Authors
Mitchell Vaterlaus, Ph.D., LMFT, Montana State University
Nicole C. Wanago, Texas Tech University
Jillian D. Martin, Montana State University
Abstract
Using a Scholarship of Teaching and Learning (SoTL) approach, the current study evaluated use of the Adolescent Media Project (AMP) as a pedagogical approach within an undergraduate adolescent development course. The AMP divided students into smaller groups (n= 8) in relation to an adolescent-themed TV show. Students viewed the first season (or more) of the program throughout the semester. Students analyzed developmental accuracies and inaccuracies depicted in their assigned shows through completing individual written reflections, group meetings, and final individual projects. Implementation of the AMP occurred during the Spring 2020 semester, which allowed for understanding student experiences in transitioning the AMP to remote learning during the COVID-19 pandemic. A longitudinal qualitative approach was implemented with 16 randomly selected students in one course. Three themes emerged: (1) embeddedness, (2) collaboration, and (3) agency. Implications for future implementation of the AMP and active learning during the pandemic are discussed.
