step into the spotlight: a new approach to qualitative data collection

Step into the Spotlight: A New Approach to Qualitative Data

Collection

Step into the Spotlight: A New Approach to Qualitative Data

Collection

Valarie (Chair), Rimi, Kia, JanetUniversity of Nevada, Las Vegas

Academic Advising CouncilStudent Group Commission

Valarie (Chair), Rimi, Kia, JanetUniversity of Nevada, Las Vegas

Academic Advising CouncilStudent Group Commission

UNLVUNLV

• 4-year Public Institution• Urban Commuter Campus• 28,000 Students• Retention/Graduation Rates• Strip in Backyard

• 4-year Public Institution• Urban Commuter Campus• 28,000 Students• Retention/Graduation Rates• Strip in Backyard

UNLV Academic AdvisingUNLV Academic Advising• 11 Colleges across campus

• Executive Director Advising– Provost Office

• Academic Advising Council– Commissions (working groups)– Examples:

• Assessment• Technology• Student Group

– Mission

• 11 Colleges across campus

• Executive Director Advising– Provost Office

• Academic Advising Council– Commissions (working groups)– Examples:

• Assessment• Technology• Student Group

– Mission

AssessmentsAssessments

• Reasons to do assessment• UNLV Assessments

– Graduation exit survey–Assessment Commission

•Quantitative Survey–Advising center surveys

• Reasons to do assessment• UNLV Assessments

– Graduation exit survey–Assessment Commission

•Quantitative Survey–Advising center surveys

Student Group Commission

Student Group Commission

• The Importance of Qualitative Research– Manning, K. (1992). A Rationale for Using Qualitative

Research in Student Affairs. Journal of College Student Development, 33, 132-136.

• The Importance of Qualitative Research– Manning, K. (1992). A Rationale for Using Qualitative

Research in Student Affairs. Journal of College Student Development, 33, 132-136.Quantitative:

WhatQualitative: Why

Prefer to see same advisor

Want a relationship - aids in accuracy and consistency of information

Student Group Commission

Student Group Commission

• Qualitative Research– Focus Groups

• SAAB– Confessionals

• Qualitative Research– Focus Groups

• SAAB– Confessionals

CLIPCLIP

First Step: PlanningFirst Step: Planning

• What– Collecting qualitative data from students

• Where– Location: Student Union

• When– Timing: First month of semester, Student

Involvement Fair

• How:– IRB Training– Advertising– Marketing

• What– Collecting qualitative data from students

• Where– Location: Student Union

• When– Timing: First month of semester, Student

Involvement Fair

• How:– IRB Training– Advertising– Marketing

Second Step: ProcessSecond Step: Process

• IRB Proposal– Informed Consent

• Equipment– Video Camera

• Reserving Rooms

• IRB Proposal– Informed Consent

• Equipment– Video Camera

• Reserving Rooms

Third Step: ProductionThird Step: Production

• Shirts• Marketing materials

– Burritos– TV Screens

• Confessional Taping – Sign informed consent

• Information can be shared

• Shirts• Marketing materials

– Burritos– TV Screens

• Confessional Taping – Sign informed consent

• Information can be shared

Fourth Step: AnalysisFourth Step: Analysis

• Review Videos– Approximately one month– Transcribing

• Coding data– Themes

• Review Videos– Approximately one month– Transcribing

• Coding data– Themes

Fifth Step: ResultsFifth Step: Results

•Sample Size: 114•Topics of Discussion:

–Type of Appointment = 26.3%–Class Selection = 54.4%–Career Planning = 9.6%–Advisor-Student Relationship =

37.7%•Astin’s Theory of Involvement

•Sample Size: 114•Topics of Discussion:

–Type of Appointment = 26.3%–Class Selection = 54.4%–Career Planning = 9.6%–Advisor-Student Relationship =

37.7%•Astin’s Theory of Involvement

The Next StepThe Next Step

•Assessment for Campus– Who We Shared it With

• Executive Director• Directors of Each Advising Center• Advising Council

• Review Journal • Campus Buzz

– Collaboration

•Assessment for Campus– Who We Shared it With

• Executive Director• Directors of Each Advising Center• Advising Council

• Review Journal • Campus Buzz

– Collaboration

ConclusionConclusion• Timeline: June - January (8 months)• Advising

– Pros/Cons•Advising Syllabus

• You can do this too!– Budget, use campus resources

• Compliment the Quantitative Survey– Work with the Assessment Commission– Themes already established

• Timeline: June - January (8 months)• Advising

– Pros/Cons•Advising Syllabus

• You can do this too!– Budget, use campus resources

• Compliment the Quantitative Survey– Work with the Assessment Commission– Themes already established

ReferencesReferences

• Astin, A.W. (1977). What matters in college: Four critical years. San Francisco: Jossey-Bass.

• Astin, A.W. (1993). What matters in college:Four critical years revisited. San Francisco: Jossey-Bass.

• Manning, K. (1992). A Rationale for Using Qualitative Research in Student Affairs. Journal of College Student Development, 33, 132-136.

• Tinto,V. (1987) Leaving College (Chicago,University of Chicago Press).

• Astin, A.W. (1977). What matters in college: Four critical years. San Francisco: Jossey-Bass.

• Astin, A.W. (1993). What matters in college:Four critical years revisited. San Francisco: Jossey-Bass.

• Manning, K. (1992). A Rationale for Using Qualitative Research in Student Affairs. Journal of College Student Development, 33, 132-136.

• Tinto,V. (1987) Leaving College (Chicago,University of Chicago Press).

QuestionsQuestions