David R Arendale

In 1983, the Department of Education certified SI as a model retention program that the Department recommended for replication. Underlying that decision were data that demonstrated to the satisfaction of the panel that SI was successful in retaining students and could be transported to other venues where similar success might ensue. A decade of data collection has demonstrated the correctness of the panel's decision. Although much attention has focused on the effectiveness of SI in the four-year tertiary institutions, careful analysis of data suggests that the model has been similarly effective in the two-year tertiary institutions. The reasons for the effectiveness of SI remain somewhat elusive. Achievement data support the inference that SI contributes to higher levels of student achievement and, therefore, to increased rates of persistence. As much as the difficulty of the curriculum inhibits student success, SI serves as an effective counter. Both subjective evaluations by SI supervisors and anecdotal evidence from participants bolster claims that SI counters the isolation that leads to a substantial number of voluntary withdrawals from tertiary institutions. A specific goal of SI programs, although not readily quantifiable, is the reduction of the level of perceived incongruence between institutions and individuals. Effective mentorship, a key component of the SI program, stands against abandonment of the pursuit of higher education by students who incorrectly assess the nature of the institution. To this extent, SI stands in the mainstream of curricular responses to Professor Tinto and other students of the problem of inappropriate student departure from the two-year tertiary institutions. Further support for the SI program derives from what has been called the unintended, salutary side effects of the adoption of the model. Across a broad field, practitioners have noted that SI contributes significantly to the career awareness and professional development of SI leaders. Institutional leaders have noted the faculty development aspect of the SI program. And, in a time of scarce economic resources, the cost-effectiveness of the SI model emerges as a strong argument for its implementation. In recent years, with heightened institutional awareness of the transitional risks that endanger first-year students in tertiary education, Tinto's research has become central to retention programs. The Freshman Year Experience has developed in the milieu of declining pools of potential students. Once the tertiary institutions have exhausted the declining clientele, they need to look to retain rather than to replace students who might depart the institution. SI offers a strong component to the choice of strategies the institutions can bring to bear on the problem

This chapter provides a practical model for social science teachers to integrate the best practices of Universal Instructional Design (UID). The approach was used in a developmental education context where academic skill training has been embedded in introductory courses in American history and world history. Use of UID principles not only reduced classroom barriers for students with disabilities but enhanced the learning of a much larger student group, those who have academic preparation issues for rigorous college courses. In some cases, the same practices had utility for both student groups as well as increasing outcomes for the general student population

This chapter provides a practical model for social science teachers to integrate the best practices of Universal Instructional Design (UID). The approach was used in a developmental education context where academic skill training has been embedded in introductory courses in American history and world history. Use of UID principles not only reduced classroom barriers for students with disabilities but enhanced the learning of a much larger student group, those who have academic preparation issues for rigorous college courses. In some cases, the same practices had utility for both student groups as well as increasing outcomes for the general student population

This qualitative study focused on observed and perceived changes in academic and personal attitudes and behaviors by student participants in the Peer Assisted Learning (PAL) program at the University of Minnesota (UMN). The PAL model employs best practices from national peer learning models including Supplemental Instruction, Peer-led Team Learning, and Emerging Scholars Program. The PAL program provides regularly-scheduled study review sessions weekly to support students achieve higher final course grades and persistence rates. In most uses of the PAL model at UMN, participation is mandatory. Arthur Chickering’s Comprehensive Theory of Personal Change was used to analyze the data. Data were gathered by the PAL study group facilitators of observed or perceived changes of attitudes and behaviors by the participating students. Four themes emerged: higher academic engagement, higher confidence, increased interpersonal skills, and improved critical thinking skills. Higher engagement with the learning process was manifested through PAL participants talking more, displaying more comfort while speaking, and asking questions of the PAL facilitators and others in the group. Increased confidence was evidenced by reduction of frustration and fear and replaced with the display of new cognitive and metacognitive thinking, expressions of self-confidence in the ability to solve problems, and learn new academic content independently. Increased interpersonal skills were higher within the study group, helping others during small group activities and within the large group discussions, making friends with the participating students and the facilitator, and actively working with fellow students to solve problems rather than preferring self-reliance and working alone. The final theme of improved critical thinking was displayed by an increased ability to understand and explain the reasoning behind concepts. Several recommendations are offered: how study group programs could foster the academic and personal growth of study group participants and areas for further research

Supplemental Instruction (SI) offers educators a nonremedial, cost-effective approach to tackling student retention and performance problems at the first-year student level through graduate school. SI originated in 1973 in response to the question: How do we retain our students, including those who are underprepared, without lowering academic standards, inflating grades, or spAnding extra money? The answer emerged in a course-specific, collaborative learning model that identified high-risk courses instead of high-risk students. A decade later the U.S. Department of Education designated Supplemental Instruction as an Exemplary Educational Program and has since provided funds to disseminate SI nationally. The department certifies that SI participants earn higher course grades and graduate in greater numbers despite differences in entry level scores, prior performance, race or ethnicity. The collection of chapters in this volume represents a sampling of the exciting work that practitioners in the field are doing. This is the 60th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page.

The EOA National Best Practices Clearinghouse identifies, validates, and disseminates practical activities and approaches to improve the success of students who are low-income, first-generation, and historically underrepresented in education. Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed. The key is sharing it more widely and comprehensively with each other. These are practices that were contributed by TRIO and BU programs across the U.S. that they found helpful. This document is the library resource directory. The co sponsors for the Clearinghouse are EOA and the University of Minnesota. The Clearinghouse defines best education practices as “the wide range of individual activities, policies, and programmatic approaches to achieve positive changes in student attitudes or academic behaviors.” The practices approved thus far by the EOA Clearinghouse represent each of the five major TRIO grant programs: Educational Talent Search, Upward Bound, Educational Opportunity Centers, Student Support Services, and the Ronald E. McNair Postbaccalaureate Achievement Programs. One practice is from a GEAR UP program. For readers unfamiliar with TRIO programs, a short history is provided on the following pages. While the education practices come from TRIO programs, they could be adapted for use with nearly any student academic support and student development program. TRIO and GEAR UP programs are incubators of best practices to serve the needs of historically underrepresented students and the general student population. Readers can use this publication as a guide for implementing the education practices contained within it. Detailed information about the education practice's purposes, educational theories that guide the practice, curriculum outlines, resources needed for implementation, evaluation process, and contact information are provided by the submitters of the practice who have practical experience implementing the practices. You are encouraged to contact them for additional information.

The EOA National Best Practices Clearinghouse identifies, validates, and disseminates practical activities and approaches to improve the success of students who are low-income, first-generation, and historically underrepresented in education. Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed. The key is sharing it more widely and comprehensively with each other. The co-sponsors for the Clearinghouse are EOA and the University of Minnesota. The Clearinghouse defines best education practices as “the wide range of individual activities, policies, and programmatic approaches to achieve positive changes in student attitudes or academic behaviors.” The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Each practice has been approved as promising, validated, or exe plary based on the level of evidence supporting it. The rigorous standards applied during the review\ process are similar to previous national evaluation efforts by the U.S. Department of Education. More information about the rigorous standards and the external expert panel is contained in the Appendix of this publication. Th practices approved thus far by the EOA Clearinghouse represent each of the five major TRIO grant programs: Educational Talent Search, Upward Bound, Educational Opportunity Centers, Student Support Services, and the Ronald E. McNair Postbaccalaureate Achievement Programs. One practice is from a GEAR UP program. For readers unfamiliar with TRIO programs, a short history is provided on the following pages. While the education practices come from TRIO programs, they could be adapted for use with nearly any student academic support and student development program. TRIO and GEAR UP programs are incubators of best practices to serve the needs of historically underrepresented students and the general student population. Readers can use this publication as a guide for implementing the education practices contained within it. Detailed information about the education practices purposes, educational theories that guide the practice, curriculum outlines, resources needed for implementation, evaluation process, and contact information are provided by the submitters of the practice who have practical experience implementing the practices. You are encouraged to contact them for additional information.

The Course-based Learning Assistance (CLA) Best Practice Guide is a generic resource for a wide variety of peer cooperative learning assistance approaches. It is most applicable to programs that specifically target a course to supplement it and help students to earn higher grades and persist toward graduation. This Guide has a variety of purposes: (a) provide guidance for creating a new program; (b) revise an existing peer study group program; (c) conduct a self evaluation of an existing program; and (d) serve as a blueprint for short and long-term strategic planning and action plans. It is not expected nor reasonable to expect any peer learning program could implement all the items within this guide. The Guide writing team realizes that programs have limitations of budget, personnel, time, and professional judgment regarding the implementation of this guide. Some readers of this Guide may see the contained policies and practices as “good ideas” to consider for improving their program. In addition to their use for academic study groups, this Guide may be useful for faculty members to incorporate learning activities and pedagogies into their courses. This Guide is published by the Alliance for Postsecondary Academic Support Programs and the National College Learning Centers Association. The Alliance is a writing group of experts in the field of student success that have been producing guides to practice, making conference presentations, facilitating webinars, conducting certification programs, and consulting with institutions since the 1980s. The National College Learning Center Association (NCLCA) represents a diverse body of educators who are dedicated to promoting excellence among learning center personnel. To that end, it is imperative to recognize and celebrate that our members are as diverse as the students we are called to serve.

Language is not static. It flows like a river in response to the riverbank and the rocks that border and run beneath it. In the same way, glossaries are dynamic expressions of current language usage. Developmental education and learning assistance have changed dramatically in recent years, and so must also the language used to describe and define them. This glossary is useful for the wide field of educators involved with promoting student success. It provides precise language and definitions to use when communicating with peers and more effectively influencing administrators, legislators, and the media. Some of these glossary terms are emerging with frequent use while others are declining. This is why this glossary is not static and future editions will continue to reflect the changes in language.
Based on advice from some of the reviewers to make this glossary more accessible to readers, I reorganized it into different topical categories rather than a traditional alphabetical order. I hope this format will not only make it easier to locate a particular glossary term, but also discover related terms in the same category. The nine glossary categories are: (a) teaching and learning process, (b) antiracism and racism, (c) assessment, (d) copyright and academic integrity, (e) pedagogies for teaching and learning, (f) program management, (g) student-to-student learning, (h) transitional courses and programs, and (i) less acceptable glossary terms. This third edition of the glossary of developmental education and learning assistance terms has dramatically changed since the last edition 14 years ago. For that reason, the name of this glossary has changed and reflects its use in the wider education community. These terms could be useful for educators working in learning assistance, learning centers, developmental-level courses, first-year experience courses and programs, orientation courses and programs, federally-funded TRIO and other equity programs, and instructors teaching first-year and subsequent courses in the general course curriculum. In recognition of the expanded scope of this glossary and broader utility for other members involved with postsecondary education, the glossary title has become more inclusive, Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers.

This annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence towards graduation. From a review of the professional literature, nine programs emerged: (a) Accelerated Learning Groups (ALGs, USC Model), (b) Emerging Scholars Program (ESP, UC Berkeley; Treisman Model), (c) Embedded Peer Educator (EPE), (d) Learning Assistant (LA, CU Boulder Model), (e) Peer Assisted Learning (PAL, UMN Model), (f) Peer-Led Team Learning (PLTL, CUNY Model), (g) Structured Learning Assistance (SLA, FSU Model), (h) Supplemental Instruction-PASS (SI-PASS, UMKC Model), and (i) Video-based Supplemental Instruction (VSI, UMKC Model). As will be described in the following narrative, some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently.

This video provides five questions to ask when considering when postsecondary Peer Assisted Learning (PAL) model to use on campus. It is critical to understand the requirements to implement, available resources at the institution, and challenges to overcome

Issues of race and marginalization do not often intersect with publications related to developmental education and learning assistance. They have been spaces that ignored them these issues. This guide to antiracism policies and practices for student-led study groups is based on a careful review of scholarly articles, books, and existing guides. While much has been written about culturally-sensitive pedagogies for K-16 classroom instruction, little has emerged for guiding peer study groups regarding antiracism practices. This guide helps address this gap in the literature. In addition to its use for academic study groups, this guide is useful for faculty members to incorporate antiracism learning activities and pedagogies into their courses. This guide identifies effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally diverse and historically-underrepresented students.

This Special Issue seeks to address the needs of all postsecondary/tertiary students for a barrier-free learning environment to increase their academic achievement, engagement, learning mastery, and persistence to graduation. Universal Design for Inclusive Pedagogy (UDIP) is sensitive to diverse students and individual differences to promote access and equity. While our colleagues in elementary and secondary education have been addressing this issue for many years, postsecondary education is a newer field for this approach. The six articles in this issue break new ground with regards to expanding the boundaries of Universal Design (UD). Areas explored in this Special Issue are transformed curriculum, innovative teaching and learning practices, cross-national and cross-cultural student interactions, application of UD to academic pathways, and UDIP embedded into the institutional culture and policies. The central themes of the articles are increased access, equity, and social justice for all students

Research suggests that coaching programs can improve the academic performance and persistence of students. It has been determined that students who have a sense of belonging are more likely to stay in school and be successful. The main goal of the TTS Peer Coaching program is to create the sense of belonging and assist new TRiO Talent Search students to successfully adapt to the numerous academic, career, social, and personal issues that accompany being a successful student.

There is a major paradigm shift occurring in higher education. After a long period of focusing on teaching, there is a healthy shift to focusing on learning. While the instructional paradigm often focuses on increasing the quantity of information, the learning paradigm focuses on the efficiency and effectiveness of the learning process regarding what do the students know and what can they do with the new information (Barr & Tagg, 1995; Boggs, 1998). Many classroom professors are searching for effective ways to change from a transmission mode of instruction to a focus on improving the learning and mastery of the content material by students. This represents a change from being teacher-centered to learning-centered. Another trend influencing higher education is a change in the focus of student academic support and enrichment. In the past, some institutions focused their attention on serving only students at the far extremes, developmental students and honors students. I think that the new trend will be to serve all students at the institution regarding academic excellence and persistence toward the achievement of their academic degrees

AbstractThis qualitative study focused on observed and perceived changes in academic and personal attitudes and behaviors by student participants in the Peer Assisted Learning (PAL) program at the University of Minnesota (UMN). The PAL model employs best practices from national peer learning models including Supplemental Instruction, Peer-led Team Learning, and Emerging Scholars Program. The PAL program provides regularly-scheduled study review sessions weekly to support students in achieving higher final course grades and persistence rates. In most uses of the PAL model at UMN, participation is mandatory. Arthur Chickering's Comprehensive Theory of Personal Change was used to analyze the data. Data was gathered by the PAL study group facilitators of observed or perceived changes of attitudes and behaviors by the participating students. Four themes emerged: higher academic engagement, higher confidence, increased interpersonal skills, and improved critical thinking skills. Highe...

Postsecondary institutions throughout the nation’s history have provided developmental education and learning assistance programs meet the academic standards expected of admitted college students. "It can be asserted accurately that bridging the academic preparation gap has been a constant in the history of American higher education and that the controversy surrounding it is an American educational tradition" (Brier, 1984, p. 2). The author of this article identified six phases of developmental education in American history. Each phase is naturally interconnected with the social history that surrounds and interact with them. The succeeding phase included more student subpopulations that needed support in higher education through developmental education. This article will explore the first three phases of developmental education history to provide a context for today's programs and services

In 1983, the Department of Education certified SI as a model retention program that the Department recommended for replication. Underlying that decision were data that demonstrated to the satisfaction of the panel that SI was successful in retaining students and could be transported to other venues where similar success might ensue. A decade of data collection has demonstrated the correctness of the panel's decision. Although much attention has focused on the effectiveness of SI in the four-year tertiary institutions, careful analysis of data suggests that the model has been similarly effective in the two-year tertiary institutions. The reasons for the effectiveness of SI remain somewhat elusive. Achievement data support the inference that SI contributes to higher levels of student achievement and, therefore, to increased rates of persistence. As much as the difficulty of the curriculum inhibits student success, SI serves as an effective counter. Both subjective evaluations by SI supervisors and anecdotal evidence from participants bolster claims that SI counters the isolation that leads to a substantial number of voluntary withdrawals from tertiary institutions. A specific goal of SI programs, although not readily quantifiable, is the reduction of the level of perceived incongruence between institutions and individuals. Effective mentorship, a key component of the SI program, stands against abandonment of the pursuit of higher education by students who incorrectly assess the nature of the institution. To this extent, SI stands in the mainstream of curricular responses to Professor Tinto and other students of the problem of inappropriate student departure from the two-year tertiary institutions. Further support for the SI program derives from what has been called the unintended, salutary side effects of the adoption of the model. Across a broad field, practitioners have noted that SI contributes significantly to the career awareness and professional development of SI leaders. Institutional leaders have noted the faculty development aspect of the SI program. And, in a time of scarce economic resources, the cost-effectiveness of the SI model emerges as a strong argument for its implementation. In recent years, with heightened institutional awareness of the transitional risks that endanger first-year students in tertiary education, Tinto's research has become central to retention programs. The Freshman Year Experience has developed in the milieu of declining pools of potential students. Once the tertiary institutions have exhausted the declining clientele, they need to look to retain rather than to replace students who might depart the institution. SI offers a strong component to the choice of strategies the institutions can bring to bear on the problem

Antiracist Activities and Policies for Student-Led Study Groups F or too long, the field of learning assistance and developmental education has been silent regarding the impact of student demographics on the effectiveness and attractiveness of their programs and services. This article is narrowly focused on the role of race/ethnicity. Antiracist activities and policies are applied to student-led study groups to make them more inclusive and effective. This guide is designed to be added to existing training programs for student-led study groups. It is not intended to be inclusive of all the practices and policies to guide those programs to best serve students. A comprehensive guide that includes the policies and practices from this article has been submitted for publication (Arendale, 2022). This article is an excerpt of this longer publication.

Issues of race and marginalization do not often intersect with publications related to developmental education and learning assistance. They have been spaces that ignored them these issues. This guide to antiracism policies and practices for student-led study groups is based on a careful review of scholarly articles, books, and existing guides. While much has been written about culturally-sensitive pedagogies for K-16 classroom instruction, little has emerged for guiding peer study groups regarding antiracism practices. This guide helps address this gap in the literature. In addition to its use for academic study groups, this guide is useful for faculty members to incorporate antiracism learning activities and pedagogies into their courses. This guide identifies effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally diverse and historically-underrepresented students.

In 1972, the Integrated Learning (IL) course was developed at the University of Minnesota to meet the academic and cultural transition needs of their TRIO Upward Bound summer bridge program students as they prepared to enter college.  The IL course was an early example of a linked course learning community.  A historically-challenging college content course such as Introduction to Anatomy and Physiology or Law in Society was linked with an IL course.  The IL course is essentially an academic support class customized to use the content of its companion class as a context for mastering learning strategies and orienting students to the rigor of the college learning environment.  The history of the IL course provides lessons for creating, sustaining, and surviving daunting campus political and financial challenges that could face any new academic or student affairs program.  The TRIO program leveraged its modest budget and personnel for the IL course approach which flourished and withstood changing economic and political forces that could have terminated the innovative approach to academic support.  Lessons from this history of creation, conflict, and survival could be applied to other programs in a postsecondary setting.

Education Sciences (ES) is pleased to encourage submissions for the upcoming Special Issue "Postsecondary and Tertiary Peer Assisted Learning (PAL)". ES is an international peer-reviewed open access monthly journal published by MDPI. Dr. David Arendale is the guest editor. While there are many published reports on PAL, far fewer identify specific practices that must be followed to achieve the desired results. This document shares information how to submit, the topics requested, and contact information.

This qualitative study at the University of Minnesota–Twin Cities, USA, investigated leader identity emergence of study group facilitators. There is a gap in the professional literature regarding study group programs and identity emergence of the student paraprofessionals who facilitate the study sessions. This study built upon previous studies of identity formation by integrating educational theories that help explain the changes that occurred. Peer study group programs are powerful co-curricular experiences. This study provided answers to why and how identity emergence occurs. The Leader Identity Development Model for peer study group facilitators was developed based on the findings from this study and other experiences with study group leaders over the past three decades by David Arendale to help predict this change and the experiences that supported identity formation. Among those catalysts were written reflections by the study group leaders throughout the academic term on what they learned about themselves and about their conversations with other study leaders and the study group program manager. Implications are provided that explain how peer programs can become a more transformative learning ecosystem. Peer learning programs present an untapped personal and professional development opportunity for student leaders that would be even more powerful if it were intentional rather than serendipitous.

This document provides an overview of the Apple TV apps I have found useful as a college educator and in my personal life. I enjoy Apple TV since I am able to watch on a large-screen with a great sound system the same content that used to be confined to my iPhone, laptop, or desktop computer. There is enough free content available through Apple TV that I could cancel my cable TV subscription. I will be interested to see the bundle of cable channels that will be eventually available for a monthly charge from Apple. At the University of Minnesota where I am a history professor, the Apple TV device has been integrated into a growing number of classrooms so that students can share video content through the room projection television system. First-year students in the College of Education and Human Development receive an iPad upon arrival and use of it is integrated into many of their first-year courses. I use the history apps to help me connect today’s events with the history topics we are studying in class.

This qualitative study focused on observed and perceived changes in academic and personal attitudes and behaviors by student participants in the Peer Assisted Learning (PAL) program at the University of Minnesota (UMN). The PAL model employs best practices from national peer learning models including Supplemental Instruction, Peer-led Team Learning, and Emerging Scholars Program. The PAL program provides regularly-scheduled study review sessions weekly to support students achieve higher final course grades and persistence rates. In most uses of the PAL model at UMN, participation is mandatory. Arthur Chickering's Comprehensive Theory of Personal Change was used to analyze the data. Data was gathered by the PAL study group facilitators of observed or perceived changes of attitudes and behaviors by the participating students. Four themes emerged: higher academic engagement, higher confidence, increased interpersonal skills, and improved critical thinking skills. Higher engagement with the learning process was manifested through PAL participants talking more, displaying more comfort while speaking, and asking questions of the PAL facilitators and others in the group. Increased confidence was evidenced by reduction of frustration and fear and replaced with display of new cognitive and metacognitive thinking, expressions of self-confidence in ability to solve problems, and learn new academic content independently. Increased interpersonal skills was higher interaction within the study group, helping others during small group activities and within the large group discussions, making friends with the participating students and the facilitator, and actively working with fellow students to solve problems rather than preferring self-reliance and working alone. The final theme of improved 26 critical thinking was displayed by increased ability to understand and explain reasoning behind concepts. Several recommendations are offered: how study group programs could foster academic and personal growth of study group participants and areas for further research.

The Planning and Assessment Tool is based on the seven basic principles of Universal Design for Learning. It is applicable for instructional and well as student affairs within an institution. It is diagnostic to identify ways that the activity can become more accessible for a wider range of students. Based upon research and theory, the tool provides a simple and practical approach to implementing UDL in everyday decision-making by campus administrators. This approach aids in not only reducing or eliminating access and learning barriers from the campus, but improves the learning and living environment for all students

Preparing to attend the 50 th anniversary of SI-PASS at the 2022 Toronto Conference has brought back a flood of memories of my time at the University of Missouri-Kansas City (UMKC) with the National SI Center (it would become the International Center after my departure). I remember the wonderful colleagues that I worked with in Kansas City, the U.S., and colleagues around the globe. This article is my attempt to share some about my involvement with SI and the history of the movement during the first twenty-five years. I will share what I know of the history through my departure in 2021. Dr. Glen Jacobs then assumed leadership of the Center for Academic Development (CAD) and the SI Center which was hosted by CAD after I departed for new adventures at the University of Minnesota.

The EOA Best Practices Clearinghouse identifies, validates, and disseminates practical activities and approaches to improve the success of students who are low-income, first-generation, and historically underrepresented in education. Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed. The key is sharing it more widely and comprehensively with each other. The co-sponsors for the Clearinghouse are EOA and the University of Minnesota.

Too often student services has become a provider of discrete assistance in which one-way information transactions take place between the staff/student paraprofessionals providers and the students receiving the services. Students attend academic advising appointments, listen during tutorial or small groups study meetings, and read computer screens of information during career exploration sessions. Transactions seldom lead to transformations of engagement, identity, and deep learning for the students who provide or receive the service. Student leaders involved in student services, Students as Partners partnerships, student organizations, and athletics experience unanticipated personal and professional growth. Case studies from Australia, Belgium, Indonesia, New Zealand, the United Kingdom, and the United States display global connections among common themes of co-curricular learning events from such rich environments. This chapter provides a conceptual model for an ecosystem of leader identity emergence that can be effective in a variety of student activity venues and recommendations to be more intentional in fostering growth.

The EOA Best Practices Clearinghouse identifies, validates, and disseminates practical activities and approaches to improve the success of students who are low-income, first-generation, and historically underrepresented in education. Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed. The key is sharing it more widely and comprehensively with each other. The co-sponsors for the Clearinghouse are EOA and the University of Minnesota.

Learning assistance often operates at the crossroads of the institution where academic affairs, student affairs, and enrollment management converge. Although learning assistance supports academic affairs with better-prepared students for academically rigorous courses, learning assistance also works in conjunction with student affairs to achieve higher affective and cognitive student development outcomes. At its best, learning assistance is carefully coordinated and supported with enrollment management programs that result in higher persistence rates and student success. This report describes the historic, diverse, and valuable activities in U.S. postsecondary education and opportunities that fall under the rubric of developmental education. 
Although it has a presence in most postsecondary institutions, the expression of learning assistance is quite diverse. Campus needs and perceptions define the language of learning assistance, which explains a major reason for the wide variety of terms used to describe this field. The preferred term used in this report is “learning assistance,” as it is commonly used and most inclusive of the various approaches and activities of the field.

This monograph describes Supplemental Instruction, a student assistance progam designed to improve the academic success of college freshmen based on the idea that if students are not being successful in courses then perhaps colleges should change the way courses are taught. Supplemental Instruction (SI) utilizes regularly scheduled, out-of-class, peer-facilitated sessions that offer students an opportunity to discuss and process course information. SI does not identify high-risk students but rather identifies high-risk classes. The first chapter reviews the SI model, its focus, development, scope, features, placement of administrative responsibility, personnel, funding, and cooperation with advising. Chapter 2 explains in detail how SI works in the freshman year. Chapter 3 offers a review of the research on SI. Chapter 4 looks at why educators and students choose SI. Chapter 5 shows how SI has been adapted to an urban high school, to English composition classes, and to a law school at the University of Missouri-Kansas City. The last chapter reviews the foundation and theoretical framework of SI. An appendix lists institutions currently using SI. (Contains 60 references.)

The chapters in this book reflect a situated analysis of the General College (GC), which is a flexible set of models that co-exist programmatically to support learners from diverse backgrounds who enter college with a variety of academic achievements,social skills,and workforce talents.This book essentially provides a historical look at the college’s foundation with a more contemporary “snapshot”of the college’s theoretical and curricular frameworks from the vantage point of faculty and staff members who write directly about their own classrooms and experiences. The goal of the chapters and ultimately the book collectively is to demonstrate how,as a group,the individual members of the GC professional community work together to provide an educational model that supports the widest range of students possible. This is a highly developed, sophisticated, and somewhat complex approach to undergraduate education as the end goal of all individuals in the college is to move students successfully from GC to their desired major at the University of Minnesota. This includes not only providing success in academic skill development but also success in the social and economic purposes of education, such as developing engaged citizens, socially and culturally aware people, and skilled workforce employees. The notion of the General College presented at this time demonstrates a set of activities and ideas that support student learning in higher education,with an emphasis on drawing upon the expertise of recent theoretical and curricular approaches that provide the best means for transitioning undergraduates,specifically including those who were formerly underserved by their social contexts and educational institutions. The General College includes curricular approaches and theoretical frameworks that reflect a type of programmatic coexistence,a “loosely coupled” system, where various disciplines of the college interact and design
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approaches for their academic content area to embed skill development into their core areas.The educators all share concepts,such as supporting transitions, providing skill development, and preparing student learners for future academic courses and social activities such as work or civic engagement.GC educators address student motivation,skills,cultural awareness, social and academic literacies,and mastery of content areas.They may vary in their theoretical frameworks in terms of how their own courses, outcomes,and assignments are implemented and conceived.As the frameworks are diverse across the GC program, they may overlap or present divergent models for engaging students in the day-to-day activities of GC courses. However,in this diversity,they also complement each other to provide the widest range of supports for students who take the sequence of courses to prepare for their transition to a future major at the university. In other words, the GC model as presented in the examples in this book presents a variety of activities and approaches that,when operating together across the disciplines toward a central mission, complement each other as students move through the program.This is the most innovative approach possible, and the GC program has a historic legacy of providing flexibility and a comprehensive set of courses that best fulfill this mission and GC’s role within the greater university community.

This research investigated variables that may influence effectiveness of the Supplemental Instruction learning assistance and enrichment program at the University of Missouri-Kansas City and other U.S. postsecondary institutions.  Study number one analyzed variables related to academic performance of University of Missouri-Kansas City students (mean final course grades, rate of course withdrawal, and rate of persistence).  Study number two investigated variables at 735 U.S. postsecondary institutions related to academic performance of students and satisfaction level with the campus Supplemental Instruction program.  Independent variables included:  administrative placement of the SI program unit (academic affairs, student affairs, or other), age of the SI program, fidelity of the program to SI program activity constructs (SI Supervisor involvement, SI Leader involvement, SI Leader training, institutional involvement), and four dependent variables (mean final course grades, mean percent of D and F final course grades and course withdrawals, mean percent of students who participate in the program, and satisfaction level with the program).
Besides the quantitative studies, an extensive review of the literature regarding the history of developmental education and learning assistance programs in the United States produced six discernable historical phases.  Supplemental Instruction was placed within this social context in American history.  The appendix includes an extensive annotated bibliography of 450 publications and other media types published by authors worldwide related to Supplemental Instruction.
Study number one found positive correlation between higher academic achievement and persistence rates with the independent variables of SI attendance and measures of precollegiate academic achievement.
The entire known population of 735 Supplemental Instruction programs within the United States was selected for study number two.  There were statistically significant positive correlations with three of the four program activity constructs (SI Supervisor Involvement, SI Leader Involvement, and SI Leader training) and the effectiveness of the program regarding improved student outcomes and higher satisfaction ratings by the campus administrators who supervised the program.  There were no statistically significant differences between the different program administrative placement locations and the dependent variables.  Implications from this research include identification of key activities within the program that should be observed to maximize program effectiveness for the institution and participating students.

This monograph describes Supplemental Instruction, a student assistance progam designed to improve the academic success of college freshmen based on the idea that if students are not being successful in courses then perhaps colleges should change the way courses are taught. Supplemental Instruction (SI) utilizes regularly scheduled, out-of-class, peer-facilitated sessions that offer students an opportunity to discuss and process course information. SI does not identify high-risk students but rather identifies high-risk classes. The first chapter reviews the SI model, its focus, development, scope, features, placement of administrative responsibility, personnel, funding, and cooperation with advising. Chapter 2 explains in detail how SI works in the freshman year. Chapter 3 offers a review of the research on SI. Chapter 4 looks at why educators and students choose SI. Chapter 5 shows how SI has been adapted to an urban high school, to English composition classes, and to a law school at the University of Missouri-Kansas City. The last chapter reviews the foundation and theoretical framework of SI. An appendix lists institutions currently using SI. (Contains 60 references.)

(Purpose) This 2018 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally to increase student achievement. (Methodology) An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. (Results) From a review of the professional literature, nearly 1,500 citations emerged concerning seven programs that met the previously mentioned selection criteria: Accelerated Learning Groups (ALGs), Emerging Scholars Program (ESP), Peer Assisted Learning (PAL), Peer-Led Team Learning (PLTL), Structured Learning Assistance (SLA), Supplemental Instruction (SI), and Video-based Supplemental Instruction (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. (Conclusions) The professional literature of peer learning programs has grown significantly in recent years.  The literature reports not only positive outcomes for the student participants of such programs, but now includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. (Recommendations) Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. Updated versions of this bibliography are available at http://www.arendale.org/peer-learning-bib/

The EOA National Best Practice Center identifies, validates, and disseminates practical activities and approaches to improve the success of students who are low-income, first-generation, and historically underrepresented in education.  Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed.  The key is sharing it more widely and comprehensively with each other. The co-sponsors for the Center are EOA and the University of Minnesota
The practices approved thus far by the EOA Center represent each of the five major TRIO grant programs: Educational Talent Search, Upward Bound, Educational Opportunity Centers, Student Support Services, and the Ronald E. McNair Postbaccalaureate Achievement Programs.  One practice is from a GEAR UP program.  For readers unfamiliar with TRIO programs, a short history is provided on the following pages.  While the education practices come from TRIO programs, they could be adapted for use with nearly any student academic support and student development program.  TRIO and GEAR UP programs are incubators of best practices to serve the needs of historically underrepresented students and the general student population.
Readers can use this publication as a guide for implementing the education practices contained within it.  Detailed information about the education practices purposes, educational theories that guide the practice, curriculum outlines, resources needed for implementation, evaluation process, and contact information are  provided by the submitters of the practice who have practical experience implementing the practices.  You are encouraged to contact them for additional information.

(Purpose) The purpose of this directory was to identify, describe, and evaluate evidence that the education practices improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. (Method) The sample for the directory was derived from TRIO and GEAR UP professionals located in the upper Midwest region that are affiliated with the Educational Opportunity Association (EOA). EOA and the Department of Curriculum and Instruction at the University of Minnesota created a clearinghouse to disseminate evidence-based practical activities and approaches to improve success of students who are low-income, first-generation, and historically-underrepresented in education. http://besteducationpractices.org The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Each practice has been approved as promising, validated, or exemplary based on the level of evidence supporting it. The rigorous standards applied during the review process are similar to previous national evaluation efforts by the U.S. Department of Education (Results) The approved education practices of this 570 page directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search, (b) Upward Bound, (c) Educational Opportunity Centers, (d) Disability Services, (e) Student Support Services, (f) Ronald E. McNair Postbaccalaureate Achievement,; and (g) GEAR UP, The directory is arranged by the following topical areas: (a) Academic Advising and Counseling [Advising Syllabus, Academic Improvement Plan, Academic Advising Management System, Podcasting Academic and Career Counseling for Post 9/11 Veterans, and Student Academic Needs Assessment]; (b) Academic Support [Integrated Learning Course for Entering SSS College Students, Tutoring for Students with Disabilities, Tutor Training and Professional Development, Structured Study Hall Days at College Campus by UB Students, and PAL Group Tutoring Program Training Manual]; (c) Assessment and Evaluation [Post Assessment Evaluation Tool for EOC Programs]; (d) Career Exploration [Senior College Experience for UB Students]; (e) Coaching Students [Coaching TRIO Students and Peer Coaching Handbook]; (f) College Tours and Field Trips [Emergency Field Trip Contingency Plan, and Planning Effective College Tours for High School Students]; (g) Curriculum [High School Financial Literacy, Integrated Approach to First Year College Experience, Summer Enrichment Program Curriculum for Middle School Students, and McWrite: Developing Scholarly Writing Skills]; (h) Disability Services [Access College Today Program]; (i) Global Studies Curriculum and Tour Procedures [Horizons Study Abroad Experience, Evaluation Tools for a Study Abroad Program, Procedures for a Study Abroad Program, and Creating Global Experiences for First-Generation and Limited Income College Students]; (j) Orientation Programs [Right Start to College Seminar for Adult Learners]; and (k) Policies and Procedures [Educational Talent Search Policies and Procedures Handbook. (Implications) Rather than looking to others for solutions, the federally-funded TRIO and GEAR-UP grant programs have the expertise needed to solve vexing problems with student success. These programs are incubators of best education practices that can be implemented elsewhere. Detailed information is provided about the education practice purposes, educational theories that guide it, curriculum outlines, resources needed for implementation, evaluation process, and contact information. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. (Additional Materials) Appended to the directory are: (1) Profiles of TRIO and GEAR UP Programs with Best Practices; (2) EOA Clearinghouse External Expert Panelists; and (3) Procedures for Evaluation of Submissions to the EOA Clearinghouse. [This directory is a revised and expanded version of ED589760.]

(Purpose) The purpose of this directory was to identify, describe, and evaluate evidence that the education practices improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. (Method) The sample for the directory was derived from TRIO and GEAR UP professionals located in the upper Midwest region that are affiliated with the Educational Opportunity Association (EOA). EOA and the Department of Curriculum and Instruction at the University of Minnesota created a clearinghouse to disseminate evidence-based practical activities and approaches to improve success of students who are low-income, first-generation, and historically-underrepresented in education. The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Each practice has been approved as promising, validated, or exemplary based on the level of evidence supporting it. The rigorous standards applied during the review process are similar to previous national evaluation efforts by the U.S. Department of Education (Results) The approved education practices of this 353 page directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search, “Emergency Field Trip Contingency Plan”, “Program Policies and Procedures Handbook”, “Peer Coaching Handbook”, “Academic Improvement Plan”, “Middle School Summer Curriculum”, (b) Upward Bound, “Upward Bound Senior College Exploration”, “Study Hall Days at a College Campus”, “Podcasting Academic and Career Counseling”, “Academic Advising Management System”, and “Planning Effective Campus Visits”; (c) Educational Opportunity Centers, “Coaching TRIO Students”, “Right Start to College Seminar for Adults”, and “Post service Assessment Tool”; (d) Disability Services, “Access College Today Program”; (e) Student Support Services, “Creating Global Experiences for College Students”, “Advising Syllabus”, “Integrated Approach to the First Year Experience”, “Horizons Study Abroad Experience”, “Procedures for a Study Abroad Program”, “Evaluation Tools for a Study Abroad Program”, “Integrated Learning Course”, “Tutoring for Students with Disabilities”, and “Tutor Training and Professional Development”; (f) Ronald E. McNair Postbaccalaureate Achievement, “McWrite: Developing Scholarly Writing Skills”; and (g) GEAR UP, “High School Financial Literacy Curriculum”. (Implications) Rather than looking to others for solutions, the federally-funded TRIO and GEAR-UP grant programs have the expertise needed to solve vexing problems with student success. These programs are incubators of best education practices that can be implemented elsewhere. Detailed information is provided about the education practice purposes, educational theories that guide it, curriculum outlines, resources needed for implementation, evaluation process, and contact information. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. (Additional Materials) Appended to the directory are: (1) Profiles of TRIO and GEAR UP Programs with Best Practices; (2) EOA Clearinghouse External Expert Panelists; and (3) Procedures for Evaluation of Submissions to the EOA Clearinghouse.

The Supplemental Instruction (SI) program of the University of Missouri-Kansas City addresses attrition by providing academic support in courses that are high risk for students. The program contains a number of innovative features, for example: high risk courses are identified instead of high risk students, and everyone in those courses is offered assistance; student participation in small group sessions is voluntary; and evaluation goes beyond student and faculty satisfaction surveys and includes actual rates of institutional change. Small group sessions incorporate such features as informal quizzes, group discussion, test question prediction, review of previous examinations, restructuring of classroom lecture notes, and other activities. The key people in the program are the SI leaders, who are presented as students of the subject of the course. As such, they present an appropriate model of thinking, organization, and mastery of the discipline. SI leaders attend all class sessions, take notes, read all assigned material, and conduct small group sessions. The SI program has been certified as an Exemplary Educational Program by the United States Department of Education, and has received National Diffusion Network funding. This paper describes program development, specific goals and objectives, results and outcomes for students and/or the institution, and potential for adaption by other institutions.

Engaged service to the community is an integral part of my research, personal faith, and an extension of who I am as a connected member of society. Many of my service activities are directed related to increasing access and success of students in postsecondary education, especially those that are historically underrepresented. Part of my passion for serving students who are the first student in their families to attend college is that I am a first-generation college attendee and graduate. My parents were warmly supportive of my attending college. They did not have the financial resources to pay my board and tuition. Also, they could not provide mentoring for the rigors of college as neither of them had graduated from high school. As with many young people during the Great Depression, the model was to attend high school until 16, get a job, and then get married. I could not have asked for a better pair of parents who cultivated a love of learning and reading. Just as with my classroom experiences, community engagement is a critical grounding element of my research. It also becomes a venue to disseminate my research findings.

My research explores academic access in postsecondary education and develops evidence-based strategies to increase the success of underrepresented student populations in college. I focus on filling the gap between scholarship that analyzes academic performance problems and proposed solutions to increase student outcomes. Access programs often operate at the confluence of academic affairs, student affairs, and enrollment management. This busy intersection of interests and needs has generated considerable turbulence for these programs. My multidisciplinary academic preparation and work experiences in academic affairs, student affairs, and enrollment management afford me unique tools for this investigation.

Most formal teaching statements contain the pedagogy employed, learning objectives, details of individual classes taught, evaluations of teaching, and more. I prepared one of those statements for my promotion to associate professor. Rather than updating that document, I am using a blog posting I created for my retirement. It is more of a reflection than a statement. In any case, you will get to know me better with this document. The rest of this document is the original blog posting from May 2019.

College faculty members are often called upon to work in three environments at the same time: <teaching>, <research>, and <public service>. This is especially true for faculty who work at four-year research universities. These three environments often intersect with one another and are catalysts for actions. They help explain who I am as a professional educator. However, they leave out the personal dimension that fuels my interests expressed in those three areas. That is the reason I added the fourth statement. My faith in Jesus Christ is a powerful influence on my personal and professional life. In this faith statement, I share how my faith influenced my professional life in general and in particular the areas of teaching, research, and service. This statement has been long overdue for posting to my website.

This publication identifies lessons learned from moving traditional face-to-face peer study groups to online operation. Two sources were consulted. First, previous publications concerning online peer study groups were studied to identify approaches, equipment and software used, and reports of effectiveness. Second, during May 2020 administrators involved with managing peer assisted learning (PAL) programs were invited to complete an online survey concerning their experiences with operating online in response to the Covid-19 pandemic. This report does not advocate that all the items within it need to be implemented to have a quality online program. Just because a listed item is only referenced by one publication or survey respondent, that does not make it less valuable than items listed by numerous publications and survey respondents. It is the wise discernment by individual PAL program directors of which items are relevant and fit the cultural and institutional context and availability of time and resources for their program. Think of this report as an education practice buffet with a wide range of choices.

In early May 2020, invitations to complete a brief survey on postsecondary peer assisted learning (PAL) programs and their operation online in response to Covid-19 were posted to several national and international email listservs. Directors from 45 programs completed the survey. Since the survey was anonymous, it is impossible to know the institutional type and their locations. It is a reasonable guess that most respondents were from the U.S. with others from Australasia, Europe, and North America. As promised, the survey results are presented as they were received without data analysis. It is with deep gratitude to the program directors for taking time from the busiest time in the academic term in the middle of this pandemic to share valuable information with our world community of PAL professionals. Their comments were candid and honest about the things that went well and those that did not. Considering that the move to online was accomplished without warning, no time for preparation, and under incredible stress, I marvel at what was done all things considered.

This glossary identifies key terms for peer learning approaches among students in college. Some of the terms refer to national or international programs that have a specific pedagogy to their operation to maximize effectiveness for improving student achievement and other outcomes. Other terms are more generic that refer to the broader approach of peer learning.

This is a draft glossary of terms related to developmental education-level course redesign. There is considerable effort being used to replace traditional, academic-term length developmental education-level courses that have historically helped academically-underprepared students to be successful with college-level first-year courses. The new approaches described in this draft glossary have the same goal but redesign the course curriculum.

This 2019 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,568 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. [This annotated bibliography is a revised and expanded version of ED565496, ED545639, ED489957, ED574832, and ED586988]

(Purpose) Course-Based Learning Assistance (CLA) is defined as peer cooperative learning assistance that accompanies a specific targeted course to serve as a supplement for that course. While many CLA activities operate outside of the course, CLA is integrated into the course by some instructors. Other CLA programs are hybrid or totally online. These guidelines are applicable to national and international CLA program models have been implemented at thousands of postsecondary and tertiary institutions in more than thirty countries (a) Emerging Scholars Program, (b) Peer-Led Team, (c) Structured Learning Assistance, (d) Supplemental Instruction, and (e) Video-based Supplemental Instruction). When using the CLA Guides, it is not expected that administrators of campus CLA programs implement every “essential” and “recommended” practice listed in this guide. Some “essential” practices are not relevant to a particular type of CLA program. Limitations of campus budget, personnel, and available time make other “essential” practices difficult to implement. “Recommended” practices are simply practices that some CLA program administrators have found helpful. Therefore, those practices have been separated from the “essential” ones. For simplicity’s sake, all the practices have been divided into these two categories. Some “recommended” practices could be categorized as aspirational, something to pursue if there is sufficient budget, personnel, and time to implement. The bottom line is that the purpose of the guides is not to judge existing programs, but rather to provide guidance and practices that could increase their effectiveness and efficiency. In addition to their use for academic study groups, these guides may be useful for faculty members to incorporate learning activities and pedagogies into their courses. The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. Updates to this set of guidelines are available at https://www.arendale.org/peer-learning-resources

(Purpose) The purpose of this glossary was to identify and describe education practices that improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented college students. Keeping current with the rapid changes in the field of developmental education and learning assistance is essential. Words make a difference in policy discussions and the practical guidance of campus activities. The rapid changes in learning pedagogies, delivery systems for courses, and language use evoke strong emotions for many within the profession, including those involved with this glossary. It may not be our choice to change, but this glossary is our response to the rapidly–morphing landscape of postsecondary education, our field in particular, and the larger society in which we live. In this fourth edition of the glossary, one area that has been significantly expanded is vocabulary related to culturally sensitive pedagogies that emerged during the 1980s and 1990s. Examples of these include: critical literacy, critical pedagogy, cultural competence, cultural differences, cultural literacy, cultural sensitivity, culturally relevant pedagogy, culturally responsive pedagogy, culturally sustaining pedagogy, inclusion, inclusive pedagogy, multicultural developmental education, multicultural education, and social justice.
The second new area in this edition are approaches for offering the curriculum other than the traditional academic term-length developmental-level course. Examples of these include accelerated developmental-level course, acceleration, acceleration through curricular redesign, acceleration through mainstreaming, college access, compensatory education, compressed developmental-level course (or skills instruction), contextualization or contextualized learning, co-requisite paired course, course redesign, differentiated placement, embedded academic support, emporium-style model, flipped classroom, gateway course, Gateways to Completion®, guided pathways, integrated reading and writing, modular instruction, non-course competency-based option (Texas), nontraditional model (Texas), stacked course, stretched course, and students as partners. The third area for glossary expansion are those related to academic integrity and intellectual property rights. These were written in a more accessible style than the formal definitions from law reference works. Technologies such as text scanners, photocopiers, printers, and downloadable files from the Internet have made it easier to make mistakes with use of copyrighted instructional materials both for use in the classroom as well as placement on the Internet for use by others. Examples of these terms include attribution of intellectual property, copyright, copyright infringement, Creative Commons licenses, ethical standards, inadvertent use of copyrighted material, instructional materials, intellectual property use copyright, liability exposure, literary property, literary property use copyright, plagiarism, professional liability coverage, open access, open educational resource (OER), and public domain. A fourth significant change for this edition is its scrupulous avoidance of deficit and less acceptable language to describe students. In this edition, asset-based language is used to reflect accurately our students and their capabilities. Throughout history, it is words and phrases have been replaced by newer ones. The older words become less acceptable since they can lead to misinterpretations or have become by today’s standards of usage as inaccurate or perceived by others as discriminatory or racist. This glossary does not make judgements of the authors using those terms. Popular and professional literature is filled with those phrases. However, we move forward with recommended language that is more accurate, affirms student capabilities, and avoids offense to others. Examples of these deficit and less acceptable language includes academically underprepared student, college-level student, developmental student, diverse student, high-risk student, majority or minority student, person/student of color, remedial student, and special population. (Method) The sample for the glossary is based on the previous three editions of the same glossary with new terms added with this document. The glossary terms have been reviewed and approved by multiple members of an external expert panel of qualified reviewers.  All of them have served as administrators of their campus developmental education and learning assistance programs. Their practical experiences and keen insights have made this set of glossary terms invaluable in the rapidly changing nature of postsecondary and tertiary education. We owe much to the dedication and expertise of the authors, editors, and external review teams of the first three editions of this glossary.

“Best education practices” is one of the most important, misunderstood, and misused concepts in education. I have been working with others for nearly two decades regarding the identification, validation, and dissemination of these practices. I define Best Education Practices as the wide range of individual activities, policies, and programmatic approaches to achieve positive changes in student attitudes or academic behaviors. This umbrella term encompasses the following categories that differ on the level of evidence supporting desired student or institutional outcomes: promising, validated, and exemplary.

A comprehensive evaluation study of this nature requires a mixed design of both quantitative and qualitative data. The complex questions will investigate not only utilization of the GPS LifePlan, but also its effectiveness. It is essential to collect baseline data for three years before the introduction of GPS LifePlan to provide a benchmark to compare outcomes. While there are a variety of student subpopulations served by the institution, the focus should be on just two during the initial evaluation phase: (a) remediation and test prep learners, and (b) degree completion adult learners. The most essential elements will be completed for initial evaluation. Additional complex questions could be conducted in succeeding years.

The first year of college has always presented challenges to both students and institutions.  For students, it is one of life's most critical transitions.  In fact, the most critical period for first-time students is during the initial six weeks of their first semester in college.  This is the time most likely for the student to drop out (Blanc, DeBuhr, and Martin, 1983; Noel, Levitz, Saluri, and Associates, 1985).  The student attrition rate of nearly 50 percent for the first year college student is a national trend among two-year
institutions with open admission policies (American College Testing Program, 1993).  This attrition rate has increased over the past decade (Tinto, 1993).  For students who begin their academic careers at two-year colleges, the transfer rate to senior institutions is often disappointing.  For example, the transfer rate for minority students in California community colleges is between five and 10 percent.  Nearly 90 percent of minority students enrolled in college in California are in community colleges (Conciatore, 1991, p. 24).

Through all the institution's process and products, multicultural education stresses respect for and understanding of cultural diversity and individual uniqueness. Multicultural education is not a supplementary area, rather, it is a process and philosophy with ideas that are broad and integrative. However, some see that patterns of resegregation have returned to some elementary and secondary schools since academic ability groupings often result in separation of students by race and class (Edwards, 1991). It is difficult to promote multicultural education if the students are separated. Supplemental Instruction (SI) is a collaborative learning strategy that can help facilitate multicultural education as well as assist students in developing learning strategies that they can use to earn higher grades and persist longer in college. College Students Face Academic Difficulty A recent study reveals that the first year to sophomore dropout rate is 45.2 percent for post-secondary institutions with open admission policies (ACT, 1992). Supplemental Instruction (SI) addresses attrition by providing academic support in courses that are high risk for students. Rather than attempting to identify "high risk students" which still has proven to be a difficult science, SI identifies courses that are high risk due to a high percentage of D and F final course grades and withdrawals. Examples of these types of courses included general education requirements or gatekeeper classes, critical introductory courses that must be passed to enter a program of study. These courses can form a significant hurdle to any student, despite their academic preparation or previous academic success. Development of Supplemental Instruction Supplemental Instruction was initiated in 1974 by Deanna C. Martin, Ph.D., at the University of Missouri-Kansas City. SI was first used in courses in the Schools of Medicine and Dentistry. Though the students enrolled in these UMKC health science schools had a previous history of good academic performance, many were having academic difficulty and some were dropping out of school. Clearly the problem did not reside with the academic preparation of the students since nearly all were high school academic honor students. Instead, the problem was difficulty in specific courses. The University supported the expansion of SI throughout the institution's College of Arts and Sciences in succeeding years. Presently SI is offered in about 45 classes each year. To our knowledge, the features of SI that were innovative to assistance programs when SI was initiated in the mid-1970's are as follows: high risk courses are identified instead of high risk students and everyone in those courses is offered assistance;

Hopefully reasonable people will engage in a discourse to understand how we all have a place to work in serving students.  It would be unfortunate if the debate just centered around outsourcing something which some administrators find "undesirable" (i.e., developmental education) or “unprofitable” (i.e., make students pay higher fees for developmental education courses or tutoring) and not what educational practices are most effective for individual students in terms of academic achievement, meeting the needs of diverse learners, cost effectiveness, content mastery, transfer effect to other classes, graduation rates, to name just a few.  Good developmental education programs with appropriate research that document their program’s effectiveness should have little to fear.  As the Phillips Petroleum Company say in their advertisements, “It’s performance that counts!”

Sometimes in times of crisis and strife, you take comfort in various things. Some people pray, some focus on the things that they can control, and some try to ignore the threat.  Maybe it is because I am a historian, but for me, one of the things that I do is read history books and think about particular words that have rich meaning to me and provide encouragement.  To illustrate the point, let’s play a word association game for a few moments.

One of the challenges for students is selecting the appropriate study strategy to fit the requirements of the learning situation. Each class and professor present different challenges for the student. This requires the student to thinking strategically about the class and be able to self-monitor themselves whether their study plan is working and whether changes need to be made. A term used to describe this proactive approach is the " self-regulated learner " (Weinstein and Stone, 1993). The following article takes many of the traditional Supplemental Instruction study strategies (those employed during SI sessions and those used by students independently) are organizes them into the categories of the Information Processing Model. The purpose of this is to remind SI Supervisors and Leaders why it is important to employ a wide array of strategies and be strategic in their use. Some strategies are more useful for short-term memory of new material. Others are more essential for long-term memory retention. However, all of them are essential in most classes for overall grade achievement and deep learning of the material. Affective Domain Issues Impacting Student Learning One of the difficulties with advocating to students to take such a proactive approach as suggested by Weinstein with self-regulated learning is the student's view of themselves. The question becomes whether they can really make a difference or not. Many students believe that they are relatively helpless regarding academic performance. A term associated with this issue is " locus of control " or " attribution of efforts with results. " Which makes the difference, the student's inner power or the external forces acting upon them? A more extreme attitude to this is viewing the academic world as a lottery. These students see that seems to be little relationship between the effort they expend in school and the grades that they receive. Students buy their weekly lottery ticket (e.g., show up for class, read the textbook once, take some modicum of lecture notes, study a few hours before the exam) and hope for the best. Sometimes the strategy works and they win, receiving a passing grade. Sometimes they lose. But they do not believe that spending a lot of effort really makes a difference. Another affective domain issue impacting student achievement is the type of motivation that drives them for higher grades. The more technical term for this is " goal orientation. " Do they strive for higher achievement because they want to (internal) or are they trying to please others such as parents or other significant people in their lives (external). The research is clear that most college students are not able to sustain high grade achievement is they are externally oriented. Success in college requires a personal commitment to the goal and not attempting to satisfy the aspirations of others. The Self-Regulated Learner According to research from Weinstein and Stone (1993, pp. 1-2), major variables that separate expert and novice learners: experts know more; knowledge held by experts is better organized and more integrated; experts have more effective and more efficient strategies for accessing and using their knowledge; experts seems to have different motivations for acquiring and using their knowledge; experts evidence more self-regulation in both the acquisition and application of their expertise. They continue by stating that four kinds of knowledge are needed by expert learners: knowledge about themselves as learners (e.g., their cognitive characteristics); knowledge about

Properly set up and used, strategic planning can be a powerful tool in helping an organization to reinvent itself to better meet today’s and tomorrow’s needs.  While an association cannot be all things to all people, it must be responsive to a fast-changing environment.  The strategic planning process involves the asking of many basic questions.

Overview Selecting the appropriate academic intervention or making a change in institutional policies is contingent upon many factors. What is the unique academic and culture issues at the institution and which academic intervention is best fitted to meet those needs? Is there clear evidence that the intervention will contribute to higher academic achievement at a particular institution as opposed to its past success as the institution where it was first developed? What is the capacity of the institution to implement the intervention or policy regarding administrative support, faculty support, skill level of the intervention program, and the cost to implement and continue the program? Continuum Scales of Requirements for Implementation An academic intervention or policy decision on one campus may not be effective on another one due to a variety of reasons. The following document presents a decision-making process that helps to more objectively enable institutions to compare among possible actions or intervention programs which are most appropriate for their particular situation. The five continuum scales are: (1) likelihood of success: evidence of effectiveness; (2) institutional and administrative involvement; (3) faculty member involvement; (4) skill level of the people who are part of the campus academic intervention; and (5) financial investment for the intervention program. Some scores have " n.a. " since the scale item is not applicable. Some scales have two scores, one for the student paraprofessional and one for the person who is involved with program administration frequently. The scale listed with the " likelihood of success " is arranged in order of increasing evidence, each of the other four continuum scales are arranged in increasing levels of involvement required by the institution to implement the program (for example, " 1" is the lowest level of energy). No judgement is made about the relative value of one intervention or policy decision with another one. Academic interventions or policy changes with high scores simply require more time and resources to implement than others. Directory of Academic Interventions and Learning Enrichment Activities Attached is a summary of some of the most often cited programs or policy decisions in the professional literature related to increasing student academic achievement. Each entry has the following pieces of information: name of item; site of origin or name of the leading professional organization(s) associated with the practice; description of the item; professional association web sites or publications that provide more information about the item; and continuum scale scores for the level of difficulty to implement the program or policy change. There is no score regarding the likelihood of success since that must be evaluated based on the research materials provided by institution or organization promoting its adoption. (For example, there are many types of tutoring programs and approaches. This document does not attempt to generalize about all tutoring programs.)

I am cautiously optimistic for the future of the profession.  I think that developmental education is at a crossroads.  The choices that developmental educators make in the next few years will decide whether the professionals are change agents for the next phase of service or whether they are assigned tasks by others.  It is exciting to see what some institutions are already doing to transform their departments and centers to more effectively meet new needs.

Students take on the personality of Churchill, Roosevelt, and Stalin at the Yalta Conference representing Britain, Soviet Union, and the United States. On alternating days, each student will assume the personality of one of the three leaders. This is a creative writing activity and can be a challenging experience for some. Students work as individuals though they can see the online work being completed by others. A major objective of this activity is to understand the point-of-view of a world leader based on their country's history. While national leaders have their own personalities that impact their style of communication, understanding their country's history provides deeper influences on their desires for their homeland. Their individual actions reflect their historical culture and values. Three times before the end of World War Two, the leaders of Great Britain, Soviet Union, and the United States met to decide how to bring the war to a quick conclusion and how the world would look after World War Two. Only the top leader from each country was authorized to speak on behalf of their nation's interests. Not only were they influenced by the immediate decisions needed to end the war, but also they were consciously or unconsciously influenced by their nation's history while they negotiated with each other. These meetings sometimes took weeks to complete. During the breaks during the meetings, the leaders conferred with their staff to discuss negotiation strategies. These strategies changed dynamically based on the flow of conversations. Reaching agreements was difficult since it required the unanimous agreement of all three nations. Since two of the three countries (Great Britain and the U.S.) represented democratic political systems, the USSR was naturally suspicious when they both agreed on a negotiating item since they feared it would be harmful to interests of the Soviet Union who employed a totalitarian government system. Learning Goal: Understand the point-of-view of a world leader based on their country's history. While national leaders have their own personalities that impact their style of communication, understanding their country's history provides deeper influences on their desires for their homeland.

Students are members of the Yalta Conference negotiation teams representing leaders from Britain, the Soviet Union, and the United States. Students know the decisions made will be important to end World War Two and to shape the post-WWII world. Students are to focus on the needs of their country. Obviously, the decisions agreed by all three countries impacted many other countries not be represented in these negotiations. Simulation Learning Objectives: 1. Connect the historical context for the relationships and previous disputes among the three countries during negotiations at the Yalta conference during World War Two. 2. Recognize how historical context shaped the national goals of each country and their negotiation strategies. How could have events turned out different? What are the forces of history at work that make this process for change so difficult? 3. Assess each nation's success in achieving its goals in the short term and long term. 4. Consider the merits of those goals considering the ensuing historical events. 5. Speculate about new dynamics and possible changed outcomes if the smaller European countries whose fates were heavily influenced by the decisions by the three leaders at Yalta were involved in the negotiations as well. 6. Experience the challenges and skills needed for effective negotiations. Method of Play: Read the separate document on student instructions for more detail. Materials Included in Simulation Packet: 1. Instructor history simulation procedures and PP presentation used to guide students in preparation for and during the simulation. 2. Yalta Conference historical background to be read by students before the simulation and referenced during the simulation. Justification for bargaining positions for each country is embedded within the document. The simulation receives high approval by the students, often listed as their top learning experience. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 95 to 25.

Before the horrific partition of India in 1947 with the deaths of nearly one million Hindus and Muslims, students serve as members of the India Conference to find a more peaceful solution. They are randomly assigned to one of three negotiation teams representing leaders from the Buddhists, Hindus, and Muslims. Students know the decisions made will be important for cultural harmony in the region. Students are to focus on the needs of their religious identity group and also consider the greater good for all current citizens. Among the questions that this simulation explores is whether there were alternatives to the terrible consequences to the power vacuum within India when the British departed and the U.N. decision to create Pakistan without adequate safeguards for safe passage, resolving land ownership, and simply the emotional trauma of splitting apart families, friends, and ethnic group that had lived together for centuries. Over the years, students in this simulation have created options for India preserving its current boundaries and more often actions to spin off one or more new countries. Despite India being composed of many ethnic groups, this simulation focuses only on the Buddhists, Hindus, and Muslims. The bargaining positions for these three groups are sometimes more dramatic than reality simply to create a more energized negotiation environment. Many other ethnic groups would have been possibilities, but sake of simplicity only three groups were selected for the history simulation. The simulation receives approval by the students. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over one year. It has been effectively used in face-to-face and online classes of 30. They often share comments similar to face-to-face Yalta Conference negotiations simulation, some students find this activity a stretch since it relies on creative writing which is unfamiliar for some.

Students are to seek agreements so that the Jews and Palestinian Arabs have a home. This history simulation takes place before the modern nations of Israel and Jordan were created and recognized by the United Nations. Discard everything known about the conflict in Middle East for the past fifty years. This region had been controlled by the Ottoman Empire until 1922 and then the British managed the area as a “mandate” until the Jews and Palestinian people could create one, two, or more new countries. A major learning objective is to understand the point-of-view of a world leader based on their group’s history. While leaders have their own personalities that impact their style of communication, understanding their country’s history provides deeper influences on their desires for their homeland. The United Nations was added to this simulation to avoid a deadlock between the Jews and Palestinians. The U.N. does have its own agenda which is not necessarily aligned with the desires by individual countries or ethnic groups in this simulation with the Jews and Palestinians. While students share a common Google document among the four or five, a student’s grade is solely depended on their own work. Students are placed into a small group so it is easier to see what other students are doing and perhaps receive some encouragement and ideas. The other small group Google documents are open to view as well. Students write interaThe simulation receives high approval by the students, often listed as their top learning experience. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 95 to 25.

Students are to seek agreements so that the Jews and Palestinian Arabs have a home. This history simulation takes place before the modern nations of Israel and Jordan were created and recognized by the United Nations. Discard everything known about the conflict in Middle East for the past fifty years. This region had been controlled by the Ottoman Empire until 1922 and then the British managed the area as a “mandate” until the Jews and Palestinian people could create one, two, or more new countries. A major learning objective is to understand the point-of-view of a world leader based on their group’s history. While leaders have their own personalities that impact their style of communication, understanding their country’s history provides deeper influences on their desires for their homeland. The United Nations was added to this simulation to avoid a deadlock between the Jews and Palestinians. The U.N. does have its own agenda which is not necessarily aligned with the desires by individual countries or ethnic groups in this simulation with the Jews and Palestinians. While students share a common Google document among the four or five, a student’s grade is solely depended on their own work. Students are placed into a small group so it is easier to see what other students are doing and perhaps receive some encouragement and ideas. The other small group Google documents are open to view as well. Students write interactive dialogue among the three conference negotiators.

Students are to seek agreements so that the Jews and Palestinian Arabs have a home. This history simulation takes place before the modern nations of Israel and Jordan were created and recognized by the United Nations. Discard everything known about the conflict in Middle East for the past fifty years. This region had been controlled by the Ottoman Empire until 1922 and then the British managed the area as a “mandate” until the Jews and Palestinian people could create one, two, or more new countries. Students are members of the Middle East Conference negotiation teams representing leaders from the Jews, Palestinian Arabs, and the United Nations. To provide three parties for negotiations, the United Nations was added to avoid deadlock between the groups representing the Jews and Palestinians. Also, it was decided to add the U.N. since their priorities are not always the same for either or both of the other groups in real life. Students know the decisions made will be important for cultural harmony in the region. Students are to focus on the needs of their group. The timeframe for this negotiating session is in the mid-1940s before the Jewish people declare formation of the nation of Israel. A major issue for the simulation is that students must discard their current knowledge of the situation of the Middle East and place them in a different time period when decisions could be made before war was near constant in the region. The simulation receives high approval by the students, often listed as their top learning experience. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 95 to 25.

This history simulation follows a unit on the Rwanda genocide in 1994. Students work as a small group team of the United Nations to begin the process to rebuild the country. Before the work can begin, the team must understand the short- and long-term barriers created by the history forces that fostered the genocide. Understanding these history forces presents alternative history narratives that will impede or support change to occur. With the short time frame for the learning activity, the small group will begin to explore the complexity of beginning the healing process for a nation ravaged by this tragic event. A comprehensive reconstruction plan will be required to begin the process of rebuilding a country and a people. The simulation receives approval by the students. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 30 over the past six years.

There are numerous genocides occurring throughout the world today. Tragically, all of them follow the same ten-stage pattern as outlined from the Genocide Watch website. They follow a predictable pattern that can be recognized early before the persecution and deaths occur. Learning Goal: Understand the common pattern that genocides follow and use that information to predict when and where intervention is needed by the outside world to stop the process before the persecutions and deaths occur. This activity is focused on mastering the ten stages of genocide and not an in-depth study of the genocide. Method: Apply the ten-stage genocide template developed by Genocide Watch to information learned about a present-day genocide. This application of the ten stages to a real-life situation makes clear the systematic steps that genocides follow. Seven genocides were identified and information resources provided for: Armenia, Bosnia, Cambodia, Darfur Sudan, Rohingya Muslims, Rwanda, and Somalia. Students assume the role as an investigator for the International Criminal Court (ICC), https://www.icc-cpi.int/ The establishment of an international tribunal to judge political leaders accused of international crimes was first proposed during the Paris Peace Conference in 1919 following the First World War by the Commission of Responsibilities. The issue was addressed again at a conference held in Geneva under the auspices of the League of Nations in 1937, which resulted in the conclusion of the first convention stipulating the establishment of a permanent international court to try acts of international terrorism. The United Nations have a separate process for investigating similar crimes. The ICC is an intergovernmental organization and international tribunal that sits in The Hague in the Netherlands. The ICC has the jurisdiction to prosecute individuals for the international crimes of genocide, crimes against humanity, and war crimes. This activity was first conducted during spring 2018. Students had requested opportunity to study other genocides during contemporary times rather than a deeper study of the Holocaust which most have heavily studied in middle or high school. The activity received a median score of 4 (scale range 1, low to 5, high) as a meaningful learning activity. The median score for level of understanding of the ten stages of genocide was 5 (scale range 1, low to 5, high).

This history simulation follows a unit on the nonviolent protest movement in India against the British. Students identify his individual protest activities and sort them into six principles of protest. This creates a toolkit they can use and adapt for a protest issue that is important for their small group. The small group selects a modern protest issue, adds new specific protest activities that fit within the six broad categories, and develops a detailed action plan. This allows the immediate application of what they had just learned in the unit about Gandhi to a real-world issue that they select. Some students report that they have used parts of these plans with their own community activism. The simulation receives high approval by the students, often listed as their top learning experience during the course. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for the past seven years. It has been effectively used in classes of 30 by dividing the students into smaller groups.