Journal of College & University Student Housing Volume 50, No. 2 - 102

Re-visioning Bulletin Boards
Student-participants also noted moments when they moved from passive learning
strategies to active ones. For example, Hector states, " And it also uses the QR codes if
you want to learn more, and I actually scanned it, and it goes to the epa.gov website.
So like, it uses credible sources, not just a random opinion article. " Hector's decision
to follow the link was an active learning move, and his report on the credibility of the
sources demonstrated critical thinking. Meanwhile, Justin stated that he chose mainly
to photograph certain bulletin board topics in this activity: " I noticed that [most boards
covered] either personal finance or exams. I didn't [photograph] all the personal finance
ones. " This example parallels Chi and Wylie's (2014) active learning example of highlighting
notes while reading, because the student chooses what to emphasize from
the given information. Overall, the project encouraged active learning as described by
Chi and Wylie by asking students to photograph and highlight certain bulletin boards,
which is akin to " taking verbatim notes " or " pausing " a video tape (2014, p. 221).
The photovoice project itself also helped the students move into deeper learning
strategies. For example, the participant-led group interview that characterizes photovoice
encouraged students to reflect out-loud, explain concepts, and take notes " in
one's own words " (Chi & Wylie, 2014, p. 221). Steven demonstrated how he shifted into
constructive learning when he generated comics from his photos by describing his
process in this way: " Okay, let me just put a couple of words that summarize everything
in a little text bubble. " By creating the comic strip to represent a student's engagement
with a bulletin board, Steven moved beyond " receiving " (passive) and " manipulating "
(active) to " generating " (constructive) new knowledge, which deepened his own learning
(Chi & Wylie, 2014, p. 221).
During the meeting with the residence life leadership team, the students progressed
to the interactive stage of learning, which is characterized by dialogue in which
" both partners make substantive contributions " (Chi & Wylie, 2014, p. 223). After students
presented their photos, they engaged in a discussion with staff, who asked them
to recommend changes to future bulletin boards; the spontaneous discussion that ensued
allowed students to deepen their own learning through co-construction of new
knowledge. Students thus engaged in " dialoguing, " engaging with staff in turn-taking
to generate " new ideas that neither individual knew initially nor could generate alone "
(Chi & Wylie, 2014, p. 223). In this presentation, students engaged in co-creating
knowledge with members of the leadership team, who learned alongside the students.
Connecting to Identity
Student-participants spoke extensively about how they made sense of the bulletin boards
through their own reflections on personal identities. They also highlighted their shared
and unique experiences as cisgender Latino men who were first-generation students,
The opportunity to document their experience, make meaning
together as a group, and present to the senior leadership in
residence life provides student-participants an opportunity
to construct their own voice.
Volume 50, No. 2 * 2024 99
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Journal of College & University Student Housing Volume 50, No. 2

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