ABSTRACT

The authors favored the use of written narratives for the data collection rather than face-to-face interviews. This process allowed students to think about, revise, and if necessary rewrite their narrative. In addition, there was no physical proximity with the researcher (body language and facial expressions) that could influence participant responses. Spontaneity in the responses may have suffered, but this process allowed the students to be thoughtful. Working with electronic/digital narratives also expedited the sharing of the data and follow-up questions for clarification. In addition, the students selected their own pseudonyms. Based on the probes selected for the narratives, they utilized a graphic organizer to make notations about students' responses. The areas of focus were the LC students' perception of LC benefits in the transition from high school to college, contrast with non-LC students, classroom/Integrated Hour experiences, extracurricular activities, and the Symposium at the end of the term.