity Association and University of Minnesota, College of Education and Human Development, Department of Curriculum and Instruction. UMN Conservancy https://hdl.handle.net/11299/257860   https://z.umn.edu/eoabp2023 https://doi.org.10.13140/RG.2.2.11497.88161

Arendale, D. R. (Ed.). (2023). Course-based learning assistance: Best practice guide for academic support program design and improvement (3rd ed). National College Learning Center Association; Alliance for Postsecondary Academic Support. https://doi.org.10.13140/RG.2.2.36453.99043  UMN Digital Conservancy https://hdl.handle.net/11299/257859 https://nclca.org/resources/Documents/CLA%20Guide_Arendale_Final.pdf https://sites.google.com/view/designandimprovement/home

Arendale, D. R. (Ed.). (2023). Essential glossary for increasing postsecondary student success: Administrators, faculty, staff, and policymakers (3rd ed.). A resource prepared for the College Reading and Learning Association. University of Minnesota Digital Conservancy https://hdl.handle.net/11299/256622   https://doi.org/10.13140/RG.2.2.25727.59045  https://crla.net/images/whitepaper/CRLA_2023_EssentialGlossary_FA.pdf

Arendale, D. R. (Ed.). (2022). 2022 Postsecondary peer cooperative learning programs: Annotated bibliography. Unpublished manuscript, University of Minnesota, College of Education and Human Development, Curriculum & Instruction Department, https://z.umn.edu/peerbib and the University of Minnesota Digital Conservancy https://hdl.handle.net/11299/254251

Arendale, D. R. (2022). History of Supplemental Instruction-PASS: The first 25 years. Unpublished manuscript, Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN. University of Minnesota Digital Conservancy https://hdl.handle.net/11299/226959 

Arendale, D. R., Hane, A. R., & Fredrickson, B. (2022). Leader identity emergence of study group facilitators. Journal of Peer Learning, 14, 4-20. https://ro.uow.edu.au/ajpl/vol14/iss1/2 University of Minnesota Digital Conservancy https://hdl.handle.net/11299/228207

Arendale, D. R., Abraham, N., Barber, D., Bekis, B., Claybourne, C., Edenfeld, K., Epps, K., Hutchinson, K, Jimenez, J., Killingbeck, K, Pokhrel, R., Schmauch, N., & Woodruff, R. (2022). Antiracist activities and policies for student-led study groups. Journal of College Academic Support Programs, 5(1), 12-29. https://doi.org/10.36896/5.1sc1 https://digital.library.txstate.edu/handle/10877/16176  University of Minnesota Digital Conservancy https://hdl.handle.net/11299/241865

Arendale, D. R., & Colvin, D. Q. (2022). History of the EOA Best Practices Clearinghouse: A model to identify, validate, and disseminate education. Colleagues of Color for Social Justice. https://www.socialjustice.work ERIC. (ED624689). University of Minnesota Digital Conservancy, https://hdl.handle.net/11299/250107

Schelske, B., Schelske, S., & Arendale, D. R. (2022). History of the Integrated Learning Course: Creation, conflict, and survival. Colleagues of Color for Social Justice. https://www.socialjustice.work University of Minnesota Digital Conservancy https://hdl.handle.net/11299/241236