Experiential Learning

On each site visit, we arranged map-making focus-groups with FYW instructors (full-time, part-time, and graduate students), in which we asked them to map the techno-ecologies on their campus.

Our map-making focus groups were 90-minutes long in total. The first 10 minutes of each focus group were devoted to introductions and shuffling, and then we structured our remaining time into three distinct activities:

A Semi-Structured Group Interview protocol (30 minutes) where we talked with participants about digital writing and professional development
A Map-Making protocol (30 minutes) where participants first created a list of the experiences they felt had best prepared them to teach digital writing and then followed instructions to map out their understanding of the techno-ecology on their campus
A Debriefing Dialogue (20-30 minutes) where participants talked about their maps and how their maps did or did not align with the experiences they identified as having prepared them to teach digital writing

You can find additional detail about these focus groups on our Current Project Background page in the section titled "Details: Map Making Focus Groups." Below are pictures of maps made by participants. Below the visual of each map, we have transcribed each participant’s list of meaningful experiences and the items listed on their map.

Across the four maps collected at UTEP, it’s evident how much map categories (people, physical spaces/places, digital spaces/places, groups, and participants’ own added categories) overlap or appear in clusters. For instance, items noted on Maria’s map more often than not contain 3-4 different stickers for multiple categories. Aarin’s, Marco’s, and Jonathan’s maps likewise are built with clusterings of categories, reflecting that campus spaces, to be recognized and utilized as resources, need an integrated physical, digital, and human infrastructure.

There are distinct differences with regards to how participants conceptually mapped the tech-ecology of UTEP. For instance, Maria’s map centers the Library as the foundation for the rest of the University’s tech-ecology (with some off-branches, like Academic Technology, the UX Center, and the Education building). Jonathan’s map, on the other hand, is more distributed, not appearing to purposefully center any one entity, noting a few hubs, including the library. Marco’s map, on the other hand, takes a much more functional and wired/tech infrastructure approach, conceptually centering the campus’ tech-ecology around “Wifi Lake” and then mapping its tributaries, like the Extended University and Writing Center. Aarin’s map, unlike his colleague’s, begins with his own positionality in RWS and then organizes around branches labeled support (separate branches for students and instructors), specific support centers, and then other campus locations with overlapping spaces/places across the different branches. Importantly, though their conceptualizations of the tech-ecology differed, there was indeed a general consistency to the people, places, and spaces included on each of the four participants’ maps.

Participants’ lists suggest that formal opportunities for learning within the University, including pedagogy and core courses that required them as students to create digital compositions, as well as workshops provided by the Technology Center and Center for Instructional Design, were significant influential experiences. Likewise, the opportunity for hands-on experience beyond their experiences as learners were also significant. For instance, Aarin’s list primarily includes experiences beyond the classroom, like creating a business website, as well as doing work in writing centers and customer service. Marco similarly ranked being a gamer and working on articles and participating at conferences on topics around video games as his most influential experiences. Both Maria and Jonathan note the importance of consulting support services (interal and external to the University) and colleagues in order to support their digi work.

Below, please find listed (1) the name of map-making participants along with their titles and number of years teaching in the program; (2) a photo of the map that they created; (3) a transcribed list of their ranked list of experiences that they felt best prepared them to teach digital writing; and (4) a map key that explains what the dots/stars on each map mean (e.g. People, Physical Spaces) along with a transcribed list by dot/star category naming elements that participants included on their maps.

Maria Isela Maier, PhD Candidate and Lecturer, First Year Writing Program

5 Years Teaching in the Program

Maria's list of influential experiences: (1) Core class in Doctoral Program for Digital Writing; (2) Workshops provided by Technology Center @ UTP; (3) Front desk help @ Technology Center; (4) Classmates in doctoral program; (5) Staff at Blackboard Support Central Office

Map Key

Green (People): UTEP Library Staff in Center for Accomodations and Support Services, Tech Equipment Checkout, Workshop Classrooms Coordinators, Student Workstudy Rooms Coordinators, Technology Support Front Desk Staff, Second Floor Computer Station Staff, Student Union Computer Terminals Staff, Education Building Language Lab Computer Stations, Undergraduate Learning Center Academic Technlologies Staff, Sites of Translation User-Experience Research Center Staff
Blue (Physical spaces/places): UTEP Library Center for Accomodations and Support Services, Tech Equipment Checkout, Workshop Classrooms, Student Workstudy Rooms, Technology Support Front Desk, Second Floor Computer Station, Student Union Computer Terminals, Education Building Language Lab, Undergraduate Learning Center Academic Technlologies, Sites of Translation User-Experience Research Center
Red (Digital Spaces/Places): Computer stations, software, and technology located in UTEP Library Center for Accomodations and Support Services, Tech Equipment Checkout, Workshop Classrooms, Student Workstudy Rooms, Technology Support Front Desk, Second Floor Computer Station, Student Union Computer Terminals, Education Building Language Lab, Undergraduate Learning Center Academic Technlologies, Sites of Translation User-Experience Research Center
Yellow (Groups--Departments, Committees, Initiatives, etc.): Undergraduate Learning Center Academic Technologies Staff, Education, Technology Support,
Orange (Specific Software Programs): iMovie, ScribeExpress (in Education Building Language Lab), Technology Support Front Desk, software access, and other software programs

Jonathan Nehls, Lecturer, First Year Writing Program

6 Years Teaching in the Program

Jonathan's list of influential experiences: (1) Blackboard Training; (1) Lecture Preparation (hands-on scaffolding for assignments); (1) Sharing with Colleagues; (1) YouTube tutorials online; (1) Online Content; (2) Pedagogy Class; (2) Colleague Workshops in instruction; (2) Center for instruction design (Panopto); (2) Norming; (3) Learning Communities

Map Key

Green (People): Hugo Gomez (Instructional Technologist), Steve Varela (Associate Director of Academic Technologies)
Blue (Physical Spaces or Places): Union Cyber Cafe, Liberal Arts Tech Center, Library Technology and Writing Center, Undergraduate Learning Center, Center for Instructional Design, Bookstore
Red (Digital Spaces or Places): Union Cyber Cafe, Liberal Arts Tech Center, Library and Writing Center, Undergraduate Learning Center, Center for Instructional Design
Yellow (Groups--Departments, Committees, Initiatives, etc.):
Purple (Events): FYC Film Fest, Reset Conference
Orange (Applications):iMovie, Photoshop, Illustrator, Panopto, YouTube, Weebly, Blackboard, Wix, 3D Printing, OnDrive/Google, We Movie Prezi, PowerPoint

Marco Rodriguez, Lecturer, First Year Writing Program

8 Years Teaching in the Program

Marco's list of influential experiences: (1) Working on an article on a video game; (1) Presenting this article at conference; (1) Playing video games and being part of that discourse have helped me stay current with technological advances; (2) Creating a video on plagiarism for pedagogy class; (3) Working with tech in class

Map Key

Green (People): Professor Website
Blue (Physical Spaces or Places): Undergraduate Learning Center, Library, Extended University, Education Building, Writing Center, Union, Liberal Arts, Port F.A. (?)
Red (Digital Spaces or Places): Undergraduate Learning Center, Blackboard, Extended University, Wifi, Library, Education Building, Writing Center, Union, Liberal Arts, Port F.A. (?)

Aarin Walston, Lecturer, First Year Writing Program

5 Years Teaching in the Program

Aarin's list of influential experiences: (1) Management of employees; (2) Creating a business website; (2) Forming connections outside of the University; (2) Writing Center Experience; (2) ELL Tutor/Lab for Community College; (3) Working with the Public-Customer Service; Digital Humanities

Map Key

Green (People): IT Support, Technology Center Staff, Technology Course (Steve and Cira), Classrooms Staff, Huge Gomez (Instructional Technologist), Atlas/Gia Labs Staff
Blue (Physical Spaces or Places): I.T. Center, Atlas/Gia Labs, Student Union Cyber Cafe, Classrooms, Library, Undergraduate Learning Center, Library’s Second Floor Macs and PCs for students, Student Computer Services
Red (Digital Spaces or Places): Blackboard, Atlas/Gia Labs (digital printing, digital drafting, digital recording), Classrooms, Library, Undergraduate Learning Centers, Library’s Third Floor Rooms for Student Projects, Arts Fourth Floor
Yellow (Groups--Departments, Committees, Initiatives, etc.): IT Support, Technology Center Staff, Technology Course (Steve and Cira), Classrooms Staff, Huge Gomez (Instructional Technologist), Rhetoric and Writing Studies Support, Student Workers Helping Other Students, Blackboard Central, Library, Student Computer Services, Library’s Third Floor Rooms for Student Projects, Arts Fourth Floor