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Systems of Educational Inequity Reflection

Jacob A. Hartz
Seattle University
SDAD 5900: Capstone Seminar
Erica K. Yamamura, Ph.D.


Reflecting back on my experience creating Artifact G with my group, I realize that while
I have had plenty of research expectations at the University of California, Santa Cruz, this
particular experience provided a tangible result. My undergraduate career required extensive
research papers on a wide range of topics within psychology, however the papers never
materialized into anything else. Student Development Theory, Research, and Practice went
beyond simply writing a paper, but rather forces the question of what would research look like in
practice? By being tasked to work with a team of students I did not know, translate the research ]
conducted into a workshop, all while considering one anothers learning and collaborative styles
was a new experience for me. I found myself engaging with the research and the process
building up to the workshop differently. Not only did I have to consider the implications of the
content in the workshop, but also how each individual I worked with might relate to that material
and whether or not they have strong connections or disassociations with what was being taught.
Aside from learning group dynamics in a research-based workshop, the content of the
workshop also had to be engaging and digestible to an essentially unknown audience. I found
one of our biggest challenge was communicated the workshop to varying levels of pre-existing
knowledge. I think our group did a great job in terms of adapting our research findings to
specific deliverables, however, I do not necessarily think we focused enough on who those
deliverables would be received by. Moving forward, it will be necessary to understand the
relationships between the content of a research-based project with the members of the audience.