STUDENTS WORKING INTERDISCIPL INARY GROUPS: A CASE STUDY OF AN INTERDISCIPLINARY SOCIAL PEDAGOGY PRACTICE AT AN URBAN COMMUNITY COLLEGE

S T U D E N T S W O R K I N G I N I N T E R D I S C I P L I N A R Y G R O U P S :A C A S E S T U DY O F A S O C I A L P E D A G O G Y P R A C T I C E AT A N U R B A N C O M M U N I T Y C O L L E G E

Dissertation Defense in partial fulfillment

of the requirements for the degree of Doctor of Education

In Higher Education and Organizational Change Michele Cuomo

Dr. Tamara Korenman, Director Dr. Eileen Kolich, Chair

Dr. Camille Dickson-Deane, Reader Benedictine University

January 16, 2017

STUDENTS WORKING IN INTERDISCIPLINARY GROUPS(SWIG)

Queensborough Community College’s Students Working in Interdisciplinary Groups partners English and Basic Educational Skills courses with an additional content course in the following disciplines: Art History, Education, Nursing, Sociology, Speech Communication and Theatre

A shared, student-centered space through the technology of an academic web platform allows students to archive and share electronically their written, visual, aural compositions and research with others.

Each discipline responds with different assignments to support learning across the classrooms, and student work in the composition classes serve as texts for the content classes.

The cross-disciplinary sharing and reflective exercises which accompany the assignments leads to a final product of digital storytelling based on personal narrative (Darcy & Cuomo, 2010).

TEACHING IN A NEW CULTURE OF LEARNING

A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic audiences, and integrative contexts, has created not only promising changes in learning but also disruptive moments in teaching. (Bass, 2012)

Whereas some professors might see their job as teaching the facts, concepts, and procedures of their subject, the teachers we studied emphasized the pursuit of answers to important questions and often encouraged students to use the methodologies, assumptions, and concepts from a variety of fields to solve complex problems. They often incorporated literature from other fields into their teaching and emphasized what it means to get an education. They spoke about the value of an integrated education rather than one fragmented between individual courses. (Bain, 2011)

STATEMENT OF THE PROBLEM

The open access mission of community colleges is currently challenged to provide both widespread opportunities and support for student success.

Gonzales (2011) notes, “For the first time in U.S. history, the current generation of college-age Americans will be less educated than their parents’ generation, yet our workplaces require higher-level skills than ever before.”

Faculty in United States higher education, particularly in community colleges, employ social and interdisciplinary pedagogies in their classrooms in an effort to best engage their students.(Dawson, Mighty, & Britnell, 2010; Bass, 2012).

Goldrick-Rab (2010) states "we know too little about what works" when it comes to the teaching and learning of community college students (p. 449)

A successful student initiative was observed at Queensborough Community College (Fichera, 2012) but in that quantitative observation there was no exploration of why or how the intervention supported student learning.

A study of the faculty involved in the project is an exploration of the leadership by faculty to promote student learning at an urban community college

PURPOSEThe purpose of this qualitative study is to explore the experience of the Students Working in Interdisciplinary Groups initiative for four faculty members within an urban community college environment in the northeastern United States.

RESEARCH QUESTIONS How did the institution’s position on student success influence faculty’s ability to implement innovations?

What were the lived experiences of faculty who participated in the Students Working in Interdisciplinary Groups initiative?

What were the elements of Students Working in Interdisciplinary Groups which led to positive student outcomes?

SIGNIFICANCE The results of uncovering the experiences of community college faculty participants engaging in social pedagogy in their classrooms has the potential to support practices and policies to promote student success.

The potential for further analysis grows as the academic community learns more about the process of community college faculty’s experiences, the resulting student outcomes and the influence of and to the larger institutional environment.

The possibility of faculty pedagogical development being given higher priority and increased attention from community college administrations and policy makers places this research meaningful in its potential for achieving desired student learning outcomes.

LITERATURE REVIEW

PT. 1

Community College Faculty/Teaching & Learning(Angelo, 2008; Dawson et al, 2010; Fugate & Amey, 2000; Fullan & Scott, 2009; Goldrick-Rab, 2010; Hanson & Amelotte, 2013; Gumport & Chun, 2005; Huber & Hutchings, 2005; Perez et al, 2012; Twombly & Townsend, 2008)

LITERATURE REVIEW PT. 2 High Impact Practices/Student Success & Engagement

(Bain, 2011; Finley & McNair, 2013; Hart Associates, 2015; Karp & Bork, 2012; Kuh, 2005; Laird, 2012; Laird et al, 2014; Micari & Pazos, 2012; Tinto, 1993 & 2012; Ullah & Wilson, 2007)

LITERATURE REVIEW PT. 3 Transformative Learning, Narrative Theory & Interdisciplinarity

(Clarke &Rossiter, 2008; Dewey, 1934; Fook & Cooper, 2003; Freiere, 1970; Gardner, 1983; Kezar, 2005; Knowles, 1984: Mezirow, 1997; Moran, 2010; Senge et al, 1999; Taylor, 2008)

LITERATURE REVIEW PT. 4 New Culture of Learning & Social Pedagogy

(Bain, 2011; Bass, 2012; Bass & Elmendorf, 2012; Brown & Adler, 2008; Galloway, 2001; McGee, Carmean & Jafari, 2005: Siemens, 2004; Thomas & Brown, 2011)

METHODOLOGY (HESSE-BIBER & LEAVY, 2011)

A case study was conducted through the lens of social pedagogy as set forth by the process model of Bass and Elmendorf.

Intrinsic case study to promote a holistic understanding

Theory based and exploratory

CONCEPTUAL FRAMEWORK (BASS & ELMENDORF, 2012)

.

DATA COLLECTION (YIN, 1989; THENGUYIN, 2008)

Connect to Learning Archives Queensborough and City University of New York websites

Scholarly publications by SWIG faculty (published and unpublished)

4 semi-structured interviews with faculty participants

PARTICIPANTS Four faculty participants were purposefully sampled from the leadership team

Semi-structured interviews Callie- project coordinator, assistant professor of art history

Romy – former project coordinator, assistant professor of English

Jane – former project administrator, adjunct faculty in English and speech communication

Rita – instructor of English

QUESTIONS FOR PARTICIPANTS What led you to elect to participate in the student wiki interdisciplinary group?

What activities did you conduct in your classes that reflected your participation in the group? What changes if any did you observe in student participation and learning? Has this evolved over time? Can you identify “critical incidences” in student interaction with your pedagogical innovation? Please describe.

Please describe an example of the assignments you gave as a result of your experience the student wiki interdisciplinary group.

Please describe an example of a student response to your new assignment. Follow up: Was there evidence of higher order or interdisciplinary learning from this student? Please describe.

How do you view the faculty development you received in relationship to your own disciplinary perspective? How do you view your faculty status (e.g., full-time, part-time, adjunct, etc.) as a factor in your participation in faculty development and high impact practices, including SWIG?

How do you view the institutional support available for interdisciplinary faculty development? Did participating in the Student Wiki Interdisciplinary Project change the way you conducted your other classes? If so, how?

What differences did you observe, if any, in student experience between classes in which you implemented the pedagogical innovation and when you did not? How has this evolved over time?

What aspects of the experience of interdisciplinary faculty development and implementation of pedagogical innovations were disappointing or frustrating?

What obstacles did you encounter in your pursuit to improve student learning?

DATA ANALYSIS (YIN, 1989; STRAUSS & CORBIN, 1998; CRESWELL, 2008)

Part 1:

A case study data base was created which included websites, scholarly articles and interviews. Data was categorized by the strands of the Bass-Elmendorf Model

Part 2:

Interviews were further coded:

The constant comparative method, described by Strauss (1987) and Strauss and Corbin (1998), will be used to analyze data for core identification of themes and findings.

The constant comparative method, a tool of grounded theory qualitative research design, will reflect a focus on the views, assumptions, and experiences of the participants in meaning making, while simultaneously generating theory.

Coding through NVivo software using participants’ words were used to label categories and emerging themes (Creswell, 2008).

RESEARCHER ROLE (THENGUYIN, 2008)

Insider status, although no longer affiliated.

Insider status requires constant reflection and awareness of biases in an iterative process throughout the research, which supported caution in interpreting data.

Integrity was ensured through the use of triangulating documentation and a peer debriefer

Research findings were placed in the context of the topic literature and in relation to apt learning theories.

TRUSTWORTHINESS (LINCOLN & GUBA, 1985; YIN 1989)

The social pedagogy process provided a framework that supported trustworthiness in interpretation.

Triangulation of various forms of evidence, including archival, and semi-structured interviews, increased reliability.

A peer debriefer examined the sample data set which provided the opportunity to strengthen coding, and led to greater reliability of data interpretation.

Data analysis provided transparency and evidence of credibility.

LIMITATIONS (CRESWELL, 2008)

As this case study was theory based and exploratory, generalization may not be asserted.

The complex set of activities’ influence within this study will not make this case easily replicable.

The site in an urban, open access, diverse environment led to a series of possibilities that enabled faculty to undergo interdisciplinary faculty development, which led to pedagogy innovation.

Exploration of the conditions which created this teaching-learning community may merit further study.

FINDINGS Theme 1: Institutional Support Evolution Theme 2: Faculty in a Community of Practice Theme 3: Students Experiencing Social Pedagogy I think, with SWIG, the collaboration is not just between students, findings those connections. But also between faculty. It’s also collaboration between the faculty and it’s also about interdisciplinary ideas and conflict. You know, there are two layers to that, and I think that is very important. the layer of collaboration. And seeing and getting involved with what and how the students are learning. And, of course not everyone, but you know it makes a difference to a lot of the students. And, for me, it makes it a community of teachers, That I think is important. It helps the power of your own thinking about teaching. Because you learn what other people are doing. How should we think, how should we approach what we are doing every day. (Callie)

 

THEME 1: INSTITUTIONAL SUPPORT EVOLUTION Origins: 2004-2009 Freshman Academies: 2009-2013 Academies: 2013-2015 New Leadership 2015-2016 We were at several conferences this year, and people were so impressed by what we were doing, they’re like, “Well, how do you do that? What kind of support do you get?” They were like amazed at the support you could get from the administration, the support of CETL [Center for Excellence in Teaching and Learning]. (Callie)

 

THEME 2: FACULTY IN A COMMUNITY OF PRACTICE Faculty Mentorship Faculty Participating in Multiple High Impact Practices Faculty Participation and the Question of Time Authentic Assessment Faculty Mirroring the Student Experience Teaching Transformed Beyond SWIG SWIG opened up my eyes to different ways to teach. When you go to university you get your PHD in art history, in many fields, you’re not taught pedagogy. You’re not taught different ways to present the material. I don’t think anyone’s making a lot of changes that don’t come from your own desire to do something a little different inside the class. So, I think SWIG opened the door for me and my eyes to that. (Callie)

THEME 3: STUDENTS EXPERIENCING SOCIAL PEDAGOGY Student Authority- Represent Knowledge to an Authentic Audience Audience and Authority – Engaging with Authenticity and Difficulty Culture and the Self – An Enhanced Sense of Personal and Intellectual Significance

Resistance Transformed Into Engagement- Connecting the Cognitive and the Affective

Everyone has spoken about how their finished project changed the way they see themselves, carry themselves, and see life differently. Today you have watched all of our hard work and all of our dedication, come to life! With Kelsey’s experience on her Puerto Rican heritage and Billy’s experiences growing up on the island of Dominica, which allowed Ian to give a great performance. I would have never thought that this project would open so many doors to so many different people. We all learned a little something about ourselves. If you were to ask me how this project reflects on me I would have to say one word and that’s change! This also made me evolve as a student. I am starting to see how hard work really pays off. I see writing not as something not to be feared, but something that can inspire, change and yes transform you and your work into something beautiful. — Oscar (Darcy, et. al, 2010)

)

Bass & Elmendorf, 2012

DISCUSSION (BAILEY ET. AL, 2015; KUH ET.AL., 2013; SENGE, 1990)

Theme 1: Institutional Support Evolution I thought [the faculty development offered] was great. I was part of one of the last groups that had the SWIG Institute. I was teaching a summer course in the morning…It was just great to talk to other people in other departments to see how they were designing their projects, and what kind of questions they were asking. What sort of outcomes they were getting along the way from student work, and how to design, I think is helpful. I think it’s really helpful to faculty to talk together within the department about common goals, basically. Whether it’s a project or some skill they want to see students to master across departments, and then enforce it. (Rita)

DISCUSSION (COX, 2004; FELDMAN & PAULSEN, 1998; FELDMAN & PAULSEN, 1998; FUGATE & AMEY, 2000; LAVE & WENGER, 1991; MCFRALAND, 2011; GORAL, 2013) Theme 2: Faculty in a Community of Practice Actually… what I observe in the students and what I observe in my own collaboration with the other faculty members are really enriching, in a sense. Because, you know, for example, just to create handouts for students, you know, I usually would start with something, and then I would pass this to other faculty and say "Hey, is this clear enough?" Basically I am, I and the other faculty members, also, are simplifying the process, or we are going through the process that the students are going through also. I see that enriching, in a way. And then, actually, um, not only that, I am also cooperating with a faculty from the same department, even though we are not doing the same project. But we are, [getting] to know each other a little better. (Romy)

 

DISCUSSION (FOOK & COOPER, 2003; TAYLOR, 2008; BASS & ELMENDORF, 2012; DARCY, ET. AL, 2010, EVANS 2015, CABINESS ET. AL, 2013; MORAN, 2010) Theme 3: Students Experiencing Social Pedagogy

I found this learning process to be transformational not only for me but also for my fellow classmates. This multi-media activity has been an incredible experience which has made learning enjoyable for me. The best part about this was not going through pages and pages of boring written material but instead sharing my story via colorful pictures and slides. I also enjoyed listening to other classmates’ stories, which included music, pictures and videos of their cultures. I thoroughly enjoyed the experience. — Mariyam (Darcy, et. al. 2010)

IMPLICATIONS FOR POLICY AND PRACTICE (THOMAS & BROWN, 2011)

THEORY: AN ECOSYSTEM OF TEACHING AND LEARNING

Institutional Support

Faculty Community of Practice

Students Experiencing Social Pedagogy

(BASS-ELMENDORF (2012}

THEORY: A THRESHOLD TO AN ACADEMIC IDENTITY(DARCY ET. AL, 2010; DEWEY, 1934; BASS, 2012)

I remember our student saying, "Just tell us what we have to learn so far." I said, "You have to learn to think!" She wasn't very happy with that answer, but, um, you know, I mean, you have to do that because they are working with other people, that are coming at you with a different perspective, and so you have to evaluate what they were saying and you have to understand what they were doing…it was kind of unavoidable. You know, they had to engage at some level as to what the audience would react to. (Jane)

   

FOR FURTHER STUDY How can institutions provide adequate time for faculty to engage in the scholarship of teaching and learning?

How can hiring practices, incentives and promotion identify and reward innovative faculty leaders?

How can social pedagogy be adapted more readily into curricula across campuses?

How can institutions encourage a new culture of learning when constrained by old forms of accountability and administrative structures?

CONCLUSION

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