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
Appalachian State University
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.”
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

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Discuss Hot Topics in the Field

Fitting into the Research Agenda

College-wide/State priorities

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Research should undergird practice
in developmental education.
Evaluation should be systematic
Two-way communication is
essential:
.
practitioners
researchers
“Culture of Evidence”

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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
Summative
Ongoing / impacts
changes to learning
environment
Classroom research
Action research
Completed at conclusion
of intervention /tells
“what happened”
Outcomes assessment at
conclusion (i.e., CCCC
Tracking data)
EVALUATION
Quantitative
Large sample
Statistically analyzed
data or frequency
Cross institutional/
longitudinal data
TELLS WHAT
Qualitative
Detailed info from Smaller
”N”
Interviews, surveys,
observation, focus groups
etc. provide data
Follow protocol, triangulate
TELLS WHY

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


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

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)

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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.

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Learning communities
in DE
Accelerated Learning
Programs
Peer-Assisted Learning
Peer-Assisted Study
Strategies
Civil Rights and
Learning Assistance
Right to Postsecondary
Education


Exit
requirement/entrance
requirement alignment
Bridge programs
(possible merging with
literacy program)

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Use of technology
(specifically graphing
calculators mentioned)
P-16 initiatives
Seamless education
Placement/assessment
instruments (specifically
being examined in math)

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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

Professional development (faculty/staff)

Alternate delivery models

Curriculum alignment (exit/entrance)

Entrance Assessment/Placement

Online Instruction

Program Certification

Expanded Advising (affective/see TIDES article)

Innovative DE initiatives/programs

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Testing


Non-semester length interventions
Dual credit/single credit courses
Entrance & exit
Adult Transition

Prior to implementing change

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Consult literature
Explore options for data collection/evaluation
Share / disseminate findings

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With colleagues
Campus constituents
State agencies/administration/representatives
…to improve the quality of practice in
postsecondary developmental education