The college student as learner: insight gained through metaphor analysis - Statistical Data Included

College Student Journal, March, 2002 by Mary Bozik

Students in a general education cluster course were asked to create metaphors for themselves as learners at four points during an academic year. The metaphors were analyzed and categorized. Results indicate four categories were used: animal, object, human and action. The metaphors represent four themes: the process of learning, concern for retention of information, feelings of being overwhelmed and the usefulness of information learned. Students showed an increasing ability and willingness to offer metaphors over the course of the four surveys. The value of the insight resulting from the metaphors for college faculty is explored and seven implications are discussed.

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By nature a metaphor involves a comparison. Bowman (1996-1997) explains that metaphor is "to be understood as a global term meaning a comparison between two unlike things which serves to enhance our understanding" (p. 1). This research project is designed to increase our understanding of first year college students through the use of their own metaphors. When students are asked to reflect on themselves as learners by comparing themselves to something that is, on the surface, not like them, the resulting image can provide insight into students' academic self concept. This insight is useful for those who work with first-year students since it can guide the selection of material and strategies that will be successful in helping students learn.

The Educational Use of Metaphor

The essential nature of metaphor is described by MacCormac (1990) when he writes:

   To describe the unknown, we must resort to concepts that we know and
   understand, and that is the essence of a metaphor -- an unusual
   juxtaposition of the familiar with the unfamiliar (p. 9).

A second description is an even better fit with the use of the term for this research. Belth (1993) proposes that:

   A metaphor does not just represent an actual event or an actual
   relationship between events. It may use representations, but its purpose is
   to recommend how to think about events relative to one another ... It is a
   proposal to give meanings to events which, in isolation, have no inherent
   meaning at all (p. 36).

Indeed, a metaphor is a powerful device that can inform our world view. Norton (1993-1994) points out that "... metaphors are more than literacy devices ... they function as the lenses by which we perceive and conceptualize our experiences" (p. 1). Metaphor creation has been used in academic settings to encourage insight and understanding. For example, in "Teaching Is Like ..." a group of teachers reports on the effect of writing and talking about the metaphors they created to symbolize their view of themselves as educators. They concluded, "Writing a metaphor for their work can focus and energize educators" (Hagstrom, Hubbard, Hurtig, Mortola, Ostrow, & White, 2000, p. 24). Bowman (1996-1997) concurs and adds that the "metaphors we use determine how we interpret reality and experience" (p. 1).

One essential element of student cognitive development is reflection. Reflection is a meta-cognitive effort that enhances past learning and makes new connections to aid future learning. In "A Proper Education" Handy (1998) states, "We learn by reflecting on what has happened." He continues, "... we must also provide more opportunities for reflective learning ..." (p. 19). Asking students to reflect on themselves as learners and to create metaphors is one way of providing opportunities for student reflection.

Procedure

The research conducted here took place at a comprehensive mid-western university with a student enrollment of just under 14,000 and a faculty of 850. All students take the same general education program and there is considerable concern among faculty that the series of courses contributes significantly to the liberal education of students. The metaphors used in this analysis were created by students taking an interdisciplinary course that is being piloted as a way to help students see connections among their general education courses. This cluster course packages four courses (Oral Communication, College Reading and Writing, American Civilization, and Humanities II). It was designed to offer a cohort group of first year students 13 hours of their required 47 hours of general education in a block. The research reported here is from the first two times the class was offered. The first three surveys were completed anonymously during class time; the fourth survey was completed at a class reunion pizza party.

The course description states:

   This course clusters four courses, seeking to integrate intellectual skills
   of critical thinking, reading, writing, speaking, listening and viewing
   with the study of European and American culture, history, civilization, and
   ideology since 1500.

The aims of the set of courses were listed as:

1. To enhance the level at which students meet goals of individual general education courses

2. To create a learning community that enables students to develop the knowledge, skills, and values necessary to live thoughtful, creative, and productive lives