Equity-Centered Research-Practice Partnerships for Impact and Scale at Historically Black Colleges and Universities (Poster 7)

• In Event: Centering Equity in Research-Practice Partnerships

Abstract

Funders like the Institute of Education Sciences (IES), William T. Grant Foundation, and Annie E. Casey Foundation have recognized how the conceptualization of pervasive educational challenges and the use of research-practice partnerships to tackle educational issues provide a clearer picture of educational solutions. Research-practice partnerships, long-term mutually beneficial formal collaborations between education researchers and practitioners, have been identified as a promising strategy for producing more relevant research and improving the use of research evidence in decision-making. Moreover, these partnerships engage both researchers and practitioners in tackling problems of practice (Coburn, Penuel, & Geil, 2013; National Network of Education Research-Practice Partnerships, 2020) which can be critical in the increased likelihood of the uptake and implementation of evidence-based interventions. Historically Black Colleges and Universities (HBCUs) in the southeastern region have formed a collective partnership to promote a unified, culture-based approach to student success to enhance institutional competitiveness, build research capacity, and increase students' readiness to compete regionally and nationally. The primary purpose of the partnerships is to enhance the awareness and use of research-based knowledge and strategies to improve strategic planning, institutional effectiveness, and instruction to increase student outcomes (Lampkin, Gilmer, Banks, Lee, & Bertrand Jones, 2022, p. 48).

In this poster, we will highlight the equity-focused, collaborative approaches for partnering forged by HBCUs in the southeastern region facilitated through research-practice partnerships. The partnerships are developed using an intentional, equity-focused lens which is embedded in every aspect of the partnership from conceptualization (partnership and projects) through dissemination. For example, the partnerships attend to equity by ensuring that in identifying the needs of the partners, the historical imbalance of power between researchers and practitioners in research practice partnerships is acknowledged. In addition, in engaging in research to inform practice, all stakeholders’ contributions are acknowledged and included. Additionally, all projects and dissemination efforts undertaken by the partnerships focus on enhancing the use of and sharing evidence-based strategies (that is, “work works”), particularly to support diverse and underserved populations. Lastly, a key component of the partnerships is to produce and share rigorous, policy and practice- relevant research and evidence-based resources to inform initiatives and innovations to improve student outcomes across the PreK-20 continuum.

As part of the poster, we provide insight into the goals, objectives, and conceptualization of the research-practice partnerships, including equity-centered goals and objectives that cut across the partnering HBCUs. Drawing from insights from partnering institutions and intermediaries, we share perceptions from higher education administrators on how higher education institutions and HBCUs, specifically, can generate evidence to measure how partnership goals and objectives are met. Lastly, we share participants’ perceptions on strategies that facilitate successful, strategic partnerships that can stimulate innovation, enhance impact and scale, and support sustainability at HBCUs. For example, we share how participants leveraged partnerships across institutions and/or with entities like the Regional Educational Laboratories to engage in research to inform strategic planning and continuous improvement, as well, insights on processes that can be used to identify metrics for the conceptualization, maintenance, and sustainability of partnerships in the HBCU context.

Authors

• LaTara D. Osborne-Lampkin, Florida State University
  Presenting Author

• Tamara Bertrand Jones, Florida State University
  Presenting Author

• Chris Gilmer, West Virginia University - Potomac State College
  Presenting Author