Translating Research to Inform Developmental Education Policy and Practice

1. Translating Research to Inform Developmental Education Policy and Practice Nikki Edgecombe, Community College Research Center Hunter Boylan, National Center for Developmental Education, Appalachian State University David Crook, University Dean for Institutional Research and Assessment, City University of New York The 5th Annual Conference on Acceleration in Developmental Education Baltimore, MD

2. Considerations for translating research to practice • The body of research on developmental education is growing • It can be hard to discern the quality of research and significance of findings • Research findings may not be actionable or may inspire a potential range of actions How do you effectively use research to inform developmental education improvement efforts? What do you need to consider in doing so?

3. Today’s Presentation • Types of research • What kind of information are they designed to generate? • What are their benefits and limitations? • Translating research into practice • Framing the process • Lessons from researchers and policymakers • What are your experiences translating research into practice?

4. Developmental education research may include: • Impact studies • Program evaluations • Implementation analysis Other common forms of research include practitioner research and descriptive outcomes analyses.

5. Impact Studies

6. Program Evaluations

7. Implementation Analyses

8. Translating Research into Practice: Teaching and Learning

9. Translating Research Into Practice: Individual Reform

10. Translating Research Into Practice: Institutional Policy

11. Translating Research Into Practice Takeaways • It is important to weigh the strengths and limitations of the research as you utilize it to improve developmental education • Most developmental education reforms have generated only small and short-term effects, which may be attributable to: • Concessions made for pragmatic reasons that can undermine implementation • Propensity to implement small-scale and minimally disruptive reforms • A lack of sustained, targeted supports that span students’ college careers • We need a stronger understanding of teaching and learning in developmental education; therefore, systematic pedagogical experimentation and documentation is essential

12. Questions for Panelists • How would you describe the state of the research on developmental education? Where do we have strong understandings? What areas need further exploration? • How do you use research on developmental education in your work? • If you were advising policymakers and practitioners, what recommendations would you have in terms of the most effective ways to use research to help to improve the outcomes of students referred to developmental education? What risks or pitfalls are inherent in that process?

13. Questions for Discussion • How does research shape the decisions you make? • What types of research do you find most helpful? • What types of research would you like to see more of and why?

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