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Dr. Debbie Vera, Texas A&M University San Antonio
Dr. Shelley B. Harris, Texas A&M University San Antonio
Metaphor is an intuitive
perception of likeness in
the things that are different.
~Aristotle
Metaphor derives from
GREEK (metaphorein)
= Transfer
The purpose of the metaphor is to
“shatter and to increase our sense of
reality by shattering and increasing
our language.” (French linguist ,Paul
Ricoeur, 1973)
Metaphor: A literary figure of speech that uses
an image, story or tangible thing to represent a
less tangible thing or some intangible quality
or idea; e.g., "Her eyes were glistening
jewels".
Metaphor may also be used for
any rhetorical figures of speech that achieve
their effects via association, comparison or
resemblance.
In regards to concept attainment: “The
students are more likely to remember the
meaning of metaphor as a result of attaching
it to the examples than if the meaning were
learned in isolation.” (Gunter, Estes &
Schwab, 2003)
In regards to synectics: “the best metaphors
are those that lead to the most interesting
insights, those that extend the resources of
language to allow new meaning to emerge.”
(Gunter, Estes & Schwab, 2003)
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Metaphors about leadership styles have
provided insight into values, ethics and
styles of leadership (Oberlechner & Mayer,
Schönberge, 2002)
Singh (2010) discussed how metaphors
about leadership assisted students in taking
an abstract concept and making it more
personal and realistic.
In regards to Communities of Practice (CoP)
- Wenger (1998) summarizes Communities
of Practice (CoP) as “groups of people who
share a concern or a passion for something
they do and learn how to do it better as they
interact regularly.” This learning that takes
place is not necessarily intentional.
CoP components: (1) the domain, (2) the
community, and (3) the practice.
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Two professors discussed critical assignments in class
and how students LOVED the opportunity to express
WHAT they know by using a unique definition based
on THEIR learning.
Both decided to use the critical assignment in their
graduate classes to see if they grasped the concepts.
Through discussion and preparation, we hoped that
not only knowledge will be transferred, but the sense of
community established in using this assignment.
The point it to make challenging concepts both
attainable and applicable while having FUN!
How does a metaphor assignment build
collaboration and community within a college
classroom?
Does the students’ personal metaphor
increase the transfer of knowledge about the
concept?
Does listening to other metaphors from the
class discussion increase the transfer of
knowledge about the concept?
Secure an Informed Consent
Pre-test about the concept and the class
community
Class discussions about the concept
Students design their metaphor
Present their metaphor
Post-test about knowledge gained and
development of community
Mixed Methods approach (correlational and
descriptive)
Two groups of graduate students both having
the assignment of creating a metaphor.
EDRG 5438: 28 students
EDEC 5335: 16 students
Spring 2011 semester / 44 students total
(We are duplicating the research THIS
semester)
Pre/ Post Test
16 questions
# 1-10 - Likert Scale
Use of metaphor previously
Relationships
Community of class before metaphor
#11-16 Open ended - metaphor and
classroom community
Questions 1-10 on Pre-test:
Mean=6.835
Questions 1-10 on Post-test:
Mean=8.244
There was an increase in
knowledge, but what is it really
telling us??
“Now I know my classmates on a
different level”
“It actually brought me closer and now I
have a new best friend”
“I did not know anyone in this class. Now,
I feel as though I learned a lot about them
because of this assignment”
“I have a better understanding of the concept
(DAP).”
“Now when I am working out, I think back to my
metaphor and DAP”
“It made me think critically on how to blend the
two concepts”
“I can tell anyone about writing…..it just makes
sense!”
“This was a challenge but worth it.”
“Creating the link between the
concept and my personal experience
that made sense”
“I didn’t know where or how to begin.
It was hard at first”
“I would like more examples or
explanations of final product”
Grad Student presentations (pics)
Hard Samples
 Data
reflects a significant growth in
learning the concept.
 Data shows interesting perspectives on
own learning.
 Students performed better on final exam
than previous semesters by using a
metaphor.
 Metaphors make it personal. Personal
increases meaning.
Increasing qualitative data
Focus Groups before and after
Reflective Journals during the
presentations - students
Reflective journals - professors
Analyze Demographics
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Suggestions?
Comments?
Questions?