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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. Previously, I posted the new podcast episodes to this blog. I have now moved them to their own blog. Click on "my podcasts" tab above.

    Friday
    Apr212006

    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.

    Thursday
    Apr202006

    Interview with national leaders about college access, Part II

    Damashek, R. (1999). Reflections on the future of developmental education, Part II. Journal of Developmental Education, 23(2), 18-20, 22. Retrieved July 4, 2004 from: http://www.ced.appstate.edu/centers/ncde/reserve%20reading/V23-2damashek%20 reflections.htm
    Interviews were conducted with a number of leaders within developmental education: David Arendale, Hunter Boylan, Kaylene Gebert, Martha Maxwell, Santiago Silva, and Diana Vukovich. The dialogue points to several emerging trends: (a) mainstreaming, (b) removal of developmental education from 4-year institutions, and c) increased professionalism of developmental educators. Mainstreaming developmental education courses into college-level, graduation-credit programs of study fits into the paradigm of learning assistance and enrichment for all students. The participants in the discussion were unanimous in proposing a comprehensive academic support program that would include elements such as a learning center, adjunct or paired courses, Supplemental Instruction, tutoring, student assessment, and program evaluation. Boylan advocates funds for professional development and Gebert proposes faculty, student, and staff recognition whereas Silva includes academic advising, counseling, career services, mentoring, and especially faculty training in his list of important program components. Arendale and Vukovich propose a complete paradigm shift away from the medical model to learning support for all students. By deferring to Maxwell’s (1997) latest book Improving Student Learning, Vukovich gives Maxwell credit for providing insight into best practices based on years of experience and the best research resulting in the recommendation of a comprehensive learning assistance model. the value of such a model is that it is more easily integrated into the academic process because it is understood as service for all students. This model is not burdened by the stigma of serving only the least able students, who, for many academic, administrative, and political leaders, are seen as a drain on the institution’s academic standards.

    Wednesday
    Apr192006

    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.

    Tuesday
    Apr182006

    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.

    Monday
    Apr172006

    Changing language and vision for the future

    Gardner, J. N. (2000). The changing roles of developmental educators. Journal of College Reading and Learning, 31(1), 5-18. Dr. Gardner challenges the field to reinvent iteself for better service in the future.
    Taken from his keynote address to a national CRLA conference, the author argues that developmental educators need to build upon their successful history of service to students by reinventing themselves with new language, programs, and partnerships with a wider audience both inside and outside of higher education. The author brings another perspective to developmental education from his former position as Director of the National Center for the Study of the First Year Experience and a national board member for organizations such as the American Association of Higher Education.

    By late April 2006 a major report will be issued by the Blue Ribbon Commission, a group of leaders in the field of developmental educaiton and learning assistance. This group was inspired by the exhortation by Dr. Gardner to make a critical examination of the field and the way that the current professional associations are meeting the needs of the stakeholders. The group conducted a strategic review by analyzing the strenghts, weaknesses, opportunities, and threats. This report is a step towards what Dr. Gardner has encouraged the field to do, to reinvent itself for the future. A web-based threaded computer discussion site will be available in late April 2006 to collect comments about the report.

    Thursday
    Apr132006

    My personal research agenda

    This web site is primarily oriented towards my position as an Assistant Professor at the University of Minnesota-Twin Cities. I serve in the Department of Postsecondary Teaching and Learning within the College of Education and Human Development. I have two main research objectives: explore issues related to academic access in postsecondary education and develop strategies to increase the success of underrepresented student populations in college.
    I have three research questions that I am pursuing:
    Question #1: What is the comprehensive history of academic access in postsecondary education and does it provide lessons for the present and future?
    Question #2: How can I effectively teach my students not only “what to know,�? but also “how to know it�? through appropriate class activities and assignments
    Question #3: What are the critical components that are needed to create a new, more powerful and relevant peer cooperative learning model?

    Research Questions
    For more than two decades I have taught college students, administered developmental education programs, and trained faculty and staff from many institutions how to implement one specific academic intervention program (Supplemental Instruction).In my role as a faculty member at the University of Minnesota, I am investigating a series of research questions to expand the scholarship concerning postsecondary education academic access.

    Question #1: What is the comprehensive history of academic access in postsecondary education and does it provide lessons for the present and future? Questions of who has the right to pursue postsecondary education in America have been debated since the founding of Harvard University in 1636. A major focus of my research will document the history of the debate over access to higher education -- a subject which has been largely overlooked in major historical accounts of the American higher education. I will investigate the chronology of the debate, including the various iterations of access programs, currently known as developmental education.

    This research has three components. The first is identifying the history of this topic since the founding of American higher education. This reveals the historic relationships among academic access, postsecondary education, and public secondary schools. The second component reviews the present state of this topic area with policy analysis and recommendations for changes in access programs The final component is an analysis of access models in other countries. This permits a comparison of the models and identification of best practices.

    Question #2: How can I effectively teach my students not only “what to know,�? but also “how to know it�? through appropriate class activities and assignments? I have had two careers, the first as a community college social science instructor and then a subsequent career as a learning center administrator who also trained individuals to adopt a specific academic intervention program. My current position allows me to integrate those life experiences together to explore how to integrate “what to know�? and “how to know it�? simultaneously through my role as an assistant professor teaching a world history course.

    Embedding the best practices of developmental education within my course is part of my approach to delivering effective developmental education within a research institution. With the growing trend of eliminating developmental education courses at public four-year institutions, it is essential to identify models that others can adopt. Research with my students reveals the most effective methods to integrate relevant learning strategies into the class activities that permit them to successfully adopt them for use within my course and other classes they will encounter at the University. This scholarship has resulted in conference papers, publications, and faculty development workshops.

    Question #3: What are the critical components that are needed to create a new, more powerful and relevant peer cooperative learning model? For more than a decade I designed a training curriculum, wrote descriptive and research-based publications, and conducted workshops to encourage hundreds of colleges in the U.S. and other countries to implement the Supplemental Instruction (SI) academic intervention program. I see an opportunity to develop a new model more relevant for today’s student body and based upon emerging theories of learning for today’s increasingly diverse student body. A more flexible model is needed that will meet the needs of individual students rather than expecting students to imitate the behaviors of the culture of the institution.

    Related to this is the need to explore “help seeking behaviors�? of students regarding their access and voluntary use of services such as advising, counseling, peer tutoring. This behavior needs to be deconstructed, analyzed, and new programs developed that meet the needs of students. Too often the students who could most benefit from services do not avail themselves of the resources and quietly drop out of the institution.

    I am working in collaboration with other colleagues at the University and other institutions in Minnesota with diverse student populations to develop a new, more relevant peer-led cooperative learning model. The new model is being tested with students at the University. External funds will be sought to support national dissemination of the model or the efforts could be supported through workshop fees charged for participants much as the SI model has been disseminated nationally and internationally. The working name for the new cooperative learning model is Excel Learning Groups (ELGs).

    Thursday
    Apr132006

    Welcome to my personal web site

    Greetings!
    Welcome to my redesigned personal web site. I decided to incorporate a blog on the first page of my web site. I thought this would be a more interesting way to both enter the web site as well as provide an opportunity for me to share some new information with you regarding recent publications, research investigations, and new things that I have learned. The best part about a blog page is that you can "comment" on the postings that I put up. Look for the link for "comments" at the bottom of this posting. Please make a comment since it is a great way to begin a conversation.

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