Front-line student support staff — specifically, those who interact daily with students — are an essential force in delivering education and advancing a success agenda. Those serving in these roles are all too familiar with discussions about relationships, resources, and the tools necessary to address students’ needs. However, an often forgotten component of this process is the use of innovative strategies fueled by research and data.
Conversations about general strategies for advancing an agenda of impact — which examine the importance of financial resources and strategic planning — are frequent. While those elements are essential for negotiating substantive change, the use of research and data stands to have an even larger effect. The question we should be asking ourselves is how are we connecting research to strategy and sharing that information with those on the front line of student support.
For many of us, starting a conversation on our campuses about the direct connection between practitioner research and its application to strategy may result in blank stares and strange looks. Far too often there exists a culture of practice that is stagnant and disconnected from contemporary models of research. In extreme cases, resources and strategy are blindly driven by gut and instinct rather than clear and definitive data. Even more troubling is the disconnect and absence of educators on the front line of student support from the discussions regarding strategy. Those individuals are direct conduits of our core mission and need access to relevant and timely research and data in order to adjust and drive approaches that propel student success and the broader completion agenda. Access to these data can be harnessed to influence what we do on campuses and, more importantly, used to improve practice.
Let me be clear: This is not an indictment or critique of mine or my colleagues’ commitment to this work, but rather an analysis regarding how we might call attention to relevant research and data that could help further our cause to net better student outcomes. Whether we are discussing culturally relevant approaches to student success, including intrusive advising strategies or the appropriate use of disaggregated data, there is a need to connect theory to practice.
Given the need to advance research for practitioners on the front end, we must create strategies to facilitate and promote access to those opportunities. In general, scholars should share information directly with practitioners and should reflect on ways to do so with colleagues. This effort must begin with both broad and specific mechanisms to distribute timely, relevant data. While publications and scholarly journals are widely available, we must be intentional about sharing these materials and allow for opportunities to review and digest relevant research findings. We must challenge our communities to think about how we can then put that research into action.
As research and theory can transform and shape practice, we must create forums for our colleagues to receive this information and, more importantly, create spaces to use it. Strategies that should be considered for advancing this work include cross-divisional and cross-positional teams to review research and data on an annual basis as well as learning and professional development opportunities that are influenced by practitioner-based strategies. These teams can then bring relevant information to a broader audience, including different divisions on campus.
This model will benefit not only those working directly with students but also the researchers by wedding the two in the process.
Another positive aspect of this work is the opportunity for us to think about how we use student impact as a mechanism to move this work forward. No research can be effective unless it involves those in positions working to improve the delivery of services to meet students’ needs. Some specific strategies for connecting practitioner research and individuals on the front line could include having and using the following work groups:
Front-line student support staff — specifically, those who interact daily with students — are an essential force in delivering education and advancing a success agenda. Those serving in these roles are all too familiar with discussions about relationships, resources, and the tools necessary to address students’ needs. However, an often forgotten component of this process is the use of innovative strategies fueled by research and data.
Conversations about general strategies for advancing an agenda of impact — which examine the importance of financial resources and strategic planning — are frequent. While those elements are essential for negotiating substantive change, the use of research and data stands to have an even larger effect. The question we should be asking ourselves is how are we connecting research to strategy and sharing that information with those on the front line of student support.
For many of us, starting a conversation on our campuses about the direct connection between practitioner research and its application to strategy may result in blank stares and strange looks. Far too often there exists a culture of practice that is stagnant and disconnected from contemporary models of research. In extreme cases, resources and strategy are blindly driven by gut and instinct rather than clear and definitive data. Even more troubling is the disconnect and absence of educators on the front line of student support from the discussions regarding strategy. Those individuals are direct conduits of our core mission and need access to relevant and timely research and data in order to adjust and drive approaches that propel student success and the broader completion agenda. Access to these data can be harnessed to influence what we do on campuses and, more importantly, used to improve practice.
Let me be clear: This is not an indictment or critique of mine or my colleagues’ commitment to this work, but rather an analysis regarding how we might call attention to relevant research and data that could help further our cause to net better student outcomes. Whether we are discussing culturally relevant approaches to student success, including intrusive advising strategies or the appropriate use of disaggregated data, there is a need to connect theory to practice.
Given the need to advance research for practitioners on the front end, we must create strategies to facilitate and promote access to those opportunities. In general, scholars should share information directly with practitioners and should reflect on ways to do so with colleagues. This effort must begin with both broad and specific mechanisms to distribute timely, relevant data. While publications and scholarly journals are widely available, we must be intentional about sharing these materials and allow for opportunities to review and digest relevant research findings. We must challenge our communities to think about how we can then put that research into action.
As research and theory can transform and shape practice, we must create forums for our colleagues to receive this information and, more importantly, create spaces to use it. Strategies that should be considered for advancing this work include cross-divisional and cross-positional teams to review research and data on an annual basis as well as learning and professional development opportunities that are influenced by practitioner-based strategies. These teams can then bring relevant information to a broader audience, including different divisions on campus.
This model will benefit not only those working directly with students but also the researchers by wedding the two in the process.
Another positive aspect of this work is the opportunity for us to think about how we use student impact as a mechanism to move this work forward. No research can be effective unless it involves those in positions working to improve the delivery of services to meet students’ needs. Some specific strategies for connecting practitioner research and individuals on the front line could include having and using the following work groups:
● Culturally responsive advising
● Academic support/triage
● Culturally responsive instruction and pedagogy
● Campus sustainability
● Strategic planning and policy review
These work groups will not only bring practitioners and front-line staff together but also create opportunities for collaboration and the ongoing exchange of ideas. In addition, there is a need for us to create an ongoing pipeline of communication to connect strategy with research as well as create areas on campus for intellectual exchange. We must be intentional about providing those opportunities.
Now more than ever, educators must be focused on strategies to bring innovative ideas to the front line. The work of education and the challenge to improve the delivery of student support is about change. In an ever-evolving environment, where the demands and stakes are increasing, how are we advancing our work to educate and meet the needs of all? A significant part of this effort must involve practitioner research and a shared approach as to how we use it with our colleagues on the front line of support.
Clyde Wilson Pickett, EdD, is the senior diversity officer for the Minnesota State Colleges and Universities system. He is also a member of the INSIGHT Into Diversity Editorial Board. This article ran in our November 2018 issue.
