September 2021

1. Sep 2021
   Using a hybrid card sorting-affinity diagramming method to teach content analysis ↗
   Kristin Marie Bivens; Candice A. Welhausen
   Abstract

   In this teaching experience report, we describe a research experience for undergraduates (REUs) designed to cognitively support the work of two student research assistants (RAs) from a two-year college (2YC) on a funded project that involved analyzing user-generated content for an mHealth app. First, we suggest partnerships between two- and four-year institutions as a move toward REU equity because students from 2YCs are not typically afforded these opportunities. We then review the role of research in undergraduate learning and posit the importance of scaffolding to sequence cognitive leaps. Finally, we present the cognitive scaffolding we created and connect it to our hybrid card sorting-affinity diagramming content analysis method.

   two-year college multimodality race and writing
   doi:10.1145/3468859.3468860