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Arendale

David Arendale

Associate Professor
B.S., History and Philosophy, Emporia State University (KS), 1979
M.A., History, Emporia State University (KS), 1985
Certificate, Developmental Education, Kellogg Institute, Appalachian State University (NC), 1989
Ph.D., History and Higher Education, University of Missouri-Kansas City, 2000

Curriculum and Instruction .
Room 275D PeikH

159 Pillsbury Dr SE
Tel: 612/625-2928

Office hours:
Spring 2016 my normal office hours will be Tuesday and Thursday from 8:30 to 9:30 am and 2:45 to 4:15 pm. For other appointment times, make a request by sending me an email, arendale@umn.edu

Download Curriculum Vitae [PDF]

Areas of Interest

Academic access in postsecondary education and increasing the success of low-income, first-generation college, and historically underrepresented students in college. I study the use of learning technologies, social media, peer learning groups, and Universal Design for Learning (UDL) and conduct research studies with students enrolled in my courses.

Greetings. My formal academic preparation is history and higher education administration. That background serves me well as I investigate the history of academic access programs, learning communities, learning technologies, and Universal Design for Learning (UDL)  to increase college student graduation rates.  I teach an undergraduate course in recent world history and graduate courses preparing college faculty members to increase access and effectiveness of their college students.  I have enjoyed my work in postsecondary education for more than three decades at community colleges and four-year institutions with roles in academic and student affairs.

Research Interests

What motivates me in my work?

Making connections between the past and today is important to me.  I want to learn the lessons from history and apply them today with solving problems.  Each of us is responsible for making a difference by doing the things we were placed on this planet to do and act in a responsible and respectful way with everyone around us.

What can students expect from me?

I work hard to create a learning environment in the classroom that is respectful of the topics we explore, the cultures we encounter, and the different opinions we share while exploring history. I work with my students to create an engaging learning experience.

Research - Teaching - Community Engagement and Service

The rest of this profile goes into more detail about my work.

  • Research: This is the foundation for what I teach in the classroom and write about. 
  • Teaching:  My role as a teacher is to construct a learning environment that is conducive for my students to explore, learn, and develop new knowledge and skills.  The classroom is also the place that I evaluate new learning pedagogies and conduct research.  The classroom serves as my laboratory and students are my partners with the research.
  • Community Engagement and Service:  I deeply embrace public engagement as part of my responsibility as a University faculty member to collaborate with the community in creating and disseminating new scholarship.

Research: My research projects is focused on Increasing success of underrepresented college student populations through: (a) identification of evidence-based strategies guided by Universal Design for Learning principles that increase student engagement and academic success, and (b) improve efficacy of postsecondary peer cooperative learning programs to increase academic, personal, and professional outcomes for participants and the small group facilitators. [Click for more information.]

Teaching: My role as a teacher is working with my students to collaboratively construct a learning environment conducive to explore, learn, and develop new knowledge and skills.  I teach several undergraduate and graduate courses.  My primary assignment is CI1150, Forces of Modern Historical Change: Global Perspectives.  [Click for more information.]   [Click for a short video overview of the course, topics, and features.]

Community Engagement and Service: I am active in professional associations in the field, including serving as national president of the National Association for Developmental Education. I serve on the editorial board for several publications in the field and was recognized as an Academic Fellow by the Council of Learning Assistance and Developmental Education Associations in 2000.  My current focus is with managing a center for best education practices in TRIO programs. [Click for more information.]

[Click for link to my vitae.]

[Click for link to my personal Web site.]

 

 

Social Media

       Arendale, D. R. Historic Voices Podcast: Global History and Culture, http://historicvoices.org
 
       Arendale, D. R. Paul Harvey Podcast, http://paulharveypodcast.org
 
       Arendale, D. R. Then and Now Podcast: Global History and Culture, http://thenandnow.org
 
       Arendale, D. R. Peer Assisted Learning (PAL) Podcast, http://palgroups.org
 
       Arendale, D. R. Access at the Crossroads Blog, http://arendale.org
 
       Twitter Accounts: @davidarendale, @historicvoices, @paulharveypod, @ThenNow_History
 
       Arendale, D. R. (2017). David Arendale’s guide to iPad apps. Unpublished manuscript. Department of
               Postsecondary Teaching and Learning, University of Minnesota, Minneapolis, MN. Retrieved from
        http://z.umn.edu/davidipadapps
 
       Arendale, D. R. (2017). David Arendale’s guide to Apple TV apps. Unpublished manuscript. Department
               of Postsecondary Teaching and Learning, University of Minnesota, Minneapolis, MN. Retrieved from
        http://z.umn.edu/appletvapps

 

Selected Publications

  1.        Arendale, D. R. (Accepted). Using social media for academic support and engagement. NADE Digest.

  2.         Arendale, D. R. (Section Editor for five chapters). (Accepted). In R. F. Flippo, R. F., & Bean, T. W. (Eds).
                    Handbook of College Reading and Study Strategy Research (3rd ed.). New York, NY: Routledge.
  3.        Arendale, D. R., & Lee, N. L. (accepted). Academic bridge programs. In R. F. Flippo and T. W. Bean (Eds).
                   Handbook of College Reading and Study Strategy Research (3rd ed.). New York, NY: Routledge.
  4.        Arendale, D. R. (Ed.). (2017). Postsecondary peer cooperative learning programs: Annotated bibliography
                   2017. Unpublished manuscript, Department of Curriculum and Instruction, University of Minnesota,
                   Minneapolis, MN. Retrieved from ERIC database. (EDxxxxxx). Updated version retrieved from
                   http://z.umn.edu/peerbib
  5.        Arendale, D. R. (Ed.). (2016). EOA national best practices directory 2016 (2nd ed.). Minneapolis, MN:
                   Educational Opportunity Association and University of Minnesota, College of Education and Human
                   Development, Department of Curriculum and Instruction. Retrieved from ERIC database (EDxxxxxx).
                   Available from http://z.umn.edu/eoabestpractices
  6.         Arendale, D. R., & Hane, A. R. (2016). Adaptability and flexibility when conducting and planning peer
                    study group review sessions. The Learning Assistance Review, 21(2), 9-37.
  7.        Arendale, D. R., & Hane, A. R. (2016). Peer study groups as catalyst for vocational exploration. Journal of
                   Developmental Education, 39(2), 2-4, 6, 8, 10-11, 26-27. Retrieved from
                   http://files.eric.ed.gov/fulltext/EJ1117728.pdf
  8. Arendale, D. R. (Ed.). (2015).  MAEOPP best education practices directory 2015.  Minneapolis, MN:  Mid-America Association of Educational Opportunity Program Personnel and University of Minnesota, College of Education and Human Development, Department of Postsecondary Teaching and Learning.  Retrieved from ERIC database. (ED557575). Retrieved from http://z.umn.edu/maeoppbp2015

  9. Arendale, D. R., & Hane, A. R. (2014). Academic and personal growth by PAL participants. Research & Teaching in Developmental Education, 31(1), 7-29.

  10. Arendale, D. R. (2014). Understanding the Integrated Learning Course Model: Academic transition to college. International Journal of Higher Education, 3(4),1-11. doi:10.5430/ijhe.v3n4p  Retrieved from http://www.sciedu.ca/journal/index.php/ijhe/article/view/5324

  11. Arendale, D. R. (2014). Seminar course approach for study group leader training. NADE Digest, 6(2), 1-11. Retrieved from https://thenade.org/resources/Pictures/Digest/Spring%202014%20v1(1)%20web.pdf

  12. Arendale, D. (2014). Postsecondary peer cooperative learning programs: Increased diversity, sophistication, and effectiveness. In J. L. Higbee (Ed). Continuing Contributions to the Field: Essays by the Fellows of the Council of Learning Assistance and Developmental Education Associations in memory of Dr. Martha Maxwell (pp. 137-160). Boone, NC: National Center for Developmental Education, Appalachian State University.

  13. Arendale, D. R. (2014). Understanding the Peer Assistance Learning model: Student study groups in challenging college courses. International Journal of Higher Education, 3(2), 1-12.  doi:10.5430/ijhe.v3n2p1  Retrieved from http://www.sciedu.ca/journal/index.php/ijhe/article/view/4151/2498

  14. Arendale, D. R. (2010). Access at the crossroads: Learning assistance in higher education. ASHE Higher Education Report 35 (6). San Francisco: Jossey-Bass.

  15. Arendale, D. (2012). Podcasting: Learning on-the-go. In A. H. Duin, E. Nater, & F. Anchesaria (Eds.) Cultivating change in the academy: 50+ stories from the digital frontier. Minneapolis, MN: University of Minnesota. Retrieved from https://conservancy.umn.edu/handle/11299/125273 

  16. Arendale, D. R. (Ed.). (2009). Glossary of essential terms for learning assistance and developmental education. In S. Clark-Thayer & L. P. Cole (Eds.), NADE self-evaluation guides: Best practice in academic support programs (2nd ed., pp. 151-171). Clearwater, FL: H&H Publishing. (Majority of glossary entries reprinted from Arendale, D. R., & Others. (2007). A glossary of developmental education and learning assistance terms. Journal of College Reading and Learning, 38(1), 10-34).

  17. Arendale, D. R. (2009). Course-based Learning Assistance (CLA) program guide. In S. Clark-Thayer & L. P. Cole (Eds.), NADE self-evaluation guides: Best practice in academic support programs (2nd ed., pp. 105-138). Clearwater, FL: H&H Publishing.

  18. Arendale, D. R., Barrow, H., Carpenter, K., Hodges, R., McGrath, J. Newell, P., & Norton, J. (2009). Position paper: Creating a new professional association. Journal of College Reading and Learning, 40(1), 77-90.

  19. Arendale, D. R., & Ghere, D. (2008). Teaching history using Universal Instructional Design. In J. L. Higbee & E. Goff (Eds.), Pedagogy and student services for institutional transformation: Implementing Universal Design in higher education (pp. 113-130). Minneapolis: University of Minnesota, College of Education and Human Development. (ERIC Document Reproduction Service No. ED503835). Retrieved from http://cehd.umn.edu/passit/.

  20. Arendale, D. R., & Others. (2007). A glossary of developmental education and learning assistance terms. Journal of College Reading and Learning, 38(1), 10-34.

  21. Higbee, J. L., Lundell, D. B., & Arendale, D. R. (Eds.). (2005). The General College vision: Integrating intellectual growth, multicultural perspectives, and student development. Minneapolis: University of Minnesota, General College, Center for Research on Developmental Education and Urban Literacy. Retrieved from http://purl.umn.edu/5357

Selected Presentations

  1.           Arendale, D. R. (September 2017). Best practices of postsecondary peer cooperative learning programs.
                       Workshop delivered online for the National College Learning Centers Association.
  2.           Arendale, D. R. (April 2017). EOA approach to best education practices. Workshop delivered online for
                       the Educational Opportunity Association.
  3.           Arendale, D. R. (November 2016). Induction ceremony for best education practices for TRIO programs.
                       Annual Conference of the Educational Opportunity Association. St. Louis, MO.
  4.          Arendale, D. R. (November 2016). Identifying, validating, and disseminating best education practices.
                     Paper presented at the Annual Conference of the Educational Opportunity Association. St. Louis, MO.
  5.          Arendale, D. R., Saretsky, G., & Thompson, L. (March 2016). Milestones in the history of the National
                     Association for Developmental Education: Perspectives by association presidents over the years. Annual
                     Conference of the National Association for Developmental Education. Anaheim, CA.
  6.          Arendale, D. R. (March 2016). Golden opportunities for vocational exploration by peer study group
                     leaders. Paper presented at the Annual Conference of the National Association for Developmental
                     Education. Anaheim, CA.
  7.          Arendale, D. R. (February 2016). EOA approach to best education practices. Workshop delivered online
                     for the Educational Opportunity Association.
  8. Arendale, D. R., Monk-Morgan, K., & Colvin, D. (September 2015). Overview of the MAEOPP Best Education Practices Center. Paper presented at the Council on Opportunity in Education Conference. Atlanta, GA.

  9. Arendale, D. R. (June 2015). Universal Instructional Design and best practices of embedded developmental education within entry level courses. Workshop delivered for the ten-campus Maricopa Community College District. Phoenix, AZ.

  10. Arendale, D. R. (March 2015). Leadership emergence among facilitators of peer study groups. Paper presented at the National Association for Developmental Education National Conference. Greenville, SC.

  11. Arendale, D. R. (February 2015). Postsecondary peer cooperative learning groups.  Paper delivered at the National Association for Developmental Education Conference, Greenville, SC.

  12. Holschub, J. P, Arendale, D. R., Caverly, D., Granger, S., McIver, M., & Villanueva, V. (January 2015). Future state of developmental education (Panelists). Panel discussion at the Student Success Symposium, Texas State University, San Marcos, TX.

  13. Arendale, D. R. (January 2015). . Personal and professional development with study group leaders.  Paper presented at the Student Success Symposium, Texas State University, San Marcos, TX.

  14. Arendale, D. R. (November 2014). Leadership emergence among facilitators of peer study groups.  Paper delivered at the College Reading and Learning Association Conference, St. Paul, MN.

  15. Arendale, D. R. (November 2014). Postsecondary peer cooperative learning groups. Paper delivered at the College Reading and Learning Association Conference, St. Paul, MN.

  16. Arendale, D. R. (July 2014). Integrating support services, instruction, and technology. Kellogg Institute for Developmental Education Leadership Academy. Appalachian State University, Boone, NC.

  17. Arendale, D. R.  (June 2014).  Employing Universal Learning Design to Increase Success for Students.  Workshop delivered for the Maricopa Community College District.  Phoenix, AZ

  18. Arendale, D. R. (November 2012). Impact of the MAEOPP Promising and Best Education Practices nationally. Plenary address delivered at the Mid-America Association of Educational Opportunity Program Personnel Conference. Kansas City, MO.

  19. Arendale, D. R. (November 2011). Identifying, validating, and disseminating best practices through an online center. Plenary address delivered by the Mid-America Association of Educational Opportunity Program Personnel Conference. Fontana, WI.

  20. Arendale, D. R. (November 2009). Identifying and disseminating best practices to improve college student achievement and persistence. Keynote address delivered for the Mid-America Association of Educational Opportunity Program Personnel Conference. St. Charles, IL. 

  21. Arendale, D. R. (July 2009). Peer Assisted Learning (PAL) programs: Choosing the most effective model to increase student retention and academic achievement. Paper presented at the Noel-Levitz National Conference on Student Recruitment, Marketing, and Retention. San Antonio, TX.  

  22. Arendale, D. R. (October 2008). The challenging road ahead: Learning assistance in the 21stcentury. Keynote address delivered for the College Reading and Learning Association Annual Conference. Cleveland, OH.  [ Link to narrated PowerPoint presentation. ]

  23. Arendale, D. R. (March 2007). Promising practices in developmental education. Keynote address delivered for the Developmental Education: Innovative Teaching Strategies Teleconference (Starlink Satellite Network of 160 colleges nationwide). Dallas, TX.