telling the story: my personal transition from story teller to qualitative researcher stephanie...
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Telling the story: My personal transition from story
teller to qualitative researcher
Stephanie Frances Hurley Marshall University College of Education and Professional
Development Residency Portfolio Presentation
Defended: November 10, 2014Chair: Dr. Dennis M. Anderson
Introductions: Who I am: Stephanie HurleyWhat I do: Director, Student
Experience INTO Marshall University
My whys: Kathleen Bradley, born 5/26/2014
Matthew Bradley, married 1/24/2014
Gibbs, adopted 7/6/2013
Student Stats:BA: Counseling MA: Psychology Started Doc: Fall 2009GPA: 3.92Break: 2013-2014Motivations: Professional
AdvancementPerpetual StudentLove of Learning Teaching
I struggled in the program to figure out who I was as a student, a professional, and a researcher.
Advanced Qualitative Research brought a lot into perspective.
I can use my interpersonal skills and Counseling/Psychology background to tell stories.
Glesne: Becoming A Qualitative Researcher
Effective researchers are: 1.Anticipatory2.Learners3.Analytic 4.Therapeutic 5.Patient6.Nonthreatening 7.Aware of Power and Hierarchy8.Caring, Grateful, and Genuinely Interested
Effective researchers are: LEARNERS•Passionate about school•Background in Counseling and Psychology•Doc coursework:• 2-3 classes a term • Struggled initially with self-driven
learning
•Course highlights:• LS 703 (Research Design) & LS 719
(Intro)• Higher Ed Governance • Student Affairs
Effective researchers are: ANALYTIC•Good researchers are “constantly evaluating the information that is provided” (Glesne, 2011). • LS 705 (Administrative Theory) & LS 707 (Ethical Theory) were challenging. •Stop acting like a student and start thinking like a scholar. •Learned to analyze information – in and out of the classroom
Effective researchers are: THERAPUETIC•“Accidentally” ended up in Advanced Qualitative course with Dr. Spatig. •Good researchers set up conversations that are “therapeutic” with “open and honest conversations,” (Glesne, 2011). •Qualitative researchers “see the world in terms of people, situations, events, and the processes that connect these,” (Maxwell, 2013)
Effective researchers are: AWARE OF POWER AND HIERARCHY•Studied power and hierarchy in my area of emphasis: women and gender issues • HST 581 (History of Sexuality)• ANT 581 (Language, Body, and
Gender) • HST 585 (History of LGBT
Communities)
•Studying my fellow students while studying with them
Effective researchers are: NONTHREATENING•Building a cohort •Age/maturity/professional experience issues •Shift second/third year •Was able to create “a space that in conducive to sharing thoughts, and not a space that promotes anything negative,” (Glesne, 2011).
Effective researchers are: GENUINELY INTERESTED•Struggled initially with collaborations•Wanted areas in which I was genuinely interested and where I could be a positive influence on the project/information•Internship with Student Affairs•Clery Act Research •Co-teaching in Student Affairs
Scholarship: •Clery Act Research • Marshall “hot button” • “Responsibility, Control, and Sexual
Assault: The Clery Act’s Legacy”• Conference presentations
• Society for the Psychological Study of Social Issues (National)
• Mid-Atlantic Association of College and University Housing Officers (Regional)
• Lessons: • My writing needed work• Audience & perspective matters• More time in literature
Other Academic/Professional Pursuits: •Internship with Student Affairs• 5 months• Student Activities focus• Worked with SAPB/CAB• Policy statements, recruitment,
advertisement, nomination forms, and by-laws
• Lessons: • Thanks, but no thanks• Student advising is hard• Sometimes you have to start from
scratch
Other Academic/Professional Pursuits: •Co-teaching in Student Affairs • Syllabus development and teaching • Student Conduct and Civic
Engagement • Teaching peers• Lessons: • Teaching is for me• Time in literature is vital
Other pursuits: •Served on regional board for professional organization in student affairs•Founding member of curriculum development and assessment committee for Marshall University UNI 100 course • IRB Submission and Approval
•8 Presentations at local and national conferences•Teaching two university courses
Effective researchers are: PATIENT•Have always struggled with “waiting my turn”•Learning to be patient is a developing skill •Last year has helped with perspective•Looking to move quickly and finish
Effective researchers are: ANTICIPATORY•Good researchers are “constantly thinking ahead and are prepared,” (Glesne, 2011).•I am thinking ahead to my next moves: • Interested in studying relationships
between first year student initiatives and first year international students
• Friendlessness
•Prepared• Educated, practiced, and ready to roll
(with support)
References:
Glesne, C. (2011). Becoming qualitative researchers: An introduction. New York, NY: Longman.
Maxwell, J. (2013) Qualitative research design : An interactive approach. Thousand Oaks, CA: Sage.
Effective researchers are: VERY GRATEFUL
Thank you to my committee: Dr. Dennis M. Anderson
Dr. Wendy WilliamsDr. Eric LassiterDr. Tom Hisiro