Over the past several years, the chasms between research and practice as well as research and policy have been the topic of commentaries (Keller, 1985; Layzell, 1990) of several addresses given by presidents of the Association for the Study of Higher Education (e.g., Terenzini, 1996; Conrad, 1989; Nettles, 1995), and books (Kezar & Eckel, 2000). A prevalent theme in these publications is the disconnect between higher education research and policymakers and practitioners. The solutions that have been offered to close these gaps include writing in a more user-friendly style, publishing research results in outlets that are practitioner-oriented, presenting research results at practitioner-oriented meetings, and studying problems that are high on policymakers’ and practitioners’ lists of priorities. Essentially, solutions for closing the gap between research and practice involve two issues. These are the need to study problems that are of greater relevance to policymakers and practitioners (whoever they are) and the need to broaden the ways in which research findings are disseminated.