Researching complex collegiate learning: a critical and integrative approach to classroom observation

Abstract

In higher education, educators establish complex learning outcomes for students to achieve during their collegiate studies. These outcomes, given their complexity, necessitate an advanced approach to studying the teaching and learning process as it unfolds in real time. We brought together extant literature and our own research experience studying teaching and learning in higher education to develop a critical and integrative approach to classroom observations. We view this approach as a way to direct researchers’ attention to the interactions among various aspects of the classroom, including power and privilege dynamics, rather than isolating disparate parts for inquiry. We offer guidance and tools for researchers to consider and potentially advance through their own application of this approach. We also explain the challenges of this approach.

Keywords:

• Classroom observations
• teaching and learning
• inclusive education
• transformative teaching and learning
• higher education

Acknowledgements

We extend our gratitude to the feedback provided by our reviewers as well as our discussant from the Association for the Study of Higher Education (ASHE) Conference in 2018.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 At the time we conducted our respective original studies, we drew upon and implemented existing tools (e.g. observation templates, critical theoretical frameworks) to the best of our abilities, but in retrospect, we realized that such existing tools were not wholly adequate for our purposes. Jackson and Mazzei (2013) captured our sentiments well when they wrote, “we came to this project the way many methodologists come to different approaches to their data: the processes we were using were insufficient and we could no longer ignore what we had put up with before” (p. 261).

2 All names of participants and places are pseudonyms to protect participants’ confidentiality.

Additional information

Funding

Taylor received funding from NASPA Region-IV East and the ACPA Foundation for the research on which this article is partially based.

Notes on contributors

Milagros Castilllo-Montoya

Castillo-Montoya is an Associate Professor of Higher Education and Student Affairs. She studies equity-based teaching in college classrooms with specific focus on the learning expereinces of first-generation and racially minoritized college students.

Kari B. Taylor

Kari B. Taylor is an Assistant Professor of Student Affairs Administration. Her research focuses on college students' development of critical consciousness and the assessment of liberal arts learning outcomes.