Pros and Cons of the Co-curricular method

Pros

Introducing PhotoVoice through a co-curricular approach provides students with an experiential learning opportunity to express themselves creatively outside of the classroom. Within this approach, we paired first-year students (Mentees) with higher-year students (Mentors). Through this partnership, both parties bring their rich experiences as they explore together and individually what the focal topic asks of them within the PhotoVoice project (such as “I thrive when…”). Moreover, through this co-curricular approach, the facilitation of reflection and discussion exercises allows students to gain deeper levels of critical thinking and insight while touching on areas of expression towards capturing their photos and narrative.

In workshop one, students gain knowledge of the history of PhotoVoice and are introduced to its advantages in research and expression in areas such as social activism. The introduction of PhotoVoice through an online format offers students the opportunity to connect with other students from other programs while working both individually and with their partners as they explore what the focal topic asked of them. In workshop two, both mentors and mentees come together to discuss what photos they have taken and begin opportunities to discuss their response to the focal topic. Discussions and storytelling become an important component for this workshop and allow participants to share their revelations and new connections as they are guided by prompts and showcase their own captured photos.

Approaching the PhotoVoice project through an online format brought positive results surrounding accessibility and connection for student participants. Mentees who were international students and still in their home countries were not only able to participate but also were able to connect and network with upper-year international and Canadian students. This allowed the first-year international students to begin gathering both knowledge and support in their transition to the institution and country. Moreover, online facilitated discussion and exercises brought new ideas, challenges and insight among students’ exploration of the focal topic “I thrive when…”.  Highlighted among the student’s discussions within both workshops, were personal anecdotes and stories from both mentors and mentees surrounding their unique skills and practices to support their own wellbeing, and how our current realities pushed them to adapt. Others include storytelling of difficult moments and how tough times propelled them to thrive and carry on today.

By the end of the project, students completed two workshops and submitted their photos and narrative for a public exhibit. The exhibit displaying their work will provide audiences insight into their realities and lived experiences captured in response to the focal topic. Audiences of the exhibit can include classmates, alumni, faculty, college staff and communities outside of their post-secondary institution. Through the exhibit, a connection to the students’ photos and narratives can allow audiences to also relate to their own experiences with the presented focal topic and connect or challenge their present ideas and thoughts. Those who may hold power and privilege can gain valuable insight into the lived experiences of these students through this lens and possibly enact change themselves.

Cons

Scheduling times for students to meet for both workshops posed a challenge. As students were from different programs and schools at the institution, a barrier to finding times that allowed everyone to meet at one time was tricky as their program schedules were quite diverse. However, being flexible in providing multiple workshops which consisted of different times and days allowed all students to complete both workshops.

Although an online format provided students who were abroad and in different programs to connect online, it also hindered meaningful discussion. Though space was provided to discuss and reflect, lack of informal conversations and awkwardness of online conversations were present. Observed by the facilitator, students were hesitant in the beginning to speak up and initiate discussion without the facilitator’s prompt. In addition, the online format did not allow students to have informal conversations with their classmates that could be meaningful in relationship building.