Draft:Deanna Martin

Deanna C. Martin (born February 6, 1939, in Kansas City, Missouri) was the Director of the Center for Academic Development at the University of Missouri - Kansas City (UMKC) from 1984 to 2002. The University of Missouri - Kansas City awarded Martin a PhD in Education in 1978.

While working on her PhD, Martin designed the first Supplemental Instruction offering and applied it to the health sciences: "Gary Widmar, Chief Student Affairs Officer, hired Deanna Martin, a then doctoral student in reading education, in 1972 to work on a $7,000 grant from the Greater Kansas City Association of Trusts and Foundation to solve the attrition problem among minority professional school students in medicine, pharmacy, and dentistry." Discussing the origins of SI, Chanté Evans, the Coordinator of Supplemental Instruction at UMKC in 2023, explained that Martin's work on SI followed "the civil rights era and at a time where students of color were integrating into UMKC. Retention rates were declining, and there was a need for a new type of academic support program that would be low cost, yet effective.  Rather than targeting at-risk students, supplemental instruction aids all students enrolled in difficult courses, or those with high DFW rates." In 1981, Martin's Supplemental Instruction model was accepted by the US Department of Education's National Diffusion Network (NDN) as an "Exemplary Program." The Kansas City Star reported that Martin's submission was "the first of the nation's 250 such programs to receive national validation by the U.S. Department of Education ... As a result, [the Department of Education] will be distributing summaries of its program to colleges across the country." The Department of Education's endorsement gave Martin national attention and promoted her program. In 1990, there were 150 colleges and universities that hosted SI programs. But outside of the US, Martin encountered a problem with the name "Supplemental Instruction" in some countries and regions. "Deanna Martin met with [the UK] national education labor representatives to clarify the role of the SI program and how it enabled students to be more prepared for the tutorial services and class lectures. Even after these informal negotiations were resolved to the satisfaction to all parties, the name of the program was still potentially confusing. The UK educators who were interested in SI developed an alternative name for the program, PALs (J. Wallace, personal communication, July 16, 2001). In Australia the term of choice by many who have implemented the SI program is Peer Assisted Study Sessions (PASS)." Many schools across the world use the term "Peer-Assisted Study Sessions" for SI. Martin's Center for Academic Development treated SI and PASS as one program and conducted training sessions for Certified Trainers (CTs). "The CTs were invited by the UMKC staff to conduct SI Supervisor training workshops and provide consulting services to institutions in their geographic area. Each CT had already established a thriving SI program on their home campus and had institutional support to help other colleges to successfully implement SI. To date, a dozen faculty members or administrators from institutions in the U.S. and colleagues from Australia, Mexico, South Africa, Sweden, and the United Kingdom have been selected for both this honor and service." In the early 1990's Martin helped to establish a center for SI in South Africa at Port Elizabeth University, which is now Nelson Mandela University and used a variation on Supplemental Instruction, Video Supplemental Instruction (VSI). Early in the development of the VSI program, Deanna Martin, founder of both SI and VSI, spent a great deal of time nurturing relationships with administrators, faculty, and staff to get the VSI pilot off the ground. In the mid-90s, the University of Missouri funded the Center for Academic Development to deliver Supplemental Instruction to an all-Black Ethembeni Community College and (mostly) White Port Elizabeth University. Independent researchers involved in the effort concluded that experienced lecturers were preferred over VSI but that VSI may "have positive implications" in a post-apartheid South Africa that lacked experienced teaching staff for the majority-Black nation. Although experienced lecturers might be still preferable to VSI, these results may have positive implications for distance learning in the absence of enough experienced lecturing or teaching staff, especially in rural areas. In 2001, the UMKC Alumni Association awarded Deanna C. Martin the Alumna of the Year award in Education.

Publications
Martin, D. C. (1977). The Learning Center: A Comprehensive Model for Colleges and Universities. Grand Rapids MI: Acquinas College, ERIC ED 162 294. https://eric.ed.gov/?id=ED162294.

Martin, D. C. (1980). Learning Centers in Professional Schools. Examining the Scope of Learning Centers (pp. 69-79). San Francisco CA: Jossey-Bass.

Martin, D. C., & Blanc, R. (1981). The Learning Center’s Role in Retention: Integrating Student Support Services with Departmental Instruction. The Journal of Developmental and Remedial Education, 4(3), 2-4, 21-23. https://www.jstor.org/stable/44945160.

Martin, D. C., Blanc, R., & DeBuhr, L. (1982). Supplemental Instruction: A Model for Increasing Student Performance and Persistence. How to Succeed with Academically Underprepared Students: A Catalog of Successful Practices (pp. 75-79). Iowa City IA: ACT National Center for the Advancement of Educational Practices.

Blanc, R., DeBuhr, L., & Martin, D. C. (1983). Breaking the Attrition Cycle: the Effects of Supplemental Instruction on Undergraduate Performance and Attrition. Journal of Higher Education, 54(1), 80-89.

Blanc, R., & Martin, D. C. (1984). An Evaluation of a Preparation Program for Medical Students Who Previously Failed Part 1 of the NBME Examinations. Journal of Medical Education, 59, 667-669.

Lubin, B., Martin, D. C., Blanc, R., & Bootzin, R. R. (1984). Study Guide and Readings for Abnormal Psychology, Current Perspectives, 3rd Edition. New York: Random House.

Martin, D. C., & Arendale, D. (1984). Editors’ Note. New Directions in Teaching and Learning, 60, 1-2

Martin, D. C., & Blanc, R. (1984). Improving Reading Comprehension through Reciprocal Questioning Techniques. Lifelong Learning, 7(4), 29-31.

Martin, D. C. (1985). Multiple Services on Request: Kansas City’s Metropolitan Area Schools Project. New Directions in Teaching and Learning, 24, 101-109.

Martin, D. C., Mocker, D. W., & Brown, N. C. (1986). Joining Forces for Urban Youth: The NASULGC Urban University/Urban School Collaborative Program, a Final Report. ERIC ED 296043: National Association of State Universities and Land Grant Colleges.

Martin, D. C., & Gravina, M. (1990). Serving Students Where They Fail: In Class. Threshholds in Education, 16(3), 26, 28-30.

Martin, D. C., Hall, P., & Arendale, D. (1991). Academic Success for Inner City Youth: The Positive Effects of Supplemental Instruction with an Urban High School. Proceedings of the National Association of State Universities and Land Grant Colleges Conference (p. ??). Washington DC: National Association of State Universities and Land Grant Colleges. ERIC ED 396611.

Martin, D. C., &  Arendale, D. (1992). Supplemental Instruction: Improving First-year Student Success in High Risk Courses. Columbia SC: National Resource Center for the Freshman Year Experience and Students in Transition. ERIC ED 396611.

Martin, D. C., & Arendale, D. (1993). Supplemental Instruction and Video-based Supplemental Instruction. Powerful Partnerships: A Shared Responsibility for Learning (pp. 6-7). Washington DC: American Association for Higher Education.

Martin, D. C., & Arendale, D. (1993). Supplemental Instruction in the First College Year. Supplemental Instruction: Improving First-Year Student Success in High Risk Courses (2 ed., pp. 11-18). Columbia SC: National Resource Center for the Freshman Year Experience and Students in Transition.

Martin, D. C., & Arendale, D. (1993). Foundation and Theoretical Framework for Supplemental Instruction. Supplemental Instruction: Improving First-Year Student Success in High Risk Courses (pp. 41-50). Columbia SC: National Resource Center for the Freshman Year Experience and Students in Transition.

Martin, D. C., Hall, P., & Arendale, D. (1993). Use of Supplemental Instruction at an Urban High School. Supplemental Instruction: Improving First-Year Student Success in High Risk Courses (2nd ed., pp. 31-33). Columbia SC: National Resource Center for the Freshman Year Experience and Students in Transition. ERIC ED 396611.

Martin, D. C., Blanc, R., & Arendale, D. (1994). Mentorship in the Classroom. Teaching Excellence, 6(1), 1-2.

Martin, D. C., & Blanc, R. (1994). Video-based Supplemental Instruction: A Pathway to Mastery and Persistence. Supplemental Instruction: Increasing Achievement and Retention (pp. 83-92). San Francisco CA: Jossey-Bass.

Blanc, R., & Martin, D. C. (1994). Supplemental Instruction: Increasing Student Performance and Persistence in Difficult Academic Courses. academic medicine, 69(6), 452-454.

Mocker, D. W., Martin, D. C., & Brown, N. C. (1988). Lessons Learned from Collaboration. Urban Education, 23, 42-50.

Martin, D. C., & Blanc, R. (1994). Supplemental Instruction: An Organic Model in Transition. Helping Students Learn from Each Other: Supplemental Education (pp. 91–94). Birmingham, UK: Staff and Educational Development Association.

Martin, D. C., & Arendale, D. (1994). Review of Research Concerning the Effectiveness of Supplemental Instruction from the University of Missouri-Kansas City and Other Institutions from Across the United States. Kansas City MO: Center for Supplemental Instruction.

Martin, D. C. (1994). Video-based Supplemental Instruction: An Alternative to Remedial Courses. The National Forum on New Student Athletes (pp. 33-34). Columbia SC: The National Resource Center for the Freshman Year Experience and Students in Transition.

Martin, D. C., Blanc, R., & Arendale, D. (1994). Mentorship in the Classroom: Making the Implicit Explicit. Teaching Excellence, 6(1), 1-2.

Blair, K. (Director). (1994). Video-based Supplemental Instruction Panel Discussion [Motion picture]. USA: Center for Supplemental Instruction, University of Missouri-Kansas City.

Martin, D. C., Blanc, R., & Arendale, D. (1996). Supplemental Instruction: Supporting the Classroom Experience. The Community College: Opportunity and Access for America’s First Year Students (pp. 123-133). Columbia SC: The National Resource Center for the Freshman Year Experience and Students in Transition.

Martin, D. C., Lorton, M., Blanc, R., & Evans, C. (1996). Supplemental Instruction: Helping Students Help Each Other. Enabling Student Learning: Systems and Strategies (pp. 97-101). Birmingham UK: Kogan Page Publishers.

Martin, D. C., Arendale, D., & Widmar, G. (1998). Creating Communities for Learning. Bridges to Student Success: Exemplary Programs (pp. 27-33). Washington DC: National Association for Student Personnel Administrators.

Martin, D. C., & Blanc, R. (2001). Video-based Supplemental Instruction. Journal of Developmental Education, 24(3), 12-19.

Martin, D. C. (2005). SI: Past, Present and Future. ''SI-VBET National Newsletter (pp. 8-12). Port Elizabeth, South Africa: Nelson Mandela Metropolitan University.''

Martin, D. C. (2008). Forward. The Australasian Journal of Peer Learning,1(1) (pp. 3-5).