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

(aolatz@bsu.edu)

(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