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Investigating Spatial Inequality
with the Cities, Suburbs & Schools Project
Jack DoughertyAssociate Professor of Educational Studies
Trinity College, Hartford CT
Mellon Conference on Student-Faculty Research CollaborationIn the Humanities and Social Sciences at Amherst College, December 2010
10 lessons learned during the past decade
Examples from my context to encourage you to find what might work in your particular setting
1) Dream up connections between your teaching opportunities and research interests
1) Dream up connections between your teaching opportunities and research interests
2) Define a common vocabulary for “research”
2) Define a common vocabulary for “research”
http://www.trincoll.edu/Academics/Study/EducationalStudies/research-new.htm
3) Scaffold student learning from coursework to team-based and independent research projects
3) Scaffold student learning from coursework to team-based and independent research projects
Early example from the CSS seminar, Fall 2002:
3) Scaffold student learning from coursework to team-based and independent research projects
Early example from the CSS seminar, Fall 2002:
3) Scaffold student learning from coursework to team-based and independent research projects
Early example from the CSS seminar, Fall 2002:
3) Scaffold student learning from coursework to team-based and independent research projects
Early example from the CSS seminar, Fall 2002:
3) Scaffold student learning from coursework to team-based and independent research projects
Early example from the CSS seminar, Fall 2002:
4) Sniff around for sources of student funding
4) Sniff around for sources of student funding
Summer research assistantships
Student conference travel awards
Funds for students to bring scholars to campus
5) Cultivate a critical mass of student researcherswith opportunities to play recurring roles
5) Cultivate a critical mass of student researcherswith opportunities to play recurring roles
Naralys Estevez
Introductory course (25 students)
5) Cultivate a critical mass of student researcherswith opportunities to play recurring roles
Naralys Estevez
Introductory course (25 students)
Cities, Suburbs & Schools seminar (14 students)
5) Cultivate a critical mass of student researcherswith 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)
5) Cultivate a critical mass of student researcherswith 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)
5) Cultivate a critical mass of student researcherswith 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)
6) Become a learner with students by crossing disciplinary boundaries and acquiring new skills
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?
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?
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?
7) Work with digital tools designed for collaboration
7) Work with digital tools designed for collaboration
Multi-user writing & revising
7) Work with digital tools designed for collaboration
Multi-user writing & revising
Shared citation manager
7) Work with digital tools designed for collaboration
Multi-user writing & revising
Shared citation manager
Screen sharing online
7) Work with digital tools designed for collaboration
Multi-user writing & revising
Shared citation manager
Screen sharing online
Multi-author web platform
8) Clarify how collaboration does (and does not)occur with your students, and identify your roles
8) Clarify how collaboration does (and does not)occur with your students, and identify your roles
School Information, Parental Decisions, and
the Digital Divide:The SmartChoices Project in Hartford, Connecticut
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). . .
9) Reflect on your motivations:Why am I doing this (and is it driving me crazy)?
9) Reflect on your motivations:Why am I doing this (and is it driving me crazy)?
Tension between process and product
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
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”
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”
10) Share collaborative work widely on the web,for dissemination, feedback, and future recruitment
10) Share collaborative work widely on the web,for dissemination, feedback, and future recruitment
