Telling the story: My personal transition from story

teller to qualitative researcher

Stephanie Frances Hurley Marshall University College of Education and Professional

Development Residency Portfolio Presentation

Defended: November 10, 2014Chair: Dr. Dennis M. Anderson

Introductions: Who I am: Stephanie HurleyWhat I do: Director, Student

Experience INTO Marshall University

My whys: Kathleen Bradley, born 5/26/2014

Matthew Bradley, married 1/24/2014

Gibbs, adopted 7/6/2013

Student Stats:BA: Counseling MA: Psychology Started Doc: Fall 2009GPA: 3.92Break: 2013-2014Motivations: Professional

AdvancementPerpetual StudentLove of Learning Teaching

I struggled in the program to figure out who I was as a student, a professional, and a researcher.

Advanced Qualitative Research brought a lot into perspective.

I can use my interpersonal skills and Counseling/Psychology background to tell stories.

Glesne: Becoming A Qualitative Researcher

Effective researchers are: 1.Anticipatory2.Learners3.Analytic 4.Therapeutic 5.Patient6.Nonthreatening 7.Aware of Power and Hierarchy8.Caring, Grateful, and Genuinely Interested

Effective researchers are: LEARNERS•Passionate about school•Background in Counseling and Psychology•Doc coursework:• 2-3 classes a term • Struggled initially with self-driven

learning

•Course highlights:• LS 703 (Research Design) & LS 719

(Intro)• Higher Ed Governance • Student Affairs

Effective researchers are: ANALYTIC•Good researchers are “constantly evaluating the information that is provided” (Glesne, 2011). • LS 705 (Administrative Theory) & LS 707 (Ethical Theory) were challenging. •Stop acting like a student and start thinking like a scholar. •Learned to analyze information – in and out of the classroom

Effective researchers are: THERAPUETIC•“Accidentally” ended up in Advanced Qualitative course with Dr. Spatig. •Good researchers set up conversations that are “therapeutic” with “open and honest conversations,” (Glesne, 2011). •Qualitative researchers “see the world in terms of people, situations, events, and the processes that connect these,” (Maxwell, 2013)

Effective researchers are: AWARE OF POWER AND HIERARCHY•Studied power and hierarchy in my area of emphasis: women and gender issues • HST 581 (History of Sexuality)• ANT 581 (Language, Body, and

Gender) • HST 585 (History of LGBT

Communities)

•Studying my fellow students while studying with them

Effective researchers are: NONTHREATENING•Building a cohort •Age/maturity/professional experience issues •Shift second/third year •Was able to create “a space that in conducive to sharing thoughts, and not a space that promotes anything negative,” (Glesne, 2011).

Effective researchers are: GENUINELY INTERESTED•Struggled initially with collaborations•Wanted areas in which I was genuinely interested and where I could be a positive influence on the project/information•Internship with Student Affairs•Clery Act Research •Co-teaching in Student Affairs

Scholarship: •Clery Act Research • Marshall “hot button” • “Responsibility, Control, and Sexual

Assault: The Clery Act’s Legacy”• Conference presentations

• Society for the Psychological Study of Social Issues (National)

• Mid-Atlantic Association of College and University Housing Officers (Regional)

• Lessons: • My writing needed work• Audience & perspective matters• More time in literature

Other Academic/Professional Pursuits: •Internship with Student Affairs• 5 months• Student Activities focus• Worked with SAPB/CAB• Policy statements, recruitment,

advertisement, nomination forms, and by-laws

• Lessons: • Thanks, but no thanks• Student advising is hard• Sometimes you have to start from

scratch

Other Academic/Professional Pursuits: •Co-teaching in Student Affairs • Syllabus development and teaching • Student Conduct and Civic

Engagement • Teaching peers• Lessons: • Teaching is for me• Time in literature is vital

Other pursuits: •Served on regional board for professional organization in student affairs•Founding member of curriculum development and assessment committee for Marshall University UNI 100 course • IRB Submission and Approval

•8 Presentations at local and national conferences•Teaching two university courses

Effective researchers are: PATIENT•Have always struggled with “waiting my turn”•Learning to be patient is a developing skill •Last year has helped with perspective•Looking to move quickly and finish

Effective researchers are: ANTICIPATORY•Good researchers are “constantly thinking ahead and are prepared,” (Glesne, 2011).•I am thinking ahead to my next moves: • Interested in studying relationships

between first year student initiatives and first year international students

• Friendlessness

•Prepared• Educated, practiced, and ready to roll

(with support)

References:

Glesne, C. (2011). Becoming qualitative researchers: An introduction. New York, NY: Longman.

Maxwell, J. (2013) Qualitative research design : An interactive approach. Thousand Oaks, CA: Sage.

Effective researchers are: VERY GRATEFUL

Thank you to my committee: Dr. Dennis M. Anderson

Dr. Wendy WilliamsDr. Eric LassiterDr. Tom Hisiro