We had a great time returning to METRO today with our colleague Frans Albarillo to offer a follow up workshop on analyzing data from interviews and focus groups. As before, here are our slides and handouts from the workshop.
Many thanks to all who came out to one (or both!) of these workshops, we had a terrific time.
Sample Interview Transcript
Sample Focus Group Transcript
We’re just back (and perhaps still jet lagged) from the biannual Association of College & Research Libraries conference, this year in beautiful Portland, OR. We were delighted to present on a panel with our frequent collaborators Donna Lanclos from UNC Charlotte, Andrew Asher from Indiana University, and Lesley Gourlay from the University of London.
This time around we presented on cognitive maps and showcased the different mapping methods we’ve used to gather data about student and faculty learning spaces. We also asked the panel attendees to draw cognitive maps of their own learning spaces, which was super fun to watch. Folks seemed to really enjoy the opportunity to draw their own maps and discuss them with their neighbors as well as share out in the session, and lots tweeted photos of their maps when we suggested it, too.
We’ve put the slides from the session on prezi, and I’ve storified the tweets from the session as well (as usual, Donna and Andrew are much better at livetweeting our sessions than I am). Donna has written up the session on her blog, too.
Along with our colleague Frans Albarillo of Brooklyn College, we’re pleased to be offering a workshop on conducting interviews and focus groups at the fabulous METRO — the Metropolitan New York Library Council — on Tuesday March 3rd.
If you’re attending the workshop (and even if you’re not), here are links to our slides and handouts for your reference:
The preprint for our latest article, “I am more productive in the library because it’s quiet:” Commuter Students in the College Library, has just gone live! It’s being published in College & Research Libraries in November. This article draws on the library-specific data we collected in our research and discusses how, where, and why CUNY students use (or don’t use) their college libraries for their academic work. Many thanks to our C&RL editor and peer reviewers!
We are delighted to share that our article about what our research revealed about students’ technology use has been published. This past Monday, EDUCAUSE Review Online published Commuter Students Using Technology. This article expands and elaborates on the technology-specific findings from our study, many of which we’ve spoken about at conferences in the past year or so. Thanks to EDUCAUSE for publishing the article, and please let us know what you think!
Our springtime of presentations continued this month, and we presented on June 6th at the first ever library assessment conference — Reinventing Libraries, Reinventing Assessment — sponsored by CUNY’s Office of Library Services and held at Baruch College. We were delighted to be sharing a session with our frequent collaborator Donna Lanclos from UNC Charlotte. Donna spoke about the value of qualitative research in academic libraries generally as well as the work she does as library ethnographer at UNC Charlotte, and we spoke about the work we’ve done learning more about how CUNY students use (or don’t use) their libraries.
I threw together a quick storify of the whole session after the conference, though it’s perhaps a bit heavier on tweets from our presentation than Donna’s (because I’m not as good at livetweeting a session I’m in as Donna is). And there’s a great writeup of the conference in Library Journal that includes a discussion of our session. We’ve posted our slides and notes from the presentation here and on the Results and Findings page.
It’s been a busy presentation year for us (with a couple more to come in June), and it’s been great to get around the university and beyond to talk about our project. Last Friday we presented at the CUNY CUE Conference at LaGuardia Community College, which was a great time with loads of interesting questions from attendees. We’re happy to share our slides and notes from the presentation (linked here as well as on Results and Findings). Here’s our abstract:
As commuters CUNY undergraduates employ various strategies to find time and space to be students. While students’ constraints may be invisible to faculty and staff, they may affect engagement in students’ academic work. We interviewed CUNY students to learn how they study in various locations. Knowledge of the student experience outside the classroom can inform strategies to increase student success.
We were delighted to present at yesterday’s Teaching & Technology Conference at Baruch College — many thanks to the always awesome Luke Waltzer for inviting us. The other sessions we went to were terrific: I think I will always want to begin a conference morning with pipe cleaners and paper folding, the Baruch students’ who presented were wonderful, and Jim Groom’s keynote was both fun and thought-provoking, an ideal combination (and we appreciate his complementary words about our presentation, too).
We decided to do something a little different this time around and really focus in on individual students, highlighting their experiences with using technology for their academic work as technology stories. We’re happy to share our slides and notes from the presentation — take a look and let us know what you think.
As part of our study we’re creating an interactive online tool to accompany our book which uses dynamic timelines, mapping, and presentation software. While we’re still hard at work on the website, we wanted to share a preliminary example of data visualization of a student timeline. We used Timeline JS to create a timeline that features a typical school day for one of the Hunter College students that we interviewed, and includes the map she drew of her day. Take a look at the timeline and let us know what you think!
We’ve had a great time presenting at a couple of conferences over the past few weeks, and are delighted to share our presentation materials.
First off was the American Anthropological Association meetings in Chicago, where we participated in a roundtable with colleagues at other institutions who are doing similar work: Andrew Asher of Indiana University, Lesley Gourlay of the University of London, Lori Jahnke of Emory University, and Donna Lanclos of the University of North Carolina at Charlotte. Our session was titled Embedded and Engaged in Higher Education: Researching Student Entanglements with Technology, and we used a Prezi to highlight some of the images and numbers from our projects. We had a fantastic conversation with session attendees, some of which was captured by Donna in her post-conference writeup and a Storify of the Twitter stream that she created. I also blogged about the session, and especially our interactions with attendees, over at ACRLog.
Just last week we presented at the CUNY IT Conference at John Jay, again talking about what we’ve learned in our research specifically about students and academic technology. Many thanks to all who attended — we were flattered that the session was standing room only! Here are the slides (again via Prezi) and notes from our presentation “It’s an internet phone, but I don’t have internet:” Students Using Technology.