DEVELOPMENTAL EDUCATION PRACTITIONER/SCHOLARS:

PROMOTING RESEARCH CONTRIBUTIONS FROM THE “FRONT LINE”

Barbara J. Calderwood Assistant Director for Publications

National Center for Developmental EducationAppalachian State University, Boone, NC

www.ncde.appstate.edu

Workshop for Collin College Faculty January 7, 2011

National Center for Developmental Education

Appalachian State University

SNOWBALL FIGHT!Icebreaker

1. On plain white paper write:(a) your name and (b) what you believe is the most pressing

issue for research in developmental education.

SNOWBALL FIGHT!

2. Divide the room down the middle and move to either side of the room, taking your paper along and scrunching it into a “snowball.”

3. Let the snowballs launch! First throw yours, then pick up the nearest

snowball and keep throwing until time is called.

SNOWBALL FIGHT!

4. When time is called, keep the “snowball” you have in hand or pick up the nearest one.

Side A will find the originator of their “in hand” snowball, ask the originator to briefly explain their research issue noted on the paper, and listen carefully in order to be prepared to explain the issue to the group.

Workshop Goals Define

Importance of research Culture of Evidence / Formal Research Types of Evaluation

Brainstorm Research Projects Review of published studies Potential studies from Collin Community College faculty

Discuss Hot Topics in the Field Fitting into the Research Agenda

College-wide/State priorities

Importance of Research Research should undergird

practice in developmental education.

Evaluation should be systematic Two-way communication is

essential: . practitioners researchers

Importance of Research“Culture of Evidence”

Data collection from individual courses, programs, institutions

Provides some evaluation evidence

Often convenience sample

Limited transferability of findings

Formal Research Studies

Planned research design

Selective population Often longitudinal/

cross campus data Appropriate

analysis applied to reach findings

Importance of ResearchEVALUATION

FormativeOngoing / impacts

changes to learning environment

Classroom researchAction research

SummativeCompleted at

conclusion of intervention /tells “what happened”

Outcomes assessment at conclusion (i.e., CCCC Tracking data)

Importance of ResearchEVALUATION

QualitativeDetailed info from Smaller

”N”Interviews, surveys,

observation, focus groups etc. provide data

Follow protocol, triangulateTELLS WHY

QuantitativeLarge sample Statistically

analyzed data or frequency

Cross institutional/ longitudinal data

TELLS WHAT

Developing a Research Project Partner to strengthen study

complementary co-researchers/authors (statistician, experienced writer, access to institutional research)

Parallel practitioners for teaching/learning study Disaggregate data

Ethnicity/age/gender/socio-economic status / part- or fulltime/hours employed

Build your study Departmental/campus report Conference Presentation Journal article

Moving Toward Publication Be well familiar with the publication

targeted for submission (authors guidelines) Consider “drafting” additional or new

teammates Follow editorial style and submission

requirement carefully If not accepted for publication, learn from

process—If asked to revise and resubmit, be sure you understand and address all requests (this is a great sign!)

Common Themes from Guidelines for Evaluation

Clearly, directly, and simply articulate the questions, purpose, goals, and objectives to be addressed (AAHE: #3, #7 B & B: #1 MDRC: #4, #5)

Pool resources/colleagues (AAHE: #6 B & B: #3 MDRC: #7, #8)

Fully understand methodology and findings (AAHE: #2 MDRC:#6)

Apply multiple criteria/models as appropriate (AAHE: #4 B & B: #2, #4, #5, #6)

Sample Article Review Briefly read/review article. As a group, discuss and note the type of

study it represents and its evaluation characteristics.

Select group representative who will report: Brief summary of the study Characteristics of research/evaluation How study results/information can be best

used(5 minute report)

Potential Research Project from Group Member

Back in groups, choose one idea from for a research project

Outline how to develop and build a study (report—presentation—publication)

Choose a group representative to report your ideas for development. (5 minutes)

Hot Topics (JDE) Learning communities in

DE Accelerated Learning

Programs

Peer-Assisted Learning Peer-Assisted Study

Strategies Civil Rights and Learning

Assistance Right to Postsecondary

Education

Downside of technology Socially immature

students Dual enrollment ADHD Academic coaching Military and impact on

learning centers Effectiveness of

community and social support/social media tools.

Hot Topics (JDE) Decentralized vs. centralized

programs Optimal class size Adjunct instructors Limited English/limited literacy

programs  Mandatory vs. voluntary placement Adaptive testing & technology Disability technology Developmental education online  Developmental education theory ESL teaching/learning/literacy Policy and program changes Brain-based constructive knowledge Mathematics

constructivism/technology in mathematics

 

  Exit

requirement/entrance requirement alignment

Bridge programs (possible merging with literacy program)

  Use of technology

(specifically graphing calculators mentioned)

P-16 initiatives Seamless education Placement/assessment

instruments (specifically being examined in math)

Hot Topics (Collin College Strategic Plan)

Professional development (faculty/staff)

Alternate delivery models Curriculum alignment (exit/entrance) Entrance Assessment/Placement Online Instruction Program Certification Expanded Advising (affective/see TIDES article)

Hot Topics (TX Higher Ed. Coordinating Board)

Innovative DE initiatives/programs Non-semester length interventions Dual credit/single credit courses

Testing Entrance & exit

Adult Transition

Practitioner/Scholars: promoting research contributions

from the “front line” Prior to implementing change

Consult literature Explore options for data collection/evaluation

Share / disseminate findings With colleagues Campus constituents State agencies/administration/representatives

…to improve the quality of practice in postsecondary developmental education

Questions / Discussion