Chian, M. & Couch, S. Designing and Researching Innovative Interdisciplinary Curriculum in Undergraduate Education Initiative: Embedded and External Ethnographers’ Reflexive Approach. Structured Poster Session: American Education Research Association, San Antonio, TX (April 2017)
Role: Lead author and lead presenter
Contributions: I developed the poster with the contributions of both the PI of the LTFT program and my research team I led. I also presented the poster during the structured poster session for the Language and Social Processes, Special Interest Group.
Key abstract: This structured poster seeks to contribute to the growing call for a more reflexive approach in both the research process and the reporting of the cultural practices (Ellen, 1984;Clifford and Marcus, 1986; Atkinson, 1990; AERA, 2006; Waring, 2012; Kumpulainen, Erstad et al, 2016) by making visible the work between an inter-segmental team of internal ethnographers, who collected and archived records through participant observation and the external team, who constructed and analyzed data from the archived records to explore the developmental pathways of new initiative in higher education. Guided by Interactional Ethnography, it presents two sets of telling cases (Mitchell, 1984) by (re)analyses of archived records, reflexive dialogues (past and present) and email chains among participants. The first set makes visible the reflexive process (i.e. actions and decisions) undertaken by the initiative's Project Investigator (second author) to construct empirical evidence of the roles and relationships necessary to guide and support a complex inter-segmental research project. The second set of telling case presents the reflexive process undertaken by the lead ethnographer (first author) to uncover how and it what ways, did the external IE team engaged in conceptualizing and constructing a logic-in-use to develop an emic perspective on the processes and principles of reformulating established courses to integrate university-sanctioned disciplinary knowledge.
Chian, M. Making Visible the Challenges of Researching an Ongoing Project: Seeking Insider’s Perspective. Pre-Conference Workshop:Exploring an Ethnographic Perspective as a Logic-of-Inquiry. National Council of Teacher of English Assembly for Research 2017:Midwinter Conference, San Francisco State University, San Francisco, CA (February 2017)
Key abstract: This presentation presents the theoretical framework and epistemological perspective that guided the logic-in-use that a team of external ethnographers(co)constructed and (re)constructed, with the support of an internal ethnographers, in order to seek insider's perspective on the developmental pathways of an innovative initiative in higher education. It unfolds the challenges encountered as well as decisions and actions undertaken by the external ethnographers in researching an ongoing project. The reflexive process made visible the need to (re)enter archived records in multiple points of analyses; to collect additional sets of records; to have an ongoing dialogue with the internal ethnographer and instructional team; and to trace actors and their roles and relationships that shaped the development of the initiative.
Chian, M. "What Counts as Mastery of an Integrated Curriculum in Higher Education: Contrastive Analysis of Students' Differential Performance." Language and Social Processes Mentoring Workshop and Roundtable Conversation: Creating Dialogue Across "Generations" of Scholars. American Education Research Assembly, Washington, D.C. (April 2016)
Key abstract: This work-in-progress paper seeks to explore what students need to know, understand, and do in order to seek mastery in an integrated curriculum in higher education. Guided by discourse analysis, (Bloome et al, 2005), this paper presents a contrastive analysis of responses of three different assignments by two students at varying levels of development, one at mastery and one at developing mastery, as identified by the professor. The analysis focused on what the students proposed, recognized, acknowledged as socially and academically significant through their responses to the written assignments (Bloome et. al, 2005). The disparity of the number of references made by the two students led additional analyses of the students' years in the program, number of courses taken as well as the syllabus of four integrated courses taken by the students with mastery. The preliminary findings reveal that both students had taken three courses with similar university catalog numbers; however, the student with mastery had taken one more course than the developing mastery and had started the program one year earlier. This findings suggest deeper exploration how the role of time, by extension, engagement of content, shape the development of mastery or literacy within a discipline.
Chian, M.; Stewart, E; Stewart, A.; Green. J. "Conducting Interview-Conversations with Computer Mediated Communication in Virtual Space: Gaining Emic Perspectives. Round table Session entitled: VISUALizing Qualitative Methods. American Education Research Association. Washington, D.C. (April, 2016).
Role: Lead author and lead presenter
Contributions: I wrote the proposal and the paper with contributions of my research team and co-presented the paper in a round table session compiled by Measurement and Research Methodology, Division D, of the American Education Research Association (AERA).
Key abstract: This paper presents a telling case of how a team of external ethnographers conducted series of interview-conversations via computer-mediated-communication in virtual space to seek insider's perspective on the developing processes of integrating university-sanctioned content area into an established disciplinary content in an Organizational Communication major. The virtually-enabled component of the interview-conversations through Google Hangout and email fostered an ongoing dialogic communication between the two teams, which allowed the external ethnographers to (re)enter the site and to the informants/participants, without physically there, throughout the research process. The interview-conversations allowed the interview to speak freely and enabled the interviewer to follow the trail of conversation as it develops leading to the (co)construction of meaning through their discourse-in-use (Bloome & Clark, 2005). These series of interview-conversations provided insights to what the interviewees were proposing, recognizing, and acknowledging as socially and academically signigicant (Bloome et al, 2006).
Arya, D.; Balos, N., Chian, M. Green, J. "The Transdisciplinary Nature of Educational Ethnography". Alternative Session-National Council of Teachers of English Assembly for Research 2016: Midwinter Conference. Eastern Michigan University, Ypsilanti, MI. (February, 2016)
Role: Co-author and co-presenter
Contributions: I presented the Long Term and Futures Thinking project, as one of two projects to demonstrate Interactional Ethnographic approach to studying innovative educational programs.
Key abstract: This presentation presents the Long Term and Futures Thinking Inter-Segmental Research Project between the University of California, Santa Barbara and California State University, East Bay (CSUEB). It provides the nature of the interdependent work between external ethnographers (UCSB) and the internal ethnographers (CSUEB), to (co)research and evaluate the development of an ongoing program initiative in higher education.
Green, J. & Chian, M. An Interactional Ethnographic Perspective: Making Visible the Developing Process of Design, Instruction, and Student Learning. Presentation: Teaching for Long Term and Futures Thinking (LTFT): LTFT in Education and Context Conference. San Francisco, California. (http://www.longtermandfuturesthinking.org/wpcontent/uploads/2015/08/Green_ChianInteractional-Ethnography-LTFT-2.pptx) (July, 2015)
Role: Co-author and co-presenter
Contributions: I designed the Powerpoint presentation and co-presented the research processes undertaken for the LTFT program.
Key abstract: The presentation provides the logic-of-inquiry that guided the research and evaluation of the Long Term and Futures Thinking (LTFT) initiative at California State University, East Bay. Also included in the presentations are key principles and processes that were made visible my the multiple levels of analyses undertaken by the external ethnographers with the support of the internal ethnographers embedded within the local site of study.
Chian. M. What Counts as Mastery: Contrastive Analysis of Students' Differential Performance in an Emerging Area of Study in Higher Education. Working Discussion Session: 10th Annual Discourse Analysis in Educational Research Conference at the University of Wisconsin, Madison. (May, 2015).
Key abstract: This work-in-progress paper seeks to explore what students need to know, understand, and do in order to seek mastery in an integrated curriculum in higher education. Guided by discourse analysis, (Bloome et al, 2005, this paper presents a contrastive analysis of responses of three different assignment by two students at varying levels of development, one at mastery and one at developing mastery, as identified by the professor. In particular, the analysis focused on what the students proposed, recognized, acknowledged as socially and academically significant and recorded the number of their references made of the content as was inscribed in their responses of the three assignments. This disparity of the number of their references led to explore further what factors that may have contributed to the differential performance level.
Chian, M. with Hellman, F.; Brooks, L.; Couch, S.; Yeager, B, & Saveri, A. Challenges in Seeking the Emic Perspective: Processes and Principles of Designing for the Unknown in Higher Education. Structured Poster Session: American Education Research Association. Chicago. Illinois. (April 2015).
Role: Lead Author and lead Presenter
Contributions: i developed the proposal and the poster with the contributions of my research team and the instructional design team as well as the internal ethnographers. I presented the poster in an structured poster session for Post secondary education, Division J, American Education Research Association (2015).
Key Abstract: This poster makes visible the challenges that a team of external ethnographers encountered when conducting an ethnographic research to trace the developmental pathways of an innovative initiative in higher education for two years. Guided by discourse analysis and Interactional Ethnography, as a philosophy of inquiry, the external team seeks to uncover what the professor needed to know, understand, and do to make visible the often invisible layers of decision making processes that led to the construction of what the lead professor claimed as "our best course to date". To gain an emic understanding what led to the development of "best course to date" framed the need for the external ethnographers to trace the roots and routes of the initiative, which made visible multiple actors and their roles and relationships, events, and contextual surround that shaped the integration of the courses and the development of the initiative.
Green, J. with Chian, M. ; Yun D.; Joo, J.; Stewart, E. What is Happening Here? Ethnographic Eyes on Analyzing Video. Interactive Sessions with Undergraduate Scholars: American Education Research Association, Chicago. Illinois. (April, 2015).
Role: Lead contributor
Contributions: I prepared supplemental material for the sessions, and led a group of undergraduate scholars during an interactive discussions in relations to their research interests and the use of video analysis from an ethnographic lens.
Key abstract: The interactive sessions provides the undergraduate scholars an introduction of using ethnographic perspective in (re)viewing video records in order to construct data for analyses as well as opportunities for the scholars to engage in discussions among their peers in relations to their research interests or questions.
Chian, M. Math in Practice: Developing Disciplinary Literacies by Talking and Thinking Like Mathematicians in a 5th Grade Bilingual Classroom. Working Discussion Group: 9th Annual Discourse Analysis in Education Research Conference, Ohio State University. (May 2014).
Key abstract: This work-in progress paper seeks to explore how, and in what ways, students in a 5th Grade Bilingual class negotiated meaning and (co) constructed and (re)constructed disciplinary literacy during math sessions. Guided by Interactional Ethnography perspective and discourse analysis, this paper seeks to analyze video records of math class sessions and examine how the students develop to talk and think like mathematicians through the social interactions and classroom discourse across time and events.