CSSTE-546-stephany.johnson-2026-08-26-12-15-14

Arts-Informed Perspectives in Educational Research

CSSTE 546

Semester and Year [tbd]

Number of Credit Hours: 3

Prerequisites: ED RES 562; ED RES 564

Course Details

Day and Time: [tbd]

Meeting Location: [tbd]

Instructor Contact Information

Instructor Name: [tbd]

Instructor Contact Information: [office location, phone, email] [tbd]

Instructor Office Hours: [click here for best practices] [tbd]

TA Name: [tbd]

TA Contact Information: [office location, phone, email]: [tbd]

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Course Description

Exploration and application of alternative forms of qualitative research and representation through the arts.

Course Materials

Books: Leavy, P. (Ed.) (2017). Handbook of Arts-Based Research. Guilford Press.

Other Materials: Articles posted on Canvas

Fees: N/A

**Student Learning Outcomes (SLOs) [add more lines if necessary]**
Course Learning Outcomes (students will be able to:)	Activities Supporting the Learning Outcomes	Assessment of the Learning Outcomes
Critically analyze theories, philosophies, and methodologies of arts-based research.	• Reading and discussion of foundational and contemporary arts-based research literature • Student-led discussions and presentations on assigned readings • Field Day discussions connecting personal experiences to arts-based research concepts	• Book review integrating a selected text with at least five course readings and demonstrating critical analysis of arts-based research concepts • Participation in reading discussions and presentations • Reflective analyses presented during Field Day activities
Design and conduct an arts-based research project using appropriate artistic and research methods.	• Development of a project pre-proposal including timeline, methods, and intended outcomes • Creation and implementation of an original arts-based research project, tutorial, performance, TED-style talk, portfolio, or community-based project • Peer feedback during class discussions and project presentations	• Evaluation of the completed arts-based research project/portfolio for originality, methodological appropriateness, and audience accessibility • Assessment of the project pre-proposal • Researcher-as-artist statement explaining research process, arts-based methods, revisions, and evaluation of the project
Communicate research insights through artistic, scholarly, and reflective forms of representation.	• Arts-based autoethnographic introduction presentation • Class presentations of book reviews and open projects • Creation of artistic representations such as performances, poetry, visual portfolios, photo essays, videos, or community art projects • Ongoing sharing of work and ideas with peers throughout the semester	• Assessment of oral presentations for clarity, engagement, and effective communication of research ideas • Evaluation of artistic products and portfolios as forms of research representation • Written researcher-as-artist statement and book review demonstrating scholarly communication and reflection

**Course Schedule**

**[Please note that a WSU semester is 15 weeks + Thanksgiving/Spring Break. The schedule below does not include the break.]**
Dates	Lesson Topic	Assignment	Assessment
Week 1 [dates]	Course introduction; foundations of arts-based research; arts-based inquiry, a/r/tography, and autoethnography	Read January readings and review syllabus.	Participation in introductory discussions.
Week 2 [dates]	Reading discussions and preparation for presentations.	Complete assigned readings; prepare presentation ideas.	Contribution to reading discussions.
Week 3 [dates]	Reading discussions and presentation preparation.	Continue assigned readings and prepare autoethnographic presentation.	Participation and discussion engagement.
Week 4 [dates]	Arts-based autoethnographic introductions.	Present arts-based autoethnographic introduction (up to 20 minutes).	Evaluation of autoethnographic presentation.
Week 5 [dates]	Literary, performance, visual, and audio-visual arts-based research genres.	Complete February readings on arts-based research genres.	Participation in discussion of readings.
Week 6 [dates]	Reading discussion of February materials.	Continue reading and preparing project ideas.	Discussion participation and evidence of reading comprehension.
Week 7 [dates]	Field Day: sharing and analyzing arts-based experiences.	Prepare 6-minute presentation on significant arts-based experiences.	Field Day presentation and reflective discussion.
Week 8 [dates]	Goals for the class; Field Day discussion; reading discussion.	Submit open project pre-proposal; present class goals.	Evaluation of pre-proposal and participation in discussions.
Week 9 [dates]	Student-led presentation and discussion of Leavy readings.	Lead class discussion and prepare assigned presentation.	Assessment of discussion leadership
Week 10 [dates]	Ecoaesthetics, environmental advocacy, new materialism, and multimethod arts-based research.	Complete March/April readings.	Participation in advanced theory discussions.
Week 11 [dates]	Field Day.	Prepare and share arts-based experiences or project progress.	Reflective presentation and peer engagement.
Week 12 [dates]	Reading discussions and preparation for final presentations.	Continue development of open assignment project and book review.	Informal feedback on project development and discussion participation.
Week 13 [dates]	Reading discussions and presentation preparation	Finalize project and presentation materials.	Participation and readiness for final presentations.
Week 14 [dates]	Student presentations of open assignments and projects.	Present arts-based research project.	Evaluation of project presentation and scholarly/artistic communication.
Week 15 [dates]	Student presentations of open assignments and projects.	Present arts-based research project; submit portfolio and artist statement as applicable.	Final evaluation of project, portfolio, presentation, and researcher-as-artist statement.

Expectations for Student Effort

For each hour of lecture equivalent, students should expect to have a minimum of two hours of work outside of class. That equals out to a minimum of 9 hours per week spent on this course. Depending on your reading/writing skills and prior knowledge, it may take you more time. Some weeks might require more time than other weeks.

Grading [add more lines if necessary]

Assignment Breakdown
Type of Assignment (tests, papers, etc)	Points	Percent of Overall Grade
Arts-based autoethnographic introduction	20	20%
Book review	25	25%
Arts-based research project	45	45%
Field day discussions	10	10%

Grading Schema
Grade	Percent	Grade	Percent
A	94-100	C	73-76
A-	90-93	C-	70-72
B+	87-89	D+	67-69
B	83-86	D	60-66
B-	80-82	F	below 60
C+	77-79

[Provide information about how grades will be rounded (eg, if 89% earns a B+ and 90% earns an A-, what grade is given to a student with an 89.5?]

Attendance and Make-Up Policy

Students should make all reasonable efforts to attend all class meetings. However, in the event a student is unable to attend a class, it is the responsibility of the student to inform the instructor as soon as possible, explain the reason for the absence (and provide documentation, if appropriate), and make up class work missed within a reasonable amount of time, if allowed. Missing class meetings may result in reducing the overall grade in the class.

Academic Integrity Statement

You are responsible for reading WSU's Academic Integrity Policy, which is based on Washington State law. If you cheat in your work in this class you will:

-Fail the assignment

-Be reported to the Center for Community Standards

-Have the right to appeal my decision

-Not be able to drop the course of withdraw from the course until the appeals process is finished

If you have any questions about what you can and cannot do in this course, ask me.

If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision.