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Investigating Spatial Inequality with the Cities, Suburbs & Schools Project Jack Dougherty Associate Professor of Educational Studies Trinity College,

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Presentation on theme: "Investigating Spatial Inequality with the Cities, Suburbs & Schools Project Jack Dougherty Associate Professor of Educational Studies Trinity College,"— Presentation transcript:

1 Investigating Spatial Inequality with the Cities, Suburbs & Schools Project Jack Dougherty Associate Professor of Educational Studies Trinity College, Hartford CT Mellon Conference on Student-Faculty Research Collaboration In the Humanities and Social Sciences at Amherst College, December 2010

2 10 lessons learned during the past decade Examples from my context to encourage you to find what might work in your particular setting

3 1) Dream up connections between your teaching opportunities and research interests

4

5 2) Define a common vocabulary for “research”

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7 3) Scaffold student learning from coursework to team-based and independent research projects

8 Early example from the CSS seminar, Fall 2002:

9 3) Scaffold student learning from coursework to team-based and independent research projects Early example from the CSS seminar, Fall 2002:

10 3) Scaffold student learning from coursework to team-based and independent research projects Early example from the CSS seminar, Fall 2002:

11 3) Scaffold student learning from coursework to team-based and independent research projects Early example from the CSS seminar, Fall 2002:

12 3) Scaffold student learning from coursework to team-based and independent research projects Early example from the CSS seminar, Fall 2002:

13 4) Sniff around for sources of student funding

14 Summer research assistantships Student conference travel awards Funds for students to bring scholars to campus

15 5) Cultivate a critical mass of student researchers with opportunities to play recurring roles

16 Naralys Estevez Introductory course (25 students)

17 5) Cultivate a critical mass of student researchers with opportunities to play recurring roles Naralys Estevez Introductory course (25 students) Cities, Suburbs & Schools seminar (14 students)

18 5) Cultivate a critical mass of student researchers with opportunities to play recurring roles Naralys Estevez Introductory course (25 students) Cities, Suburbs & Schools seminar (14 students) GIS mapping workshop (with 5 from other colleges) Summer research assistant (3 students)

19 5) Cultivate a critical mass of student researchers with opportunities to play recurring roles Naralys Estevez Introductory course (25 students) Cities, Suburbs & Schools seminar (14 students) GIS mapping workshop (with 5 from other colleges) Summer research assistant (3 students) Senior thesis: “Are magnet schools attracting all families equally?” (solo) TA for seminar research project (for 14 students) Scholarly conference presentation (2 students)

20 5) Cultivate a critical mass of student researchers with opportunities to play recurring roles Naralys Estevez Introductory course (25 students) Cities, Suburbs & Schools seminar (14 students) GIS mapping workshop (with 5 from other colleges) Summer research assistant (3 students) Senior thesis: “Are magnet schools attracting all families equally?” (solo) TA for seminar research project (for 14 students) Scholarly conference presentation (2 students) Graduates with dual major: Ed Studies & Psych Summer GIS trainer for next cohort (2 students)

21 6) Become a learner with students by crossing disciplinary boundaries and acquiring new skills

22 Question: How much more are suburban homebuyers willing to pay to choose a school on the higher-scoring side of an attendance zone?

23 6) Become a learner with students by crossing disciplinary boundaries and acquiring new skills Question: How much more are suburban homebuyers willing to pay to choose a school on the higher-scoring side of an attendance zone?

24 6) Become a learner with students by crossing disciplinary boundaries and acquiring new skills Question: How much more are suburban homebuyers willing to pay to choose a school on the higher-scoring side of an attendance zone?

25 7) Work with digital tools designed for collaboration

26 Multi-user writing & revising

27 7) Work with digital tools designed for collaboration Multi-user writing & revising Shared citation manager

28 7) Work with digital tools designed for collaboration Multi-user writing & revising Shared citation manager Screen sharing online

29 7) Work with digital tools designed for collaboration Multi-user writing & revising Shared citation manager Screen sharing online Multi-author web platform

30 8) Clarify how collaboration does (and does not) occur with your students, and identify your roles

31 School Information, Parental Decisions, and the Digital Divide: The SmartChoices Project in Hartford, Connecticut

32 8) Clarify how collaboration does (and does not) occur with your students, and identify your roles Statement on collaboration: This chapter represents a collaborative effort by faculty and student co-authors at Trinity College. Jack Dougherty, Associate Professor of Educational Studies, coordinated the website design, research methods, data collection, and wrote the final draft. Diane Zannoni, Professor of Economics, advised on the research design and supervised the quantitative analysis. Begaeta Nukic trained and organized student researchers, Courteney Coyne transcribed and coded parent interviews, and Maham Chowhan, Benjamin Dawson, and Tehani Guruge conducted the quantitative analysis. The authors thank Jean-Pierre Haeberly and David Tatem (who created the SmartChoices web application and provided GIS support), and Jesse Wanzer and Nick Bacon (who digitized school attendance boundaries)...

33 9) Reflect on your motivations: Why am I doing this (and is it driving me crazy)?

34 Tension between process and product

35 9) Reflect on your motivations: Why am I doing this (and is it driving me crazy)? Tension between process and product Self-interest: slower, but more effective writing

36 9) Reflect on your motivations: Why am I doing this (and is it driving me crazy)? Tension between process and product Self-interest: slower, but more effective writing Wise colleague: “Good way for students to learn”

37 9) Reflect on your motivations: Why am I doing this (and is it driving me crazy)? 9B) Listen to your student collaborators: Why are they doing this (and putting up with you)? Tension between process and product Self-interest: slower, but more effective writing Wise colleague: “Good way for students to learn”

38 10) Share collaborative work widely on the web, for dissemination, feedback, and future recruitment

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