Mixing Methods for Practical, Scholarly, and Theoretical Impact

• In Event: The PASS Project: Reflections on a Decade of Research (Division J, Vice Presidential Session)

Abstract

Purpose: The third presentation will provide an overview of the quantitative, qualitative, and mixed methods approaches that undergird this study.
Perspective: The [redacted] study is a large scale, longitudinal, mixed methods study utilizing varied data points to more fully understand how students experience their first and second years at university, with a particular focus on the role of comprehensive college transition programs. The project also expanded to study major and career development and exploration of students in their third, fourth, and fifth years in college. A mixed methods approach facilitated the development of nuanced recommendations related to program implementation and institutional support for at-promise student success. The research team has drawn from a substantial dataset to understand the campus context in conjunction with student and practitioner experiences. With regards to students, researchers focused on academic outcomes as well as psychosocial outcomes (i.e., academic self efficacy, belonging, major and career self-efficacy, mattering, well-being).
Methods/data sources: This presentation will describe the wide range of methods involved in the study including: pre-post tests, interval surveys, time use surveys, longitudinal interviews with students, interviews with educators (i.e., practitioners, faculty, and administrators), digital diaries, document analysis, and observations.
Results: Panelists will describe the research methods utilized in each phase of the study and draw connections to findings derived from certain methods. They will also outline key processes for data maintenance and research team collaboration. Panelists will share lessons learned about the research approach over the course of the project–and reflect on adjustments made during the funding cycle.
Significance: The [redacted] study represents a unique methodological approach to understanding the experiences of at-promise students due to the range of research methods employed, longitudinal commitment to the topic, and willingness of the funding agency to pilot innovative research methods (i.e, digital diaries and time use surveys) to deepen understandings of at-promise student success.

Authors

• Joseph Kitchen, University of Southern California

• Ralitsa Todorova, University of Southern California