Third Places
Ohio Wesleyan Students Research Areas Where Local Youth Interact and Build Community
Name: Abigail Kallay '27
Hometown: Painesville, Ohio
High School: Riverside High School
Majors: Elementary Education and Psychology
Minors: Religion and Dance
Name: Annika Pardee '26
Hometown: Johnstown, Ohio
High School: Johnstown-Monroe High School
Majors: Inclusive Elementary Education and Psychology
OWU Connection Experience: Participating in Ohio Wesleyan's 10-week Summer Scholarship and Research Program (SSRP)
Kallay and Pardee completed a research project titled "Libraries and Lattes: A Case Study of K-12 Students' Access to Third Places in Delaware, Ohio." [In this context, "third place" is a location other than home (first place) or school (second place) where youths are able to develop a sense of community.]
The OWU students were mentored by Bona Kang, Ph.D., assistant professor of Education. "She led our weekly meetings, taught us about case study research design, guided our literature review, and led us in data collection and analysis," Kallay and Pardee said. "Essentially, she showed us how to conduct research in the social sciences. Since this was a preliminary study, she worked to help us feel confident enough to design a similar study in the future."
Our Research
"This summer, we studied third places in Delaware through the use of a multiple case study design … investigating what third places are available to Delaware K-12 students, how these spaces are used, and what other places could be created," Kallay and Pardee continued.
"Through tabling at the Farmers' Market, conducting site observations throughout Delaware, and interviewing third place business owners, we were able to gain sufficient data to begin to examine patterns and outliers.
"Through closer data analysis, we determined that successful third places in Delaware give children ownership of these places, but the community desires more spaces for children that are free, fun, and educational. The findings from this research will support OWU's Education Department in preparing culturally responsive teacher candidates for Delaware schools."
Becoming Effective Teachers
Kallay: "I wanted to explore third places so I can incorporate them into my teaching. This research was inspired by a TLC (Travel-Learning Course) to Istanbul, where Dr. Kang and I discussed the importance of third places for students. It was meaningful to me because it will allow me to be a more effective teacher. Incorporating these places into classroom instruction will keep my students engaged and eager to learn. If I include their interests in daily instruction, it will show students that they are an integral part of their school community.
"The research also allows me to use some of my knowledge from my Psychology major on the importance of connection and community in child development. This project allows me to explore multiple interests while teaching me new things."
Pardee: "This research is both applicable to the field of education as well as insightful. As someone who plans to attend graduate school following graduation from Ohio Wesleyan, this experience prepared me for what working as a researcher would look like by allowing me to work hands-on with a colleague and mentor in my field, collecting data, learning about data analysis, and writing as a researcher. …
"(T)his research has allowed me to become a more informed and well-rounded teaching candidate. By knowing where the students in Delaware are visiting, I can incorporate their unique strengths and interests into my student teaching and future classroom. Thus, this opportunity allowed me a hands-on experience that is directly applicable to my field, and one that I could not have pursued without the help of OWU and SSRP."
Favorite Moments
Kallay: "My favorite moment of the experience was presenting our study to the other summer research participants. It felt very rewarding to share what we have discovered so far. In particular, I really enjoyed answering questions from students and professors. It was amazing to see everyone so invested and interested in our research and how we are going to use it in the future. Afterward, we asked everyone to think about their third place in Delaware and share it with us. It was so rewarding to see people thinking about where they go to build community and hear how they desire more third places now!"
Pardee: "My favorite moment of the experience was tabling at the Farmers' Market with my colleague, Abigail Kallay. At this event, we were able to speak directly to parents in the Delaware community and ask them where their students' third place is and what spots they frequently visit.
"Not only did this event provide us with a lot of meaningful data, it was amazing to see children become excited to share about their favorite spots and see them feel included in this experience and recognize their opinions as valued. Abigail and I got to know the community on a deeper level because of this event, and we are immensely grateful that Main Street Delaware granted us this opportunity."
Lessons Learned
Kallay: "This research was initially sparked by a course I took with Dr. Kang titled, 'Teaching for Equity and Social Justice.' In this class, we discussed the importance of third places in child development. We also discussed how important it is for teachers to be knowledgeable of students' third places.
"As teachers, it is important for us to be culturally responsive, and this is a great way to do so. There was then a conversation on a TLC called Medieval Islamic Societies led by Dr. Susan Gunasti (professor of Philosophy and Religion). Dr. Kang and I were in a mosque complex when students filed in after class let out. The mosque was a beautiful example of third places being an integral part of a community. I then approached Dr. Kang about working together the next summer to conduct research on third places in Delaware."
Pardee: "This research is directly applicable to the field of education and builds upon what is taught in the Department of Education at Ohio Wesleyan, particularly in Dr. Kang's 'Teaching for Equity and Social Justice' course. Specifically, in the class, we spent a lot of time learning about culturally responsive pedagogy.
"This summer research has built upon this concept by allowing me to learn more about the students in Delaware, Ohio, to become a more effective teaching candidate. Specifically, by learning about the students in Delaware and understanding where they like to go and what they like to do, I can incorporate my students' interests into the classroom, enabling them to be more engaged in the classroom.
"If students feel valued and seen in the classroom, they are more likely to be attentive and feel a sense of belonging. This is something that I believe all teachers should strive for. Teachers must make their students feel seen, heard, and valued, as students must feel safe and secure before they can learn and grow in the classroom."
This research will help me become a more informed teacher in my future classroom.
Vital Stepping Stones
Kallay: "This research ties into my future plans as I explore teaching abroad. Being culturally responsive starts with being an informed educator. This research allowed me to take the first steps toward being an effective teacher in Delaware. Post-graduation, I plan to move abroad and continue teaching. This research will allow me to not only have a stronger resume but to be a teacher who withstands the hardships that go along with the profession.
"Experiences like this one matter because they are stepping stones for future successes. I am very grateful for the opportunity to research something I am interested in with the guidance of Dr. Kang. I know that this experience will allow me to feel more confident in future research positions."
Pardee: "This research will help me become a more informed teacher in my future classroom. Additionally, I plan to attend graduate school upon graduation from Ohio Wesleyan. Thus, I will likely be completing research alongside a mentor professor in graduate school. This research experience has prepared me to complete higher-level research in the future by allowing me to gain a greater understanding of data collection, analysis, and working with human subjects. These skills are crucial in preparing me to complete research in graduate school and strengthening my application for graduate school as well.
"Experiences like this one matter as they allow undergraduate students to immerse themselves in hands-on data collection and analysis alongside an OWU faculty mentor. This research experience prepares students for future research in the field and applies topics directly applicable to a student's coursework at OWU."
Next Steps
Kallay and Pardee: "Though this initial study is over, this was a preliminary study. Thus, we are interested in developing another study and furthering this research to include interviewing students to collect a wider range of data. So, we will be working toward doing this in the coming year. We also plan to apply for a Theory-To-Practice Grant to continue this research in a place with strong and successful third places like Vienna, Austria."
Campus Involvements
Kallay: "Orchesis Dance Company, co-president of Terpsicorps, a member of Kappa Delta Pi, an Education Fellow, and a writer for The Transcript."
Pardee: "I am a dancer in OWU's Orchesis and Terpsicorps dance shows, a member of Education Fellows, a member of the Education Board, president of OWU's Kappa Delta Pi Education Honors Society, and a member of Psi Chi Psychology Honors Society."
Why Ohio Wesleyan?
Kallay: "I chose OWU because of the travel opportunities and the support that comes with a small school."
Pardee: "I chose to attend Ohio Wesleyan because of the small campus environment and the potential to create strong lifelong connections with my professors, faculty, and other students. The small class sizes were appealing, as well as the ability to work one-on-one with faculty who truly care about me and my success as a student.
"I also liked that I had the ability to continue dancing at OWU and carry on the legacy of my grandparents and father. It is an honor to be a legacy, and OWU recognizes that, and, thus, I wanted to continue the family tradition."
Plans After Graduation
Kallay: "My plans after graduation are to teach abroad. OWU is preparing me to do this through education courses that prepare me for the real world. The professors are so helpful and want us to have every opportunity possible. I have been in schools working with children since my first semester here, which is unlike any other college. Travel opportunities like TLCs have inspired me to combine my love of teaching with travel. Further opportunities, such as this SSRP project, are preparing me for graduate school."
Pardee: "After graduation, I plan to attend a graduate school and pursue an Ed.S. (education specialist) or Ph.D. in School Psychology. OWU has prepared me to reach these goals by allowing a double major in Education and Psychology to be doable and rigorous.
"Additionally, I have had internship and research experiences that I would not have gotten at a larger school. I have learned interview skills and have built up my resume from working closely with the OWU Connection Office and working one-on-one with my professors.
"I have also had the ability to student teach and be a leader in the Education Department, preparing me to be a culturally responsive educator and well-rounded student. The rigorous coursework at OWU has prepared me to manage my time successfully and set actionable goals to achieve what I want. Thus, the experiences, writing skills, and connections that I have built here will all make my application stand out among other students applying to graduate school."