1. P HOTO J OURNALING IN THE E VALUATION C ONTEXT David Urias, Ph.D. Drexel University Olga Pierrakos, Ph.D James Madison University AEA Coffee Break Webinar January 27, 2011

2. O VERVIEW The Basics The Process The Benefits Product Analysis Examples of Coded Entries Barriers to Effective Photo Journaling: Lessons Learned Versatility of Photo Journaling Final Thoughts Q & A 2

3. T HE B ASICS 3 Experience + Reflection Growth “…meaningfully, enriching experience on an academic as well as a personal level.” ~ undergrad program participant

4. T HE P ROCESS Step 2 Specifically Access a particular moment in the form of a photo a.Describe b.Analyze c.Interpret d.Note questions arising from experience Step 1 Requires participants to distinguish between description and analysis, each with its own section Reflect on that moment in the form of accompanying text – useful to provide guided questions to focus photo selection and reflection

5. T HE B ENEFITS Offers rich, quality information; Produces valid results; Minimal participant time commitment; Participant engagement in reflective practice; Generates connections between theory and practice; Provides participants deeper understandings about personal beliefs while adopting new perspectives; and Use reflective inquiry to inform decisions 5

6. P RODUCT A NALYSIS L EVEL 1: D ESCRIPTIVE Participants provide evidence that new knowledge is obtained which allows him/her to make sense of new experiences or make links between old and new knowledge (what one used to think/did vs. what is learned and how it affects him/her). 6 L EVEL 2: E MPATHIC Participants express thoughts or emotions about others and self. S/he reflects their experience (emotions, attitudes, beliefs) onto how future participants may feel or react to the experience. Participant empathizes with those around him/her. L EVEL 3: A NALYTIC Participants demonstrate the application of learning to a broader context of personal and professional life. Photo journal entry provides evidence of learning/ growth in order to contrast, compare or plan for new actions or responses. Participants also notice unexpected positive or negative outcomes related to the project. L EVEL 4: M ETACOGNITIVE Participants demonstrate an examination of the learning process: showing what learning occurred, how learning occurred, and how newly acquired knowledge or learning altered existing knowledge. Participants plan to change future behavior based on the project experience and its outcome(s) on his/her life.

7. E XAMPLES OF C ODED E NTRIES Being an outsider is a physical attribute I am pretty sure our preferential treatment is due to our Americanness Level 1- Descriptive Men and women find different topics of conversation and comments on people’s appearances acceptable. Koreans discuss things that would sometimes be considered rude and offensive in America Level 2- Empathic Exploring the culture has reinforced something I don’t think most American’s really ponder or internalize – The United States is not the center of the world. There’s a lot for us to learn from other countries and cultures and if we don’t reach out on levels beyond government and commerce, we’re likely to miss it Level 3-Analytic It is important that we be globally engaged. Globalization is more about the increased communication and cooperation worldwide. My success [in the program] facilitates the preparation for future student participation in international research collaboration Level 4- Metacognitive

8. B ARRIERS & L ESSONS L EARNED 8 Too much description Neglect critical analysis Process needs to be continually reinforced and monitored regularly Unexamined assumptions No critical reflection on those assumptions Monitor reflective process regularly Not appropriate to expect a definitive statement about the success of the program or about what work has yet to be done

9. P HOTO J OURNALING ’ S V ERSATILITY 9 Photo journaling as a method can be modified to meet the specific program goals and objectives

10. F INAL T HOUGHTS Conclusion Method enables one to express, capture, and chronicle emotions via photography and journaling Offers a fuller “picture” of a program, assists in making compelling statements of program results, adds vitality to program reports, and enhances the meaning behind participants’ reflective statements However Assessing student outcomes is a work in progress Application of photo journaling without distinguishing between description and analysis results in undermining reflection; but Intends to identify issues that could be used by program stakeholders to improve program delivery, scope, outreach, and impact 10

11. Q & A 11 Thinking outside the box