Equity Outcomes: David Arendale's Narrated Publications

(Bonus) This is the course syllabus for the seminar approach for training student study group leaders described in the narration episode.

(Bonus) This is the published version of the narration of the article.

S02-E02 We feature one of my previous publications on using a seminar approach for training student study group leaders. I hope you find it useful. In addition to this audio episode, I also provide several PDF documents: first, a copy of the original publication with all the references. Second, a copy of my course syllabus distributed to the students in the seminar course.

(Bonus) This monograph provides a wide array of approaches to provide access for students from academically- and economically-disadvantaged backgrounds to college and support them towards graduation. The authors are from the General College at the University of Minnesota and other colleges across the nation.

(Bonus) This was one of my first publications where I took a deeper dive into the foundations to peer learning and clarified language describing it that is too often muddy and incorrect. I then provide an overview of six major peer programs that are used at colleges globally. Since this publication was published around 2005, more recent research studies will be missing. But, some of the foundational research is shared.

S02-E01 We feature one of my published book chapters. It is “Pathways of Persistence: A Review of Postsecondary Peer Cooperative Learning Programs.” It was one of my first publications where I took a deeper dive into the foundations to peer learning and clarified language describing it that is too often muddy and incorrect. I then provide an overview of six major peer programs that are used at colleges globally. Since this publication was published around 2005, more recent research studies will be missing. But, some of the foundational research is shared. In addition to this audio episode, I also provide several PDF documents: first, I provide a copy of the pathways of persistence book chapter. Second, I provide a copy of the book that it appeared inside. That book is named “Best Practices for Access and Retention in Higher Education.” The following links allow you to subscribe: iTunes and Apple Podcast, Amazon Music/Audible, Castbox.fm, Deezer, Facebook, Gaana, Google Podcast, iHeartRadio, Player.fm, Radio Public, Samsung Listen, Spotify, Stitcher, TuneIn, Twitter, Verbal, and YouTube. Automatically available through these podcast apps: Castamatic, iCatcher, Overcast, Pocket Casts, RSSRadio, and more. Please post comments to the podcast webpage, www.equitypodcast.org, iTunes, and other apps, or email to me, arendale@umn.edu You can also check out my other four podcasts and other social media at www.davidmedia.org

(Bonus) Social justice is justice in terms of the distribution of wealth, opportunities, and privileges within a society. In Western as well as in older Asian cultures, the concept of social justice has often referred to the process of ensuring that individuals fulfill their societal roles and receive what was their due from society. In the current movements for social justice, the emphasis has been on the breaking of barriers for social mobility, the creation of safety nets and economic justice. Social justice assigns rights and duties in the institutions of society, which enables people to receive the basic benefits and burdens of cooperation. The relevant institutions often include taxation, social insurance, public health, public school, public services, labor law, and regulation of markets, to ensure fair distribution of wealth, and equal opportunity.

(Bonus) Institutional racism, also known as systemic racism, is a term that refers to a form of racism that is embedded in the laws and regulations of a society or an organization. It manifests as discrimination in areas such as criminal justice, employment, housing, health care, education, and political representation. The term institutional racism was first coined in 1967 by Stokely Carmichael and Charles V. Hamilton in Black Power: The Politics of Liberation. Carmichael and Hamilton wrote in 1967 that while individual racism is often identifiable because of its overt nature, institutional racism is less perceptible because of its "less overt, far more subtle" nature. Institutional racism "originates in the operation of established and respected forces in the society, and thus receives far less public condemnation than [individual racism]".

(Bonus) Racism is the belief that groups of humans possess different behavioral traits corresponding to inherited attributes and can be divided based on the superiority of one race over another. It may also mean prejudice, discrimination, or antagonism directed against other people because they are of a different race or ethnicity. Modern variants of racism are often based in social perceptions of biological differences between peoples. These views can take the form of social actions, practices or beliefs, or political systems in which different races are ranked as inherently superior or inferior to each other, based on presumed shared inheritable traits, abilities, or qualities. There have been attempts to legitimize racist beliefs through scientific means, which have been overwhelmingly shown to be unfounded.

S01-E14 In part four of the four-part series the glossary terms are "racial healing" through the final term, "tone policing."

(Bonus) Impostor syndrome (also known as impostor phenomenon, impostorism, fraud syndrome or the impostor experience) is a psychological pattern in which an individual doubts their skills, talents, or accomplishments and has a persistent internalized fear of being exposed as a "fraud". Despite external evidence of their competence, those experiencing this phenomenon remain convinced that they are frauds and do not deserve all they have achieved. Individuals with impostorism incorrectly attribute their success to luck or the Matthew effect, for example, or they incorrectly interpret it as a result of deceiving others into thinking they are more intelligent than they perceive themselves to be. Impostor syndrome also occurs in normal human-to-human relationships. Based on this syndrome, continuing doubts about people and individual defense mechanisms are considered difficult to achieve healthy relationships. While early research focused on the prevalence among high-achieving women, impostor syndrome has been recognized to affect both men and women equally.

(Bonus) Social privilege is a theory of special advantage or entitlement, used to one's own benefit and/or to the detriment of others. Privileged groups can be advantaged based on social class, caste, age, height, nationality, disability, ethnic or racial category, gender, gender identity, neurology, sexual orientation, physical attractiveness, and religion. It is generally considered to be a theoretical concept used in a variety of subjects and often linked to social inequality. Privilege is also linked to social and cultural forms of power. It began as an academic concept, but has since been invoked more widely, outside of academia. This subject is based on the interactions of different forms of privilege within certain situations. Furthermore, it must be understood as the inverse of social inequality, in that it focuses on how power structures in society aid societally privileged people, as opposed to how those structures oppress others.

(Bonus) Prejudice can be an affective feeling towards a person based on their perceived group membership. The word is often used to refer to a preconceived (usually unfavourable) evaluation or classification of another person based on that person's perceived political affiliation, sex, gender, beliefs, values, social class, age, disability, religion, sexuality, race, ethnicity, language, nationality, complexion, beauty, height, occupation, wealth, education, criminality, sport-team affiliation, music tastes or other personal characteristics. The word "prejudice" can also refer to unfounded or pigeonholed beliefs and it may apply to "any unreasonable attitude that is unusually resistant to rational influence". Gordon Allport defined prejudice as a "feeling, favorable or unfavorable, toward a person or thing, prior to, or not based on, actual experience". Auestad defines prejudice as characterized by "symbolic transfer", transfer of a value-laden meaning content onto a socially-formed category and then on to individuals who are taken to belong to that category, resistance to change, and overgeneralization.

S01-E13 In part three of the four-part series the glossary terms are "equity" through "racial equity."

(Bonus) Acculturation is a process of social, psychological, and cultural change that stems from the balancing of two cultures while adapting to the prevailing culture of the society. Acculturation is a process in which an individual adopts, acquires and adjusts to a new cultural environment as a result of being placed into a new culture, or when another culture is brought to you. Individuals of a differing culture try to incorporate themselves into the new more prevalent culture by participating in aspects of the more prevalent culture, such as their traditions, but still hold onto their original cultural values and traditions. The effects of acculturation can be seen at multiple levels in both the devotee of the prevailing culture and those who are assimilating into the culture.

(Bonus) Cultural appropriation is the unacknowledged or inappropriate adoption of an element or elements of one culture or identity by members of another culture or identity. This can be controversial when members of a dominant culture appropriate from minority cultures. According to critics of the practice, cultural appropriation differs from acculturation, assimilation, or equal cultural exchange in that this appropriation is a form of colonialism. When cultural elements are copied from a minority culture by members of a dominant culture, and these elements are used outside of their original cultural context ─ sometimes even against the expressly stated wishes of members of the originating culture – the practice is often received negatively. Cultural appropriation is considered harmful by various groups and individuals, including Indigenous people working for cultural preservation, those who advocate for collective intellectual property rights of the originating, minority cultures, and those who have lived or are living under colonial rule. Cultural appropriation can include the exploitation of another culture's religious and cultural traditions, dance steps, fashion, symbols, language, and music.

(Bonus) Anti-racism encompasses a range of ideas and political actions which are meant to counter racial prejudice, systemic racism, and the oppression of specific racial groups. Anti-racism is usually structured around conscious efforts and deliberate actions which are intended to provide equal opportunities for all people on both an individual and a systemic level. As a philosophy, it can be engaged in by the acknowledgment of personal privileges, confronting acts as well as systems of racial discrimination, and/or working to change personal racial biases.

S01-E12 In part two of the four-part series the glossary terms are "acculturation" through "equality."

(Bonus) This is the published glossary that the four-part podcast series is based upon. The coauthors are a group of People of Color and several Whites who worked together to identify important glossary terms in the national dialogue on race in America.

(S01-E11) This episode provides an introduction to the antiracism glossary. Be sure to download the PDF copy of the antiracism glossary that was published. The following links allow you to subscribe: iTunes and Apple Podcast, Amazon Music/Audible, Castbox.fm, Deezer, Facebook, Gaana, Google Podcast, iHeartRadio, Player.fm, Radio Public, Samsung Listen, Spotify, Stitcher, TuneIn, Twitter, Verbal, and YouTube. Automatically available through these podcast apps: Castamatic, iCatcher, Overcast, Pocket Casts, RSSRadio, and more. Please post comments to the podcast webpage, www.equitypodcast.org, iTunes, and other apps, or email to me, arendale@umn.edu You can also check out my other four podcasts and other social media at www.davidmedia.org

(Bonus PDF) Transcript of Mentoring in the Classroom: Making the Implicit Explicit

S01-E10 In this podcast episode, we feature a previously published article named “Mentoring in the Classroom: Making the Implicit Explicit” Based upon the SI model, this publication identifies some of the strategies used by SI leaders to mentor their student that instructors can do to make things that they think are clear to the students (the implicit part) and make them clear for everyone (the explicit part). There are plenty of learning activities that SI leaders use with their students that could be incorporated into a faculty member's normal classroom activities. That is what I did for decades in my introductory global history course. In addition to this audio episode, I also provide a transcript of the publication. I hope you enjoy this audio version of the article. The following links allow you to subscribe: iTunes and Apple Podcast, Amazon Music/Audible, Castbox.fm, Deezer, Facebook, Gaana, Google Podcast, iHeartRadio, Player.fm, Radio Public, Samsung Listen, Spotify, Stitcher, TuneIn, Twitter, Verbal, and YouTube. Automatically available through these podcast apps: Castamatic, iCatcher, Overcast, Pocket Casts, RSSRadio, and more. Please post comments to the podcast webpage, www.equitypodcast.org, iTunes, and other apps, or email to me, arendale@umn.edu You can also checkout my other four podcasts and other social media at www.davidmedia.org

(Bonus PDF) This is a transcript of "Use of Supplemental Instruction in an Urban High School"

S01-E09 In this podcast episode, we feature a previously published article named “Use of Supplemental Instruction at an urban high school” The same learning strategies that are modeled during SI in a first-year college history course can also be modeled and practiced in a high school history course. Westport High School was adopted by the former billionaire owner of the Kansas City Royals baseball team to support their completing a college degree. In addition to this audio episode, I also provide a transcript of the publication. I hope you enjoy this audio version of the article. The following links allow you to subscribe: iTunes and Apple Podcast, Amazon Music/Audible, Castbox.fm, Deezer, Facebook, Gaana, Google Podcast, iHeartRadio, Player.fm, Radio Public, Samsung Listen, Spotify, Stitcher, TuneIn, Twitter, Verbal, and YouTube. Automatically available through these podcast apps: Castamatic, iCatcher, Overcast, Pocket Casts, RSSRadio, and more. Please post comments to the podcast webpage, www.equitypodcast.org, iTunes, and other apps, or email to me, arendale@umn.edu You can also checkout my other four podcasts and other social media at www.davidmedia.org

(Bonus PDF) Transcript of the narrated article, Use of Supplemental Instruction at the University of Missouri-Kansas City Law School.

S01-E08 We feature a previously published article named “Use of Supplemental Instruction at the UMKC School of Law.” The focus for this publication was the use of SI in the School of Law. There is a high dropout rate in law school just like with the first year of college. The same strategies that are used by SI leaders in an introductory history course can be applied to the challenging courses during the first year of a law program. In addition to this audio episode, I also provide a transcript of the publication. I hope you enjoy this audio version of the article. The following links allow you to subscribe: iTunes and Apple Podcast, Amazon Music/Audible, Castbox.fm, Deezer, Facebook, Gaana, Google Podcast, iHeartRadio, Player.fm, Radio Public, Samsung Listen, Spotify, Stitcher, TuneIn, Twitter, Verbal, and YouTube. Automatically available through these podcast apps: Castamatic, iCatcher, Overcast, Pocket Casts, RSSRadio, and more. Please post comments to the podcast webpage, www.equitypodcast.org, iTunes, and other apps, or email to me, arendale@umn.edu You can also checkout my other four podcasts and other social media at www.davidmedia.org

(Bonus PDF) Transcript of previously published article named “Sl : Supporting the Classroom Experience.” The focus was how SI reduced college dropouts and provided a professional development opportunity for the classroom faculty members. In addition to this audio episode, I also provide a transcript of the publication.

S01-E07 We feature a previously published article named “Sl : Supporting the Classroom Experience.” The focus was how SI reduced college dropouts and provided a professional development opportunity for the classroom faculty members. In addition to this audio episode, I also provide a transcript of the publication.  The following links allow you to subscribe: iTunes and Apple Podcast, Amazon Music/Audible, Castbox.fm, Deezer, Facebook, Gaana, Google Podcast, iHeartRadio, Player.fm, Radio Public, Samsung Listen, Spotify, Stitcher, TuneIn, Twitter, Verbal, and YouTube. Automatically available through these podcast apps: Castamatic, iCatcher, Overcast, Pocket Casts, RSSRadio, and more. Please post comments to the podcast webpage, www.equitypodcast.org, iTunes, and other apps, or email to me, arendale@umn.edu You can also checkout my other four podcasts and other social media at www.davidmedia.org

(Bonus PDF) This is a transcript of the podcast, SI Supporting and Extending the First-Year Experience.

S01-E06 We feature a publication from the late 1990s that explored t e role of Supplemental Instruction supporting and extending the First-Year Experience. Towards the end of the narration listen for the description of several experiments of using SI as a faculty development activity. This is an area that deserves more experimentation and reporting. In addition to this audio episode, I also provide a PDF transcription of this podcast episode.  The following links allow you to subscribe: iTunes and Apple Podcast, Amazon Music/Audible, Castbox.fm, Deezer, Facebook, Gaana, Google Podcast, iHeartRadio, Player.fm, Radio Public, Samsung Listen, Spotify, Stitcher, TuneIn, Twitter, Verbal, and YouTube. Automatically available through these podcast apps: Castamatic, iCatcher, Overcast, Pocket Casts, RSSRadio, and more. Please post comments to the podcast webpage, www.equitypodcast.org, iTunes, and other apps, or email to me, arendale@umn.edu You can also check out my other four podcasts and other social media at www.davidmedia.org

(Bonus PDF) This is a transcript of the foundational theories for the SI model. New theories have emerged and built upon the older ones. One of the enduring components of this publication is the comparison of the two models for treating people: the medical model and the public health model. Dr. Robert Blanc, one of the key people involved with developing SI in the early days, should be credited with that metaphor.

S01-E05 We feature an update of the early 1990s foundational theories for the SI model. New theories have emerged and built upon the older ones. One of the enduring components of this publication is the comparison of the two models for treating people: the medical model and the public health model. Dr. Robert Blanc, one of the key people involved with developing SI in the early days, should be credited with that metaphor. Once again, some of my family of synthetic voices will provide the narration of the publication. Felicia will be the primary narrator with Donald asking questions. Leslie and Matthew will read the direct quotations by the educators. I hope you have an informative and pleasant listening experience. In addition to this audio episode, I also provide a transcript of this narration. Let's listen to Felicia as she begins the narration of the foundational theories for the Supplemental Instruction model. The following links allow you to subscribe: iTunes and Apple Podcast, Amazon Music/Audible, Castbox.fm, Deezer, Facebook, Gaana, Google Podcast, iHeartRadio, Player.fm, Radio Public, Samsung Listen, Spotify, Stitcher, TuneIn, Twitter, Verbal, and YouTube. Automatically available through these podcast apps: Castamatic, iCatcher, Overcast, Pocket Casts, RSSRadio, and more. Please post comments to the podcast webpage, www.equitypodcast.org, iTunes, and other apps, or email to me, arendale@umn.edu You can also checkout my other four podcasts and other social media at www.davidmedia.org

(Bonus PDF) This is a transcript of the narrated history of the Supplemental Instruction program. It also includes references from the original article along with several diagrams. 

S01-E04 We feature my history of Supplemental Instruction that was published several decades ago. I updated the history with more accurate numbers regarding the institutions and countries operating the SI program. I also briefly talk about the national SI or PASS centers located around the world. I conclude the history with some personal comments of what it was like to work directly with Dr. Deanna Martin for over a decade at the SI office at UMKC. I also share some thoughts about the current leaders of the International Center for SI and what the future may hold for SI. It was certainly a privilege to be a witness to the development and expansion of SI into a world-wide program. The primary synthetic voices for this episode are Olivia and Henry. When there are direct quotations to read, Ronald and Carole use their voices. Please share your comments about the episode and the use of the voices. I am learning more how to employ the synthetic family to make this a more pleasant listening experience. Especially since this episode is 45 minutes long. In addition to this audio episode, I also provide a transcript of this episode along with references included in the original version of this history. The following links allow you to subscribe: iTunes and Apple Podcast, Amazon Music/Audible, Castbox.fm, Deezer, Facebook, Gaana, Google Podcast, iHeartRadio, Player.fm, Radio Public, Samsung Listen, Spotify, Stitcher, TuneIn, Twitter, Verbal, and YouTube. Automatically available through these podcast apps: Castamatic, iCatcher, Overcast, Pocket Casts, RSSRadio, and more. Please post comments to the podcast webpage, www.equitypodcast.org, iTunes, and other apps, or email to me. Thanks for listening, David Arendale, arendale@umn.edu

(Bonus PDF) This is the publication from which the podcast for administrative placement of Supplemental Instruction programs was based. This is an excerpt from my dissertation which is available online.

S01-E03 We feature Administrative Placement of Supplemental Instruction Programs. There was a frequent question where should the program should be administratively based: academic affairs or student affairs. Historically, SI had been based in both places and there were plenty of opinions on which was the better place. I decided to add that question to my dissertation study of all SI programs in the United States. This publication contains the study that resulted in an answer. In addition to this audio episode, I also provide the transcript of the narration of that section of my dissertation. The following links allow you to subscribe: iTunes, Amazon Music/Audible, Castbox.fm, Deezer, Facebook, Gaana, Google Podcast, iHeartRadio, Player.fm, Radio Public, Samsung Listen, Spotify, Stitcher, TuneIn, Twitter. and Vurbl. Automatically available through these podcast apps: Castamatic, iCatcher, Overcast, Pocket Casts, RSSRadio, and more. Please post comments to the individual episodes at www.equitypodcast.org, podcast review and rating section within iTunes and other apps, or email to me. Thanks for listening, David Arendale, arendale@umn.edu    

(Bonus PDF) This is a transcript of the episode, Understanding the Supplemental Instruction Model.

S01-E02 In this podcast episode, featured is Understanding the Supplemental Instruction Model. This is my most heavily cited publication of anything that I have written. I was working at the University of Missouri-Kansas City at the time with responsibilities for dissemination of the SI model through training workshops, research, and publications. Variations of this article were first published back in the 1980s. While there are things that I would update in I was writing the article today, it still provides a foundation for the SI model. Let's listen to Olivia as she reads the article, Understanding the Supplemental Instruction Model.

S01-E01 Welcome to the first episode of the Equity Podcast. Equity is about achieving equal outcomes for everyone, not just providing equal chances of obtaining those outcomes. This podcast will feature audio versions of my previous scholarship related to educational equity such as student peer learning groups, Universal Design for Learning, accessible learning technologies, and more. This episode also introduces you to the synthetic voices that will be doing most of the narration.