Conversations in the zone : collaborative learning in the counselor/student relationship

This study was an action research project using collaborative learning to inquire into my practice as a counselor working with nine first-generation college students in a federal TRIO Student Support Services (SSS) program at a land-grant university. The study followed the description of the history and parameters of my practice, my assumptions and reasons for interest in the initiative, a practical theory for addressing issues, and the reasons I believe collaborative learning reconciles practical and formal theories. My goal in this work was to move beyond an information-gathering role with students to a dialogical relationship in which we jointly construct knowledge. To this end, I initiated a phenomenological interview as part of the intake process for students applying to the SSS program and then followed this with a dialogue with students. Three students participated in the summer semester of 2000, and six in the fall semester of 2000. A change in procedure from the summer to fall semesters enhanced the sought-after conversational qualities I define as "in the zone." I found elements of our dialogue that help to define this type of conversation—speech that carries its own momentum, playing with concepts, and use of images and metaphor. Experiential knowledge was also co-constructed within the zone. The study revealed phenomenological interviews to be an enlightening experience for students and myself. It also demonstrated that in-depth and image-rich conversations can help develop responsive relationships while preserving our respective roles. Results indicated that participants interpreted experiences through meaning perspectives and that the criteria for dialogue and expectations of participants had an effect on the quality of our conversations. An analysis of the action research project indicated that it does meet the criteria set out by Helen Bradbury and Peter Reason in the Handbook of Action Research. Beyond providing new knowledge and meeting quality standards, the study contributed to my practice by helping me to transcend a fear of engagement and thereby to be open to the experiences of others.