Barbara J. Calderwood Assistant Director for Publications

1. Developmental education practitioner/scholars: promoting research contributions from the “front line” Barbara J. Calderwood Assistant Director for Publications National Center for Developmental Education Appalachian State University, Boone, NC www.ncde.appstate.edu Workshop for Collin College Faculty January 7, 2011

2. National Center for Developmental Education Appalachian State University

3. SNOWBALL FIGHT! Icebreaker 1. On plain white paper write: • your name and • what you believe is the most pressing issue for research in developmental education.

4. 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.

5. 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.

6. 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

7. Importance of Research • Research should undergird practice in developmental education. • Evaluation should be systematic • Two-way communication is essential: . practitioners researchers

8. 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

9. Importance of Research Evaluation Formative Ongoing / impacts changes to learning environment Classroom research Action research Summative Completed at conclusion of intervention /tells “what happened” Outcomes assessment at conclusion (i.e., CCCC Tracking data)

10. Importance of Research Evaluation 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

11. 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

12. 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!)

13. 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)

14. 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)

15. 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)

16. 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.

17. 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)

18. 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)

19. 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

20. 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

21. Questions / Discussion