Abstract:

Photovoice is storytelling with photographs. Initially a method to give voice to marginalized groups, it has been used as a research method; approach to intercultural communication, critical dialogue, concerted action, and relationship building; teaching and learning strategy; and evaluation tool. In our case, we used a modified version of photovoice in a United States college-level, one credit-hour study abroad course in Cuba that included the following learning objectives: a) discuss basic social, economic, environmental, educational, agricultural, and food security issues in Cuba; and b) reflect on, analyze, and communicate the academic, professional, and personal growth experienced in the immersive experience. The program included pre-trip classes, guest lectures, readings, discussions, and student content-focused presentations about Cuba interspersed during the four months before the trip, an 8-day trip to Cuba, and a final public presentation of a photovoice project. Students in the course (19) were asked to keep a reflective journal and take meaningful photographs throughout the experience. After the immersive experience in Cuba, they were asked to evaluate the impact of the program through the exploration, analysis, and contrast of their reflective journal and photographs; select the four photographs that best represented the impact of the trip; and prepare and present a poster with their narrated pictorial selection.

While we expected students to include photographs that addressed academic, professional, and personal growth, intercultural awakening, community building, and personal enjoyment, we did not provide content guidelines or examples and encouraged them to be creative and explore the depth and breadth of their experiences and their impact. With no limitations, students can give voice to their imagination rather than limit themselves, and engage in an additional learning and reflection exercise. In fact, the critical reflection demonstrated by the students in their photovoice poster (photographs and narration) can be deeper than what we usually see in reflective journals by untrained students.

From an evaluation perspective, we find that the photovoice project can be used as a data collection tool for a goal-free evaluation of both student learning and program development. The student assessment of their experience, their learning, and the program through their photographs and explanations can go beyond what we see in typical student course evaluations. In fact, in an analysis of past course evaluations, we found that these were usually limited to quantitative scoring of pre-determined questions about the course and self-assessment of achievement of learning objectives. When students provided responses to open-ended questions these often only provided information about how much students enjoyed the program, the quality of the faculty, and reviews of planned activities.

After this experience, we recommend the continue the use of photovoice as a teaching and learning strategy, a public demonstration of competence by the students, and to assess student learning. We also recommend to use photovoice as a goal-free evaluation tool that might help elucidate unasked questions about program objectives, design, implementation, and outcomes.

Keywords:

Photovoice, higher education, High Impact Practices, evaluation, study abroad, teaching and learning, evaluation, goal-free evaluation, learning outcomes.