2014 acpa presentation (qualitative methods as pedagogy)
TRANSCRIPT
Dr. Amanda O. Latz, Ball State University
Dr. Bridget Turner Kelly, Loyola University Chicago
Dr. Carrie Kortegast, Vanderbilt University
Dr. Chris Linder, University of Georgia
Kristin McCann, M.A., Ph.D. Candiate, Loyola University Chicago
Monday, March 31, 10:30 to 11:30 am, Indianapolis Downtown Marriott, Ballroom 7
Agenda
Thanks for coming!
Resources (see mini-handout)
Importance of the topic
About us and assignment overviews
Breakouts
Closing thoughts
Resources I
A Dropbox folder has been created to house
session documents
Please email Amanda Latz (Mandy) to gain
access (see QR code) to the folder
(Email for access to
the Dropbox.)
Resources II
Our PPT slides are available to you online via
Slideshare
Use the QR code to follow along!
(Scan the QR code
for access to the
slides!)
Resources III
(live)Tweet with us!
@AmandaOLatz
@ProfLinder
@Kmick1106
@ckortegast
Importance of the Topic
Learning Partnership Model (Baxter Magolda, 2004)
Stories are powerful
Accessible
Self-reflection—self-awareness—lived theory
Creativity
Rigor
Documented success
Persistence Autoethnographies
(Latz)
• Five Vignettes
• 10 Annotated
References
• Brainstorm
institutional
actions
• Compose
autoethnograph
y
Visual Media/Film Analyses
(Turner Kelly)
Movie Review Assignment in Student Development Theory:
Critical Media LiteracyStudents select one movie dealing with college students and assess for it’s ability to
demonstrate two college student development theories across multiple main characters
Move beyond simple enjoyment of media to reflect on cultural messages in film and theory
Understand how social positionality influences how people see and interpret media and theory
differently
Analyze how media depicts relations of power and privilege, which can inform how students
use or resist film and student development theory (Branch 2003; hooks, 2013)
Helps learners reflect and discuss unequal power relationships present in media, society, and
student development theory (Tisdell, 2008)
Connects to LPM by focus on self and student development practice
Digital Storytelling
(Kortegast)
Engages students in story
telling and producing own
identities (Benmayor, 2008)
Generate knowledge and
share their lived experiences
College Student Development
Theory Course
3-4 minute digital story share
in class & analytical reflection
Photo Elicitation
(Linder)
Campus Ecology/Environments
Course
Visual Artifact Analyses
(McCann)
• Versatile, adaptable project built
around a theme
• Rooted in visual and ethnographic
research methods and research
writing skill-building
• Participants analyze 1-2 “found
artifacts” based on their daily
campus walk/routine related to
theme
• Primary goals: Interrogate how
campus spaces may or not be
racialized (or gendered, heterosexist,
commodified, other); interrogate
multi-modal messages conveyed
by an institution.
Breakouts
Turner Kelly and Kortegast (Visual Media/Film
Analysis and Digital Storytelling)
Linder and McCann (Photo Elicitation and Visual
Artifact Analysis)
Latz (Persistence Autoethnographies)
Feel free to move around the room during the
breakouts!
Closing Thoughts
Questions or comments for presenters as a
whole?
Your most salient “take-aways”?
How might you incorporate these ideas into your
own pedagogical practice?
Quantitative methods as pedagogy?
Challenges and cautions with this type of work?
(some) Image Links
http://cdms.myacpa.org/
http://www.tuaw.com/2009/09/29/dropbox-the-iphone-app-has-dropped/
http://blog.hubspot.com/blog/tabid/6307/bid/33461/7-Ways-to-Optimize-Your-SlideShare-
Presentations-for-More-Traffic-Leads.aspx
http://www.leadgenix.com/blog/social-media/the-most-successful-companies-on-twitter/
http://www.goodreads.com/book/show/2927010-autoethnography-as-method
http://www.amazon.com/The-Ethnographic-Methodological-Autoethnography-
Alternatives/dp/0759100519