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 Research

EVALUATION

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

Qualitative

Detailed info from Smaller ”N”

Interviews, surveys, observation, focus groups etc. provide data

Follow protocol, triangulate

TELLS WHY

Quantitative

Large 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