Presentation on theme: "Barbara J. Calderwood Assistant Director for Publications National Center for Developmental Education Appalachian State University, Boone, NC www.ncde.appstate.edu."— Presentation transcript:
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
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.
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.” Let the snowballs launch! 3. Let the snowballs launch! First throw yours, then pick up the nearest snowball and keep throwing until time is called.
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.
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
Research should undergird practice in developmental education. Evaluation should be systematic Two-way communication is essential:. practitioners researchers
“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
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)
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
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
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!)
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)
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)
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)
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.
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)
Professional development (faculty/staff) Alternate delivery models Curriculum alignment (exit/entrance) Entrance Assessment/Placement Online Instruction Program Certification Expanded Advising (affective/see TIDES article)
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