Making Connections: Alumni Leader Qualitative Research Project ...
Making Connections: Alumni Leader Qualitative Research Project Jamie Thompson Trinity University
Abstract In a qualitative interview research project, students are paired with alumni to learn about leadership from a first-hand source. Students are assigned an alumnus/na, develop a research question, and conduct a qualitative interview. Session participants will learn about project successes and areas for growth, as well instructional topics and resources. Introduction This project is the result of a Mellon Initiative for research in the liberal arts. One of the major goals of the Mellon Initiative is greater integration of research skills and research opportunities into the Arts and Humanities curriculum for the purpose of better preparing students to engage in scholarly practice. In addition, embedding research experiences into the curriculum affords more students an opportunity to learn through open-ended inquiry and exploration – a learning mode many have argued is the most powerful (Klos, Shanahan, Young, eds., 2011). The research project provides students an “experience of real investigative scholarship […], a sense of authority over a specific topic in the course, practice identifying and pursuing a significant question, experience synthesizing material from a variety of sources, exposure to professional literature in the field, and practice using library resources, research methods, and systems of documentation” (Gottschalk & Hjortshoj, 2004, p. 107). The alumni leader project is designed to build specific research skills students may need in more advanced coursework. Project student learning outcomes include: 1) Students will be able to write a formal research paper in APA format; 2) Students will be able to apply qualitative interview techniques; and 3) Students will be able to compare/contrast data from the alumni interview with Communication & Effective Leadership course content. Review of Related Scholarship Student persistence and retention to graduation remains a priority for all institutions of higher education. With this in mind, the alumni leader qualitative research project enables mentoring relationships between undergraduate students and alumni, ultimately leading to a relationship with utility, and earned positive emotions connected to the institution. Bean (2005) suggested that research and practice related to student persistence should pay attention to emotional factors that influence students’ decisions to stay or depart. In other words, positive emotional connections to the institution can help retain students. Positive emotional connections to the institution are formed through the research project due to the increased propensity for networking and mentoring relationships with alumni.
While not all student-alumnus/na research groups lead to long-term connections or mentoring opportunities, many do. In “The Art and Science of Mentorship: Lead by Teaching,” Sanders (2015) describes the mentoring cycle as a three-step, circular approach: identify, engage, and empower. He states: “Mentorship is not just a chance encounter or delivered in a random set of conversations” (Sanders, 2015, p. 32). Mentoring relationships occur within the context of this project due to specialized matching by the instructor to identify shared experiences and goals (in an area of study, projected career path, or personal interests) between alumni and students. The project also fulfills step two of the mentoring cycle, “engage,” through extended communication with the alumnus/na leading up to, during, and after the structured qualitative interview. These interactions set the stage for students and alumni to engage in future conversations and interactions. Developing a positive relationship between the student and the institution increases student loyalty and persistence. Utilizing a student loyalty predicator inventory, Vianden and Barlow (2014) examined students and their relationship with institutions of higher education. The researchers report that the “student-customer” relationship can be managed in productive ways by university constituents. A research project that highlights the institution’s full-circle approach to simultaneously engaging students and alumni is one way educators can manage the studentinstitution relationship and increase student loyalty. Students learn by doing. The research project engages students with alumni leaders who have experienced conflict, tension, and crisis. Via Kolb & Fry's (1975) experiential learning model, students question: “What? So what? Now what?” When tension exists between what is expected and what occurs, an opportunity for learning is present. This process is often referred to as meaning-making. Through the research project, students are forced to consider the role of a leader through the lens of their assigned alumnus/na and “[think] about what happened, what can be learned from it, and how to go about it next time” (Drechsler & Jones, Jr. 2009, p. 421). Description of the Practice The purpose of the project is for students to learn about leadership experiences through the lens of alumni in a formal research project. Course content is enveloped within the project through each groups’ research question(s) and the development of relevant and applicable interview questions. Students are provided an overview of the project at the beginning of the semester through the syllabus and via a project description (Appendix A). Within the first two weeks of class, multiple steps of the research project begin to unfold. Relevant in-class instruction includes: developing a research question, qualitative interviews, and literature reviews (see Project Components & Timeline in Appendix A). Small, low-stakes writing assignments aid students in progressively assembling sections of the research paper throughout the semester. Exemplary examples of previously completed projects are shared with students. Students receive instructor and peer feedback throughout the project, specifically in regards to draft research question(s), peer-editing of draft research papers, and group presentations and feedback sessions prior to the submission of the final paper. The project culminates in an in-class panel experience in which alumni participants share elements of their leadership journey with students.
2
Please see appendices for the following items: Appendix A Appendix B Appendix C
Research Project Description Research Project Rubric Guided Peer Review of Papers Discussion of Outcomes/Results
Through the development of a 7-9 page APA-formatted research paper, students learn the major steps of a research project, the purpose of a qualitative interview, and real-life connections between course content and alumni leader experiences. What emerges at the conclusion of the project is experiential knowledge of the research process and shared leadership lessons that students can apply in their own lives. In the future, post-project evaluations should be employed to evaluate not only project learning outcomes, but also student-alumni relationships and alumni impact. Reflections of the Practitioner Course evaluations indicate the alumni leader qualitative research project is the favored course assignment. In addition, through an in-class review of the project, students readily articulate the added value of alumni networking and mentoring relationships. An unsolicited alumni reaction shared via email also illustrates the meaningful experience from the alumni perspective: “[Betsy] came in today pumped, and I mean PUMPED, about her experience this morning serving on the panel in your leadership class, engaging with the students and you, and talking for an extended time with one young woman after class. As she put it, "I am on such a high!" Recommendations The alumni leader qualitative interview project (or any variation thereof) is ideal for educators who desire to introduce or engage undergraduate students in academic research. While research subjects could be members of the local community or campus community, the full circle approach to re-engaging alumni in the classroom provides an opportunity for mentoring relationships and contributes to the institutional goal of fostering institutional loyalty and student persistence.
3
References Bean, J. P. (2005). Nine themes of college student retention. In A. Seidman (Ed.), College student retention: Formula for student success (pp. 215–244). Westport, CT: Praeger. Drechsler, M. J., & Jones, Jr. W.A. (2009). Becoming a change agent. In Komives, S. R., & Wagner, W. (Eds.), Leadership for a better world: Understanding the social change model of leadership development (2nd ed) (pp. 397-443). San Francisco, CA: JosseyBass. Klos, N.Y., Shanahan, J.O., & Young, G. (Eds.). (2011). Creative inquiry in the arts and humanities: Models of undergraduate research. Washington, DC: Council on Undergraduate Research. Kolb, D.A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of group processes (pp. 33-58). London: John Wiley & Sons. Sanders, T. (2015). The art and science of mentorship: Lead by teaching. Leadership Exchange, 13(1), 31-33. Retrieved from http://www.leadershipexchangedigital.com/lexmail/2015spring#pg1 Vianden, J. & Barlow, P.J. (2014). Showing the love: Predictors of student loyalty to undergraduate institutions. Journal of Student Affairs Research and Practice, 51(1), 1629. doi: 10.1515/jsarp-2014-0002
4
Appendix A Research Project Description: Leader Interview This research project will allow students to learn about leadership experiences from a first-hand source and acquire and practice qualitative research (interview) skills. In teams of three, students will be assigned a Trinity alumnus/na, develop a relevant research question(s), and conduct a structured qualitative interview (in-person or virtual) with this individual. Alumni volunteer to participate in this project through the “Alumni in the Classroom” collaboration between Academic Affairs and Alumni Relations. Alumni and students will be matched by the instructor based on students’ career interests, as well as intended or declared areas of study (whenever possible). Interview questions may cover organizational culture, leadership communication, leadership style, relationship-building, leadership in crisis, ethical leadership, or other applicable course material. This research project provides students an “experience of real investigative scholarship […], a sense of authority over a specific topic in the course, practice identifying and pursuing a significant question, experience synthesizing material from a variety of sources, exposure to professional literature in the field, and practice using library resources, research methods, and systems of documentation” (Gottschalk & Hjortshoj, 2004, p. 107). Project Learning Outcomes: Students will be able to – 1. Write a formal research paper in APA format 2. Apply qualitative interview techniques 3. Compare/contrast data from the alumni interview with course content The research paper should include the following sections and follow this format: 1. Title page a. Follow APA guidelines 2. Abstract a. In one paragraph, provide a succinct overview of the method, results, and discussion 3. Literature review a. Utilize at least two supplemental scholarly articles selected by the group, summarize them, and provide a clear connection to your research question (note: this is an amended version of a full literature review)
5
4. Method a. Describe the details of your study (who, what, where, & when of the interview) 5. Results a. Describe how you analyzed the data and what you found 6. Discussion a. Interpret your findings and respond to your research question; include these elements: i. Compare and contrast your data to at least one leadership theory we have discussed in class; ii. Respond to the communication implications of leadership that are relevant to your findings; iii. Describe the limitations of the study, including qualitative interviews as a research tool 7. Conclusions & future study a. Try to answer the question “So what?” and address additional questions that were generated from your study The APA-formatted research paper should be between 7-9 pages in length. The audience for this paper is alumni and your peers who are not in this class. Assume a position of power to an audience who knows less than you do about the topic. This project will also include a class presentation (10-15 minutes). Local alumni will be invited to come to class for a panel experience to share their insights with students. Project Components & Timeline Step
Description
Deadline
Assessment
Research paper: format
A librarian will provide APA formatting tips and resources, as well as review how to access scholarly journal articles for the literature review section of the paper.
Occur in class on Jan. 22
Class participation
Develop a research question
In-class group work in which students examine questions about models/theories, develop draft research questions, and present to the class for feedback
Occur in class on Jan. 29; submit research question via email on Feb. 3
Class participation; research question will receive instructor approval
Qualitative interviews: context & practice
Class lecture will highlight stages of interview investigation and suggested interview procedure. Groups will develop relevant questions, practice interview techniques, and provide feedback to each other. [See supplemental article: Turner, D.W., III (2010)]
Occur in class on Feb. 10
Class participation
Writing a research paper
Paper format and sample research papers will be reviewed.
Occur in class on Feb. 10
Class participation
Research paper:
Submit a one-page proposal that represents what you will be writing about in your formal research paper (including the research
Submit proposal via TLearn on
Instructor feedback
Completed? (Y/N)
6
outline
question(s), possible sources, and other relevant details).
Feb. 17
Research paper: literature review
In class discussion reviewing elements of a literature review. Submit a draft literature review section that summarizes two articles and makes a clear connection to your research question.
Occur in class on Feb. 24; submit draft via TLearn on March 3
Instructor feedback
Research paper: methods section
Submit a draft methods section in which the “who, what, where, & when” of the qualitative interview is stated.
Submit draft via TLearn on March 19
Instructor feedback
Research paper: draft feedback
Prior to class, students will be assigned two papers to evaluate using a rubric. In class, groups of 3 will provide verbal feedback on draft papers. Project groups should take this feedback into consideration when making revisions and preparing for the presentation.
Submit via Google folder on March 30; peer feedback provided in class on April 2
Class participation; peer feedback
Presentation
As a group, present 10-15 minute overview of the formal research paper and receive feedback from peers via a formal rubric and group/member observation form (this provides yet another chance to revise prior to submitting a final paper). Presentation should include PPT, Prezi, or other multi-media form. All members should play a role.
Occur in class on April 9 and 14
Class participation; peer and instructor feedback; presentation grade
Final paper
Final paper 6-9 pages in length following requirements for written work as specified in course syllabus.
Submit via TLearn on April 21
Instructor feedback; final project grade
References Gottschalk, K., & Hjortshoj, K. (2004), The elements of teaching writing. Boston, MA: Bedford/St. Martins.
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Appendix B Research Project Rubric ALUMNI LEADER INTERVIEW RESEARCH PROJECT RUBRIC (25%) AREAS
CRITERIA
MAX POINTS
Leader interview research project (paper & presentation)
Rough draft Did the student/group submit a rough draft, provide feedback via feedback form, and participate in the peer feedback session? Final draft of research paper Lit Review: o Two relevant supplemental resources (scholarly articles) that connect to the research question(s) Discussion: o Compare & contrast interview data with at least one theory o Communication implications of leadership in relation to interview data & findings o Identify study limitations Methods: o Who, what, where, when of qualitative interview Results o What did you find? Conclusion o “So what?” and additional questions Paper Organization & Grammar Is the paper free from grammatical errors? Does it flow in an organized fashion? Does it follow APA format? Yes or No: Does the paper meet the page requirement? Presentation Was the group prepared to share information about the research project with class? Did the group make clear connections between interview data and course material? Did the group thoroughly respond to questions from peers?
3
ACTUAL POINTS
NOTES
16 (The analysis and synthesis demonstrate mastery of the subject, interacting fairly with alternative or opposing points of view. Inferences, insights, and conclusions drawn from the data are valid and logical, being fully supported with strong evidence.)*
1
5
Instructor:
Peers:
Total:
8
Research project checklist Yes or No: Did the student submit all draft sections of the research project per stated deadlines? TOTAL
25
*Adapted from William Carey International University (research paper grading rubric).
Appendix C Guided Peer Review of Papers
A Guided Peer Review of Papers (HCOM:3364)
The purpose of peer revision is to strengthen your writing. This guided form will (hopefully) eliminate emotion (the fear of getting your feelings hurt and being judged) and risk of failure (the fear that you did something wrong as a writer) from the revision process. Instead, you can expect:
Identification of material and key project components; Comprehension and analysis (not evaluation) by your peers.
Instructions: Respond to the prompts below as directed. When asked to comment on the paper itself, please utilize double-entry revision (feedback such as positive notes and items of interest should appear in the left margin; errors or other comments should appear in the right margin) unless otherwise directed. FORMAT 1. Does the paper follow the stated format? Y or N (circle one) 2. In what ways could the author improve the paper’s format? Respond below.
THESIS 1. What do you think is the thesis of the paper? Paraphrase it below. 2. Put stars around the sentence that you believe is the thesis statement in this paper. 3. At what point in the paper did you identify the thesis?
MAIN POINTS & COMPREHENSION
9
1. List below the main points of the paper. 2. In each paragraph of the paper, underline the topic sentence. 3. Highlight, in any color, passages you had to read more than once to understand what the writer was saying. 4. Bracket any sentences that you find particularly strong or effective and discuss why below. 5. Underline the weakest portions of the paper and discuss why below.
ERRORS 1. Put a checkmark in the margin next to any line that has a spelling, grammar, punctuation, or mechanical error. Let the writer identify and correct the error.
OVERALL 1. What do you find most compelling about the paper? 2. How is the tone appropriate or inappropriate for the audience? 3. Suggest corrections that would improve any aspect of the author’s paper.
____ Strong ____ Average ____ Weak Did the reviewer respond to all items? Are the responses reasonable?
10
Abstract In a qualitative interview research project, students are paired with alumni to learn about leadership from a first-hand source. Students are assigned an alumnus/na, develop a research question, and conduct a qualitative interview. Session participants will learn about project successes and areas for growth, as well instructional topics and resources. Introduction This project is the result of a Mellon Initiative for research in the liberal arts. One of the major goals of the Mellon Initiative is greater integration of research skills and research opportunities into the Arts and Humanities curriculum for the purpose of better preparing students to engage in scholarly practice. In addition, embedding research experiences into the curriculum affords more students an opportunity to learn through open-ended inquiry and exploration – a learning mode many have argued is the most powerful (Klos, Shanahan, Young, eds., 2011). The research project provides students an “experience of real investigative scholarship […], a sense of authority over a specific topic in the course, practice identifying and pursuing a significant question, experience synthesizing material from a variety of sources, exposure to professional literature in the field, and practice using library resources, research methods, and systems of documentation” (Gottschalk & Hjortshoj, 2004, p. 107). The alumni leader project is designed to build specific research skills students may need in more advanced coursework. Project student learning outcomes include: 1) Students will be able to write a formal research paper in APA format; 2) Students will be able to apply qualitative interview techniques; and 3) Students will be able to compare/contrast data from the alumni interview with Communication & Effective Leadership course content. Review of Related Scholarship Student persistence and retention to graduation remains a priority for all institutions of higher education. With this in mind, the alumni leader qualitative research project enables mentoring relationships between undergraduate students and alumni, ultimately leading to a relationship with utility, and earned positive emotions connected to the institution. Bean (2005) suggested that research and practice related to student persistence should pay attention to emotional factors that influence students’ decisions to stay or depart. In other words, positive emotional connections to the institution can help retain students. Positive emotional connections to the institution are formed through the research project due to the increased propensity for networking and mentoring relationships with alumni.
While not all student-alumnus/na research groups lead to long-term connections or mentoring opportunities, many do. In “The Art and Science of Mentorship: Lead by Teaching,” Sanders (2015) describes the mentoring cycle as a three-step, circular approach: identify, engage, and empower. He states: “Mentorship is not just a chance encounter or delivered in a random set of conversations” (Sanders, 2015, p. 32). Mentoring relationships occur within the context of this project due to specialized matching by the instructor to identify shared experiences and goals (in an area of study, projected career path, or personal interests) between alumni and students. The project also fulfills step two of the mentoring cycle, “engage,” through extended communication with the alumnus/na leading up to, during, and after the structured qualitative interview. These interactions set the stage for students and alumni to engage in future conversations and interactions. Developing a positive relationship between the student and the institution increases student loyalty and persistence. Utilizing a student loyalty predicator inventory, Vianden and Barlow (2014) examined students and their relationship with institutions of higher education. The researchers report that the “student-customer” relationship can be managed in productive ways by university constituents. A research project that highlights the institution’s full-circle approach to simultaneously engaging students and alumni is one way educators can manage the studentinstitution relationship and increase student loyalty. Students learn by doing. The research project engages students with alumni leaders who have experienced conflict, tension, and crisis. Via Kolb & Fry's (1975) experiential learning model, students question: “What? So what? Now what?” When tension exists between what is expected and what occurs, an opportunity for learning is present. This process is often referred to as meaning-making. Through the research project, students are forced to consider the role of a leader through the lens of their assigned alumnus/na and “[think] about what happened, what can be learned from it, and how to go about it next time” (Drechsler & Jones, Jr. 2009, p. 421). Description of the Practice The purpose of the project is for students to learn about leadership experiences through the lens of alumni in a formal research project. Course content is enveloped within the project through each groups’ research question(s) and the development of relevant and applicable interview questions. Students are provided an overview of the project at the beginning of the semester through the syllabus and via a project description (Appendix A). Within the first two weeks of class, multiple steps of the research project begin to unfold. Relevant in-class instruction includes: developing a research question, qualitative interviews, and literature reviews (see Project Components & Timeline in Appendix A). Small, low-stakes writing assignments aid students in progressively assembling sections of the research paper throughout the semester. Exemplary examples of previously completed projects are shared with students. Students receive instructor and peer feedback throughout the project, specifically in regards to draft research question(s), peer-editing of draft research papers, and group presentations and feedback sessions prior to the submission of the final paper. The project culminates in an in-class panel experience in which alumni participants share elements of their leadership journey with students.
2
Please see appendices for the following items: Appendix A Appendix B Appendix C
Research Project Description Research Project Rubric Guided Peer Review of Papers Discussion of Outcomes/Results
Through the development of a 7-9 page APA-formatted research paper, students learn the major steps of a research project, the purpose of a qualitative interview, and real-life connections between course content and alumni leader experiences. What emerges at the conclusion of the project is experiential knowledge of the research process and shared leadership lessons that students can apply in their own lives. In the future, post-project evaluations should be employed to evaluate not only project learning outcomes, but also student-alumni relationships and alumni impact. Reflections of the Practitioner Course evaluations indicate the alumni leader qualitative research project is the favored course assignment. In addition, through an in-class review of the project, students readily articulate the added value of alumni networking and mentoring relationships. An unsolicited alumni reaction shared via email also illustrates the meaningful experience from the alumni perspective: “[Betsy] came in today pumped, and I mean PUMPED, about her experience this morning serving on the panel in your leadership class, engaging with the students and you, and talking for an extended time with one young woman after class. As she put it, "I am on such a high!" Recommendations The alumni leader qualitative interview project (or any variation thereof) is ideal for educators who desire to introduce or engage undergraduate students in academic research. While research subjects could be members of the local community or campus community, the full circle approach to re-engaging alumni in the classroom provides an opportunity for mentoring relationships and contributes to the institutional goal of fostering institutional loyalty and student persistence.
3
References Bean, J. P. (2005). Nine themes of college student retention. In A. Seidman (Ed.), College student retention: Formula for student success (pp. 215–244). Westport, CT: Praeger. Drechsler, M. J., & Jones, Jr. W.A. (2009). Becoming a change agent. In Komives, S. R., & Wagner, W. (Eds.), Leadership for a better world: Understanding the social change model of leadership development (2nd ed) (pp. 397-443). San Francisco, CA: JosseyBass. Klos, N.Y., Shanahan, J.O., & Young, G. (Eds.). (2011). Creative inquiry in the arts and humanities: Models of undergraduate research. Washington, DC: Council on Undergraduate Research. Kolb, D.A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of group processes (pp. 33-58). London: John Wiley & Sons. Sanders, T. (2015). The art and science of mentorship: Lead by teaching. Leadership Exchange, 13(1), 31-33. Retrieved from http://www.leadershipexchangedigital.com/lexmail/2015spring#pg1 Vianden, J. & Barlow, P.J. (2014). Showing the love: Predictors of student loyalty to undergraduate institutions. Journal of Student Affairs Research and Practice, 51(1), 1629. doi: 10.1515/jsarp-2014-0002
4
Appendix A Research Project Description: Leader Interview This research project will allow students to learn about leadership experiences from a first-hand source and acquire and practice qualitative research (interview) skills. In teams of three, students will be assigned a Trinity alumnus/na, develop a relevant research question(s), and conduct a structured qualitative interview (in-person or virtual) with this individual. Alumni volunteer to participate in this project through the “Alumni in the Classroom” collaboration between Academic Affairs and Alumni Relations. Alumni and students will be matched by the instructor based on students’ career interests, as well as intended or declared areas of study (whenever possible). Interview questions may cover organizational culture, leadership communication, leadership style, relationship-building, leadership in crisis, ethical leadership, or other applicable course material. This research project provides students an “experience of real investigative scholarship […], a sense of authority over a specific topic in the course, practice identifying and pursuing a significant question, experience synthesizing material from a variety of sources, exposure to professional literature in the field, and practice using library resources, research methods, and systems of documentation” (Gottschalk & Hjortshoj, 2004, p. 107). Project Learning Outcomes: Students will be able to – 1. Write a formal research paper in APA format 2. Apply qualitative interview techniques 3. Compare/contrast data from the alumni interview with course content The research paper should include the following sections and follow this format: 1. Title page a. Follow APA guidelines 2. Abstract a. In one paragraph, provide a succinct overview of the method, results, and discussion 3. Literature review a. Utilize at least two supplemental scholarly articles selected by the group, summarize them, and provide a clear connection to your research question (note: this is an amended version of a full literature review)
5
4. Method a. Describe the details of your study (who, what, where, & when of the interview) 5. Results a. Describe how you analyzed the data and what you found 6. Discussion a. Interpret your findings and respond to your research question; include these elements: i. Compare and contrast your data to at least one leadership theory we have discussed in class; ii. Respond to the communication implications of leadership that are relevant to your findings; iii. Describe the limitations of the study, including qualitative interviews as a research tool 7. Conclusions & future study a. Try to answer the question “So what?” and address additional questions that were generated from your study The APA-formatted research paper should be between 7-9 pages in length. The audience for this paper is alumni and your peers who are not in this class. Assume a position of power to an audience who knows less than you do about the topic. This project will also include a class presentation (10-15 minutes). Local alumni will be invited to come to class for a panel experience to share their insights with students. Project Components & Timeline Step
Description
Deadline
Assessment
Research paper: format
A librarian will provide APA formatting tips and resources, as well as review how to access scholarly journal articles for the literature review section of the paper.
Occur in class on Jan. 22
Class participation
Develop a research question
In-class group work in which students examine questions about models/theories, develop draft research questions, and present to the class for feedback
Occur in class on Jan. 29; submit research question via email on Feb. 3
Class participation; research question will receive instructor approval
Qualitative interviews: context & practice
Class lecture will highlight stages of interview investigation and suggested interview procedure. Groups will develop relevant questions, practice interview techniques, and provide feedback to each other. [See supplemental article: Turner, D.W., III (2010)]
Occur in class on Feb. 10
Class participation
Writing a research paper
Paper format and sample research papers will be reviewed.
Occur in class on Feb. 10
Class participation
Research paper:
Submit a one-page proposal that represents what you will be writing about in your formal research paper (including the research
Submit proposal via TLearn on
Instructor feedback
Completed? (Y/N)
6
outline
question(s), possible sources, and other relevant details).
Feb. 17
Research paper: literature review
In class discussion reviewing elements of a literature review. Submit a draft literature review section that summarizes two articles and makes a clear connection to your research question.
Occur in class on Feb. 24; submit draft via TLearn on March 3
Instructor feedback
Research paper: methods section
Submit a draft methods section in which the “who, what, where, & when” of the qualitative interview is stated.
Submit draft via TLearn on March 19
Instructor feedback
Research paper: draft feedback
Prior to class, students will be assigned two papers to evaluate using a rubric. In class, groups of 3 will provide verbal feedback on draft papers. Project groups should take this feedback into consideration when making revisions and preparing for the presentation.
Submit via Google folder on March 30; peer feedback provided in class on April 2
Class participation; peer feedback
Presentation
As a group, present 10-15 minute overview of the formal research paper and receive feedback from peers via a formal rubric and group/member observation form (this provides yet another chance to revise prior to submitting a final paper). Presentation should include PPT, Prezi, or other multi-media form. All members should play a role.
Occur in class on April 9 and 14
Class participation; peer and instructor feedback; presentation grade
Final paper
Final paper 6-9 pages in length following requirements for written work as specified in course syllabus.
Submit via TLearn on April 21
Instructor feedback; final project grade
References Gottschalk, K., & Hjortshoj, K. (2004), The elements of teaching writing. Boston, MA: Bedford/St. Martins.
7
Appendix B Research Project Rubric ALUMNI LEADER INTERVIEW RESEARCH PROJECT RUBRIC (25%) AREAS
CRITERIA
MAX POINTS
Leader interview research project (paper & presentation)
Rough draft Did the student/group submit a rough draft, provide feedback via feedback form, and participate in the peer feedback session? Final draft of research paper Lit Review: o Two relevant supplemental resources (scholarly articles) that connect to the research question(s) Discussion: o Compare & contrast interview data with at least one theory o Communication implications of leadership in relation to interview data & findings o Identify study limitations Methods: o Who, what, where, when of qualitative interview Results o What did you find? Conclusion o “So what?” and additional questions Paper Organization & Grammar Is the paper free from grammatical errors? Does it flow in an organized fashion? Does it follow APA format? Yes or No: Does the paper meet the page requirement? Presentation Was the group prepared to share information about the research project with class? Did the group make clear connections between interview data and course material? Did the group thoroughly respond to questions from peers?
3
ACTUAL POINTS
NOTES
16 (The analysis and synthesis demonstrate mastery of the subject, interacting fairly with alternative or opposing points of view. Inferences, insights, and conclusions drawn from the data are valid and logical, being fully supported with strong evidence.)*
1
5
Instructor:
Peers:
Total:
8
Research project checklist Yes or No: Did the student submit all draft sections of the research project per stated deadlines? TOTAL
25
*Adapted from William Carey International University (research paper grading rubric).
Appendix C Guided Peer Review of Papers
A Guided Peer Review of Papers (HCOM:3364)
The purpose of peer revision is to strengthen your writing. This guided form will (hopefully) eliminate emotion (the fear of getting your feelings hurt and being judged) and risk of failure (the fear that you did something wrong as a writer) from the revision process. Instead, you can expect:
Identification of material and key project components; Comprehension and analysis (not evaluation) by your peers.
Instructions: Respond to the prompts below as directed. When asked to comment on the paper itself, please utilize double-entry revision (feedback such as positive notes and items of interest should appear in the left margin; errors or other comments should appear in the right margin) unless otherwise directed. FORMAT 1. Does the paper follow the stated format? Y or N (circle one) 2. In what ways could the author improve the paper’s format? Respond below.
THESIS 1. What do you think is the thesis of the paper? Paraphrase it below. 2. Put stars around the sentence that you believe is the thesis statement in this paper. 3. At what point in the paper did you identify the thesis?
MAIN POINTS & COMPREHENSION
9
1. List below the main points of the paper. 2. In each paragraph of the paper, underline the topic sentence. 3. Highlight, in any color, passages you had to read more than once to understand what the writer was saying. 4. Bracket any sentences that you find particularly strong or effective and discuss why below. 5. Underline the weakest portions of the paper and discuss why below.
ERRORS 1. Put a checkmark in the margin next to any line that has a spelling, grammar, punctuation, or mechanical error. Let the writer identify and correct the error.
OVERALL 1. What do you find most compelling about the paper? 2. How is the tone appropriate or inappropriate for the audience? 3. Suggest corrections that would improve any aspect of the author’s paper.
____ Strong ____ Average ____ Weak Did the reviewer respond to all items? Are the responses reasonable?
10
