STLHE 2015

As instructors of qualitative research methods, we ask students to trust in the research process, and ultimately in themselves as learners and emergent researchers, as we facilitate their experience “to form abstract conceptualizations” and to implement a qualitative methodological approach in their understanding of social phenomenon (Mitchell & Poutiative, 2001; McClellan & Hyle, 2012, p. 240). We emphasize active or experiential learning-“learning by doing,” the benefits of which are clearly outlined in the research literature regarding student engagement in learning, decision-making and problem-solving, and “realized linkages between academic study and ‘real world’ problems” (Retallick & Steiner, 2009, as cited in Teixera-Port, Cameron, and Schulman, 2011, p. 245). We encourage our students to become knowledge producers and insert themselves in the qualitative process: “The agency of the researcher is also being acknowledged more and more as an ideological force,” often intimidating and uncomfortable for students as they struggle with how they know what they know and their own ontological and epistemological challenge of self-discovery through the research process. In this roundtable discussion, we share a variety of techniques we use in our classrooms to encourage students to embrace the practice of qualitative research processes including in class exercises that assist in the collection, analysis and interpretation of data (see Janesick, 2011). In addition, we support reflective practices as our students find their voices, and narrate their research experience and themselves into the final product. Moreover, students have the opportunity to reflect upon the process and their project once completed.

Janesick, V. J. (2011). Stretching" exercises for qualitative researchers (3rd ed.). Thousand Oaks, CA: SAGE Publications.

McClellan, R., & Hyle, A. E. (2012). Experiential Learning: Dissolving Classroom and Research Borders. Journal of Experiential Education, 35(1), 238-252. doi: 10.1177/105382591203500103

Mitchell, M. M., & Poutiatine, M. I. (2001). Finding an Experiential Approach in Graduate Leadership Curricula. Journal of Experiential Education, 24(3), 179-185. doi: 10.1177/105382590102400309

Teixeira-Poit, S. M., Cameron, A. E., & Schulman, M. D. (2011). Experiential Learning and Research Ethics: Enhancing Knowledge through Action. Teaching Sociology, 39(3), 244-258. doi: 10.2307/41308952