Revision to #3

3) How do you plan to conduct your investigation? What sources of evidence do you plan to examine? What methods will you employ to gather and make sense of this evidence?

Our Approach to this Study
We have adopted a "grounded theory" approach to qualitative research, which Strauss & Corbin define as one that entails using multiple stages of data collection in order to derive a general theory that explains "a process, action, or interaction grounded in the views of participants in a study." The "theory" we are seeking might be better described as a "vocabulary"; i.e., we're trying to establish a precise set of terms that describe the moves students make (and see themselves making) as learners in our courses.

Sources of Evidence
We are collecting data from multiple sections of undergraduate research and writing courses taught by Drs. Hessler and Taggart at Oklahoma City University and at North Dakota State University. Our primary tool has been a modified version of Brookfield's "Critical Incident Questionnaire" (CIQ), completed by our students (and ourselves) each week, reporting specific moments of engagement and disengagement with the work of the course. We have been gathering these responses for over two years.

Additionally, as of spring 2008 we are asking students to contribute their Learning Portfolios to our study--in which students reflect on the processes and products of their work.

Methods for Examining the Evidence
As part of our ongoing pedagogy, we periodically summarize CIQ trends and discuss them with our students in class. For the larger research study, we hope to trace patterns among the student responses--common ways that students describe their experiences of problem-solving during our courses. For us, "problem-solving" includes a wide range of activities, from confronting an unfamiliar or frustrating concept to overcoming interpersonal conflicts as they collaborate within a research team. After categorizing and naming these strategies, we will consult with students for their assistance in (a) clarifying and employing our shared vocabulary for discussing the learning process, and (b) continuing to fine-tune our reflective-writing tools to help students to more clearly articulate their experiences.

At this point, we are still considering options for using the portfolios to supplement the data gathered from the CIQs--and hope to consult the CASTL mentors for their recommendations.