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The work also explores evaluation and evidence-use challenges, including lessons from studies and the pressures on TRIO programs to replicate “evidence-based” interventions. 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\nAcknowledgements………………………………………….….....................................................………………………………….3  \nIntroduction by Heather T. Rowan-Kenyon ………………………………….………………....4  \nI. HISTORICAL REFLECTIONS AND THOUGHTS MOVING FORWARD ON   \n CONNECTING RESEARCH AND PRACTICE   ...........7   \nImproving Connections between Research and Practice by Laura Perna……………………….8  \nConnecting Practitioners and Researchers to Strengthen College Access and Success Programs by Paul Beasley…………………………………………………………………….....................14  \nEvaluation Errors: Sixteen Lessons for Researchers and Practitioners from the Mathematica Upward Bound Study by Margaret Cahalan…………………………………..…………….....21  \n\n| II. HOW TO MAKE COLLABORATION WORK   35 |\n| --- |\n| Relationship and Trust-Building between Researchers and Practitioners: Toward Educational Equity for Under-Served Populations by Judy Marquez Kiyama.................................................36\u003Cbr>Building Trust between Researchers and Practitioners through Research Collaborations by Kristan Venegas…………………………………………………………………………………43\u003Cbr>Common Ground & Upward Bound: Lessons from a Cross-Institutional Collaboration by Ezekiel Kimball, Tyson Rose, Yedalis Ruiz, and Ryan Wells………………………..…………………..49\u003Cbr>Researcher and Practitioner Collaboration to Advance Inquiry and Its Usage by Angela Bell, Robert Anderson Georgia Hughes-Webb, and AdamS. Green ……………………..………....60\u003Cbr>Designing Program Outcomes with an Eye towards Program Improvement by Christopher M. Mullin…………………………………………………………………………………………....71\u003Cbr>Creating and Sharing Knowledge through Communities of Practice by Oscar Felix…………..80\u003Cbr>Under the Pressure to Replicate “Evidence-Based” Intervention, TRIO Programs should Build their Logics of Evidence Use by Mika Yamashita……………….…………………….………..85 |\n| III. THE RELATIONSHIP BETWEEN RESEARCH AND PRACTICE: THE  |\n| RECENT LANDSCAPE   104 |\n\nTRIO, the What Works Clearinghouse, and the Competitive Preference Priorities(CPPs): An Imposed Structured Practitioner-Research Collaboration by Margaret Cahalan……..……….105  \nResults of the ASHE-Pell Collaboration’s Exploratory Landscape Survey by Mika Yamashita………………………………………………………………………………………132  \nConclusion by Heather T. Rowan-Kenyon, Mika Yamashita, and Margaret Cahalan…..…..149  \nACKNOWLEDGEMENTS  \nThis publication is the product of collaboration between members of the Association for the Study of Higher Education (ASHE) and members of the Pell Institute for the Study of Opportunity in Higher Education. This is one of five ASHE Research and Policy/Practice Collaborations initiated by Dr. Laura W. Perna, while president of ASHE, and supported by the William T. Grant Foundation.  \nThe ASHE Research and Policy/Practice Collaborations are designed to improve connections between research, policy, and practice. They involve collaborations between ASHE and five intermediary organizations that seek to help higher education policymakers and practitioners identify, understand, and apply research-based evidence. The five partner organizations are the Council on Independent Colleges, Association of International Educators (NAFSA), the National Association of Student Financial Aid Administrators (NASFAA), the Pell Institute for the Study of Opportunity in Education, and the Western Interstate Commission on Higher Education (WICHE) .  \nAs with the other four collaborations, members of ASHE and The Pell Institute began working together in November 2014 and presented findings from their yearlong collaboration in a presidential session at the 2015 ASHE Conference in Denver, Colorado on November 4-7, 2015. The content in this publication is solely the responsibility of the authors and does not necessarily represent the official views of ASHE, The Pell Institute, or the William T. Grant Foundation. More information is found on the ASHE website: [http://ashe.ws/?page=804](http://ashe.ws/?page=804) .  \nFor questions on this report, contact The Pell Institute.  \nSuggested citation:","cbCaib65ndlDYuaW","https://ap.wps.com/l/cbCaib65ndlDYuaW","pdf",2982034,154,"English","# Acknowledgements\n# Introduction by Heather T. Rowan-Kenyon\n# I. Historical Reflections and Thoughts Moving Forward on Connecting Research and Practice\n## Improving Connections between Research and Practice\n## Connecting Practitioners and Researchers to Strengthen College Access and Success Programs\n## Evaluation Errors: Sixteen Lessons for Researchers and Practitioners from the Mathematica Upward Bound Study\n# II. How to Make Collaboration Work\n## Relationship and Trust-Building between Researchers and Practitioners: Toward Educational Equity for Under-Served Populations\n## Building Trust between Researchers and Practitioners through Research Collaborations\n## Common Ground & Upward Bound: Lessons from a Cross-Institutional Collaboration\n## Researcher and Practitioner Collaboration to Advance Inquiry and Its Usage\n## Designing Program Outcomes with an Eye towards Program Improvement\n## Creating and Sharing Knowledge through Communities of Practice\n## Under the Pressure to Replicate “Evidence-Based” Intervention, TRIO Programs should Build their Logics of Evidence Use\n# III. The Relationship Between Research and Practice: The Recent Landscape\n## TRIO, the What Works Clearinghouse, and the Competitive Preference Priorities (CPPs)\n## Results of the ASHE-Pell Collaboration’s Exploratory Landscape Survey\n## Conclusion","[{\"question\":\"What gaps does the introduction highlight in educational access and attainment?\",\"answer\":\"The introduction highlights large gaps between rich and poor students in college enrollment rates and degree attainment in the United States, emphasizing differences by family income quartiles.\"},{\"question\":\"How does the publication frame the collaboration between researchers and practitioners?\",\"answer\":\"It frames collaboration as a way to improve connections between research, policy, and practice, focusing on reducing barriers to college access and success and fostering opportunity for low-income, first-generation students and students with disabilities.\"},{\"question\":\"What themes are emphasized in the section on making collaboration work?\",\"answer\":\"The section emphasizes relationship and trust-building, building shared knowledge through communities of practice, designing program outcomes for improvement, and addressing evidence-use logic under pressure to replicate “evidence-based” interventions.\"}]","Reflections on Connecting Research and Practice in College Access and Success Programs | PDF",1792058019,388]