Synopsis
This book introduces practitioners and researchers of student affairs to the use of images as a means to gaining new insights in researching and promoting student learning and development, and understanding the campus environment. Visual research methods can surface and represent ideas in compelling ways and augment the traditional written word and numerical data methodologies of social science research. The purpose of this book is to provide informative, rich examples of the use of visuals to understand and promote college student development research, pedagogy, and practice.
With the increased accessibility of cameras, the ability to engage in image production has become widely available. Individual--including college students, faculty, and administrators--narrate the social world in new ways using visuals. While on the one hand students are using images to mobilize around social issues on campus, on the other, institutionally produced visual artifacts send messages about institutional culture and values. In promoting visual literacy, this book offers new opportunities for student development administrators and faculty to utilize the visual sensory modality and image-based artifacts to promote student success and belonging which are critical outcomes of higher education.
The book is divided into three sections: research, pedagogy, and practice. The first makes the case for adding visual methods to the researcher’s toolbox, describing past uses and outlining a theoretical approach to visual methods and methodologies in higher education research. The pedagogical section demonstrates different and creative ways for educators to think about how subjects--such as social justice--might be taught and how educators can draw upon new, changing modalities in their existing pedagogies and frameworks; and it illustrates how visual-based pedagogies can prompt students to new understandings about the content of their course of study. The concluding section describes how student development professionals can also utilize visual methods to provide students with out-of-classroom learning opportunities and as a means to stimulate student reflection and identity development. It also explores how visual methods can serve a way for practitioners to reflect on their professional practice and use of theory in their work.
Intended for higher education educators, researchers, and practitioners who teach, research, and promote college student development and learning, this book could also be used in student affairs and higher education courses and professional development workshops.
About the Authors
Carrie A. Kortegast is an Assistant Professor of Higher Education at Northern Illinois University. Her research broadly focuses on how postsecondary environments mediates student learning and development and the use of visual methods in research and pedagogy.
She has authored publications on social learning during short-term study abroad, the experience of LGBTQ students and student affairs administrators, and using digital storytelling in pedagogy. She has presented on visual methods in research and pedagogy at the Association for the Study of Higher Education, the ACPA: American College Educators International, and NASPA: Student Affairs Administrators in Higher Education.
She serves on the editorial review board for Journal of College Student Development. In her teaching pedagogy, she utilizes visual methods such as digital storytelling, reflective collages, drawings, and art audits to enhance student learning. Prior to teaching, Dr. Kortegast served as a student affairs administrator for nine years.
Peter M. Magolda was Professor Emeritus in the Department of Educational Leadership at Miami University. He focused his scholarship on ethnographic studies of college students, critical issues in qualitative research, and program evaluation. He is author of The Lives of Campus Custodians and co-author of Contested Issues in Student Affairs, Contested Issues in Troubled Times, and It’s All About Jesus!: Faith as an Oppositional Collegiate Subculture, and has served on the editorial boards of Research in Higher Education and the Journal of Educational Research. He was an ACPA Senior Scholar inductee, and in 2013 received the Association for the Study of Higher Education (ASHE) Mentoring Award. He also received Miami University’s Richard Delp Outstanding Faculty Member award, as well Alumni Award from The Ohio State University and Indiana University.
We deeply mourn the loss of author, teacher, and friend Peter M. Magolda.
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