Associate Professor of History and Higher Education
Postsecondary Teaching & Learning
225 Burton Hall
178 Pillsbury Dr S E
Monday, 2:30 to 4:00 pm
Tuesday, 10 am to noon
Wednesday, 2:30 to 4:00 pm
Other office hours arranged, including evenings
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
Greetings. My formal academic preparation is with history and higher education administration. That background serves me well as I investigate the history of academic access programs for postsecondary education and practices that 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 effectivenesss 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: 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 research project is divided into three inter-related questions and knowledge generated through my scholarship provides different contexts for understanding and improving student success. Qualitative and quantitative data is collected and analyzed to derive answers to the questions.
- What is the comprehensive history of academic access in postsecondary education and does it provide lessons for the present and future?
- How can faculty members effectively teach students not only what to know, but also how to know it through appropriate class activities and assignments in their introductory college courses?
- What are critical components needed to create a new, more powerful and relevant postsecondary peer cooperative learning model?
My highest priority is building conversations that span the practitioner, researcher, and theoretician segments within the education and public policy communities. Too often these segments operate in intellectual silos, separated from one another. One element of my work disseminates best practices to the practitioners and policy makers through publications, training materials, conference presentations, training workshops, and use of new media delivery systems such as blog pages, wiki web pages, and podcasting. Another element engages in conversation with theoreticians and researchers of the real-world needs of the practitioners and the students. This translation work among these communities is essential for moving forward with a more successful approach for improving student achievement. [ 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 PsTL 1251, Global History and Culture. [ Click for more information. ]
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 have served 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. ]
Arendale, D. R. (2010). Access at the crossroads: Learning assistance in higher education. ASHE Higher Education Report 35 (6). San Francisco: Jossey-Bass.
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 http://conservancy.umn.edu/bitstream/125273/5/CC50_UMN_ebook.pdf
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).
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.
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.
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/.
Arendale, D. R., & Others. (2007). A glossary of developmental education and learning assistance terms. Journal of College Reading and Learning, 38(1), 10-34. Retrieved from: http://findarticles.com/p/articles/mi_hb3247/ is_1_38/ ai_n29390778/pg_1?tag=artBody;col1
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
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.
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.
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.
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.
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. ]
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.