15 Notes from Interviews with Students (2019)

The following are notes taken when Emily interviewed students following the second use of the citations guidelines. They were used  in the course “Human Rights in Latin America” taught in Summer Quarter of 2019. The course was designed by Dr. Angelina Godoy, and adapted by Emily for this Summer Quarter.  While the “International Justice on Trial” had a single large research paper, this course had three smaller assignments.

The interviews were conducted via telephone in the summer of 2019 after the end of the quarter and after grades had been turned in and distributed to students. Emily obtained informed consent from all of the participants for her to take notes and use the information shared in this ongoing project to improve the guidelines. Emily also obtained consent to anonymously use excerpts of the students’ papers in future publications or presentations. The notes have been anonymized to protect student privacy. These notes include both questions asked and responses.

Summary:

Spoke to 3 students. Student #1 used the guidelines, students #2 and #3 did not use it.

Interview with (student #1) – HRLA Summer 2019

Could you remind me of how and for what assignments you used it?

Last one, and second one. Roommate was going to the store we were speaking Spanish and getting looks at Target. Flight or fight  – do you want to argue. If someone did say something, would have said something back. Evidence for argument or counter argument. Other – person from Yakima, valid point of view. Where she lives next to a big lot where people park RVs, where ICE was with trucks and uniforms, could see from her doorway.

Why did you choose to do the interview/personal experience? (had you already done it or did you do it for the paper?)

Strengthen the argument – to give a real-life perspective. Not happening anonymously, we can read about something happening in Europe but if there is no real live examples. I am going to take it as the news, but I won’t have the connection – empathy and sympathy to give more attention. Pathos aspect – emotional aspect of argument. Give some humanity.

How did this affect how you felt about your work on your paper?

It felt better because I had more substance to the paper. Humanity to it. Helped make connections between what I was reading and real life – connect different aspects that wasn’t straight up saying. Come up with your ideas.

How did (?) this affect how and why you wrote your paper?

The articles for Yakima said ICE was using Yakima resources – are your parents paying taxes? Undocumented – the people are paying for your own deportation. Made own connections and confirmed them. She was my roommate – as I was doing the research, if I had questions I asked her – what do you think of it. Do you have any connections. If something comes up you could ask her. Had talked about it before – yes. Related to similar backgrounds. Small populations – we stuck together. Ironies in the news. On going relationship.

Do you have any suggestions for improvements to the guidelines?

Yes they were helpful – examples. Second assignment – said give it credibility even if it was anonymous – put who and where she is mini description. Examples were helpful, knew how to cite it. Adding the section about anonymous – what to do?

Have you used something similar to this before in other classes?

NO haven’t – first time given me

Would you like the opportunity to use this in other classes?

Yes because I am taking a class right now and international human rights and I want to do a paper on Guatemala.

Final reflections:

Seems straight forward – APA citations and MLA – how to use about anonymous. Good having different citation styles. Examples were helpful.

Interview with (student #2) – HRLA Summer 2019

Could you remind me of how and for what assignments you used it?

No, you didn’t use it – no time I needed to use it. – research paper was more closely related to my own experience conversations and work that you do. Didn’t get to choose the paper/assignment topics. Class assignments were more about stuff wasn’t as familiar.

How did this affect how you felt about your work on your paper?

For research paper – more closely related more passionate because more personally invested. I cared about this past summer, but I was using other peoples’ information to form my opinion. In the other paper it was more my own experience and personal input which made me feel more closely tied to it.

Interviews?

Didn’t think about it – wouldn’t know who to interview. If someone was close to in my life. Wasn’t worth the extra effort to go find someone to interview.

Do you have any suggestions for improvements to the guidelines?

Citing the timeline – lived experience of my life – I wouldn’t know how to cite life-time – course of own life-time experience.  How to say it more concisely. Wrote a long explanation for intext.

More personal details about personal life experience. In footnotes, or if optional don’t use them, don’t know. In-text citation – an annotation in the bibliography explaining life experience. Help to add prior context. Between these years estimate. General timeline – racial biases – labeling people. Context of life experiences.

Have you used something similar to this before in other classes?

When abroad – we didn’t cite it. In reflective papers we didn’t have to cite it – make a note – no citation because an opinion.  If I say anything – professors just assume its your own take – personal experience.

Interviews no.

Would you like the opportunity to use this in other classes?

It is helpful – you have to cite everything you say, but I don’t have a textbook and page number, it’s my lived experience, and then you have to leave it.

Final reflections:

I liked it nice to be able to use it. It makes anything you write more personal. A lot of times you are asked to pick a topic that you feel passionate about, but cant put in your own knowledge.

Interview with (student #3) – HRLA Summer 2019

Could you remind me of how and for what assignments you used it?

Did not use

Why did you not use?

Didn’t have personal experience in this HRLA class – but for other classes – ask grandpa about Korean war, mom encourages. Never been a way to implement in a real way. Have thought about before but hasn’t been a mechanism. Grandpa growing up in the great depression, Dad grew up in Sweden – parents and grandparents experiences inside and outside the US = have been able to mentally connect information, but not directly use it in class. No chance to analyze, further research, or more deeply engage.

Own experiences?

Availability would be really important. Being able to use current experiences or an internship. Volunteering at the municipal court – so much I see – relates to so many different topics, would be interesting to have the possibility to actually engage that in a formal/academic setting.

Would this affect how you felt about your work on your paper?

Not only add unique component to a paper – I think that would enhance the process to make it easier to get excited about it – talk to someone that had specific experience. Make paper more interesting and engaging. Fun and unique in a different way – instead of googling academic journals.

Its unique, its not some super academic scholar,  a unique perspective, more people could relate with.

Do you have any suggestions for improvements to the guidelines?

Haven’t looked at them closely.

Have you used something similar to this before in other classes?

No other classes – Poli Sci and LSJ

She brought it up – publish a paper she liked the idea, really useful.

Would you like the opportunity to use this in other classes?

Final Reflections