I really enjoyed the reading assignments this week and seeing applied inquiry and research in action. I am still struggling with making the connection between K-12 and higher education; however, many of the examples referenced in the text could include higher education in the discussion. We are experiencing the same transition disconnect in higher education and by working together we can develop seamless transitions to higher education. If our partners in K-12 do not understand our expectations for entering students, how can we expect the student to understand why he/she is liable for remediation?
In addition, the "silos" that were discussed are similar to the "silos" in higher education. Grade level and departmental integration will facilitate student achieve and change a campus culture. Silos create an environment that permits finger pointing and the blame game. Creating opportunities for cross-departmental collaboration and inquiry will aide in eliminating the silos.
Finally, to use another higher education metaphor: inquiry allows us to manage the "low hanging fruit." Throughout this week, we saw examples of principals who found opportunities "ripe" for inquiry and change. We should all be challenged as leaders to reflect more often and take advantage of all opportunities to make changes based on what we know about ourselves, our staff and our students.
Tuesday, January 25, 2011
Monday, January 17, 2011
Educational Leaders and Blogs EDLD5301 Assignment Week 1
Blogs provide educational leaders a forum to share relevant ideas, progress, news, and resources about experiences in their district, on their campus and in the classroom with peers, colleagues, employees and stakeholders. Blogs engage professionals and stakeholders in a communication community so they can share similar interests as well as discuss, reflect and provide feedback on issues and solutions as well as best practices. If the blog is dynamic, it can provide professionals with real-time information about things that are relevant and can lead to immediate school improvement.
Blogs also allow professionals to connect with peers and experts outside of the traditional campus setting. These opportunities expand professional development opportunities and allow administrators to engage in local, regional, state and global research and problem solving.
Action Research EDLD5301 Week One Assignment
Although I have not realized it, nor given it a formal name, the process we use to refine and revise our practices, policies and procedures at the college is action research. As student affairs professionals we identify the issue (typically a student barrier), collect and analyze the qualitative and quantitative data, implement proposed solutions and finally assess and evaluate those solutions for campus wide implementation. The question at the center of the process is always: “How will this contribute to student success?”
We are fortunate to have institutional effectiveness and research analysis teams that guide us through this process. Their support and assistance is in integral to evaluation and assessment. In addition, they ensure that we do not “drown in the data” nor get distracted by the minutia.
As I read the assigned readings, I had to reflect on how the public school examples can be applied in a higher education setting. While we rely on experts and outside researchers to provide solutions for generalized issues and populations, we are obligated to interpret, apply and implement those solutions in action. I realized through the readings that traditional educational research outcomes are conceptualized prior to application. For example, if the research is designed to determine the impact a program has on full-time students, the impact (positive or negative) on part-time students may not be relevant. In an action research environment, open discussion and review of the data allows practitioners to acknowledge and discuss the program’s impact and success for all students.
I look forward to the opportunity to implement the formal action research process in removing student barriers and enhancing student success. Dana's Inquiry Template will provide a framework for the process during my internship plan (p. 152).
Reference
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
We are fortunate to have institutional effectiveness and research analysis teams that guide us through this process. Their support and assistance is in integral to evaluation and assessment. In addition, they ensure that we do not “drown in the data” nor get distracted by the minutia.
As I read the assigned readings, I had to reflect on how the public school examples can be applied in a higher education setting. While we rely on experts and outside researchers to provide solutions for generalized issues and populations, we are obligated to interpret, apply and implement those solutions in action. I realized through the readings that traditional educational research outcomes are conceptualized prior to application. For example, if the research is designed to determine the impact a program has on full-time students, the impact (positive or negative) on part-time students may not be relevant. In an action research environment, open discussion and review of the data allows practitioners to acknowledge and discuss the program’s impact and success for all students.
I look forward to the opportunity to implement the formal action research process in removing student barriers and enhancing student success. Dana's Inquiry Template will provide a framework for the process during my internship plan (p. 152).
Reference
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
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