• Research &Inquiry: Studies, Hypothetical Scenarios, & Potential Study Outlines

  • Foundational Knowledge: A majority of the work we as students of the higher education program do as we earn our degree is hypothetical or abstract. Some of the work is not fully-fledged research and will not be published in any journals, but is work that was critical in my development as a higher education professional. Ranging from studies on the cannabis industry and the impacts it has on residential life and students of color all the way to examining the college environment of a soon-to-be-destroyed student union to identify concerns that may arise in its newest iteration. I saw these as efforts to create specific foundational knowledge for the institution and for actors within the instution to be able to discuss with us if/when CLIE administration coordinated with the higher education department in efforts to better our experiences.

    Application & Integration: While I felt that what I was learning in my research methods class was plenty applicable to research in general, its specificity to higher education ended with the syllabus. Research is so often grounded in quantitative study and the interactions non-researchers have are more often talked about and considered in terms of their qualitative aspects; many of my works focus instead on integrating methodologies from other courses into research (such as performance) or by bringing topics that may not see as much light in the quantitative field to the table (see row 2). In Public Policy, I was able to use the legal information to add an additional lens of examination to my previous work on cannabis regulations within institutions of higher education to gain a more-well-rounded understanding (see row 1).

    Human Dimension: & Caring/Valuing & Learning How to Learn: If I was going to do research, it would be something I cared about and for. As a developing higher education professional within an institution of higher educaiton, I feel it is my responsibility to seek equity-creating methods, policies, and actions in my practices. When challenged to equip a research-based lens, I sought to examine those outside of a system of education to assess equity roadblocks that make financial stability, yet alone higher education attendance, impossible. Everyday my social media sees the posts of unpaid, underpaid, drag performers who are tired of experiencing invalidation after the time, energy, money, and exposure they put into their art. When asked to identify a potential model of study, (see row 2) was produced to examine the inequities of drag performers in the Denver community through a qualitative lens. By generating more research on this topic, artists may one day be able to have access to insurance (of any kind), equitable pay, as well as professional validation.

    In terms of equitable practices...how are institutions of higher education responding to cannabis legalizations? How should they respond? Directly below is a body of research that examines the inequitable cost-spread to students, specifically students of color, for cannabis-related policies. In learning how to learn...what education do we as professional need to do, what unlearning do we need to do in order to better-construct policies that are equitable for our students?

     

  • Preparing Campus Policies for Cannabis Legislation

    Building on a body of academic work that was initiated in my tenure at University of Vermont and being able to expand different facets of this topic through the lens' of public policy and the student rights and responsibilities as opposed to a strictly residential lens gave me a more-rounded understanding of how to address student  and institutional concerns.

  • Drag Performers, Gig Economy, & Finding Better Practices

    What are drag performers worth? What policies dictate their lives? These works examine the double-standards of drag performance and professionalism as well as fair wages.

                                               

  • Hypothetical Institutions

  • Should colleges examine criminal records? Why not? This collaborative work focuses in on the slippery slopes that are included in over-policing the various social media or criminal records of potential higher education applicants, specifically the harms to trans folks/of color.

  • Spatial Analysis/College Environments

  • As three graduate staff members within the Driscoll Student Center/Union, we investigated the environment we worked in by seeking feedback from the community and using models of environmental organization to assess potential concerns of one iteration of the student union to be prepared to assist in making change in the newest iteration.

  • Gendered Racism & 'Professionalism'

  • Lipstick color, degree of tightness, material (leather/latex) stigma...all of these are forms of oppressive professionalism. Through a racial lens, 'professionalism' takes form in very specific, intersectional, and gendered ways. This work reviews interviews, conducted both in English as well as in ASL, with women of color on a college campus about their experiences with 'professionalism' on college campuses.

  • Research & The Self

  • How do I write without me? How would I even start? These articles provide insight into the importance of the inclusion of self in my work. I offer a limited set of lens' for others to (try) to see through, to (try) to perceive what I perceive. While I could write this off as purely subjective experience, that does not invalidate the knowledge I carry within me. To try to separate myself from it is impossible, so I will embrace it.

This portfolio last updated: 16-Jun-2019 5:53 PM