Expert Perspectives & Methodological Excerpts: Stitching a thesis quilt

Author(s):  
Emer Emily Neenan

<p>Much like many crafted items, research must be functional and fit for purpose, but there's no reason why it can't also be beautiful, creative, and expressive.</p><p>In working with teenagers and young people on geoscience education and climate literacy, it became increasingly important to me to find ways to express my research that would connect with people who didn't have a foundation (yet, or at all) in academic discourse. My PhD thesis is therefore written as a creative semi-fictional epistolary; a collection of documents that tell the story of the research from the first tentative proposal to my would-be supervisor, to the final submission. I made the choice to produce a creative thesis for my student co-researchers and other readers, but the person who benefitted most from it was me. The creative process in designing my thesis was fulfilling, fun, and facilitated a deeper and more meaningful engagement with my own research. </p><p>In discussing my thesis with another researcher, trying to explain how and why I was writing geoscience education research through annotations and poems and chatlogs, I suggested the metaphor of a quilt. A quilt is inherently a functional object that must meet certain qualifying standards in order to be accepted and used. But also, a quilt can be an intricately crafted artwork, reflective not just of its use, but of the person who makes it; their choices, their joys, their cares. As a quilt is an artwork with a specific useful function of keeping someone warm at night, so too a thesis (or paper or project) can be artistic and creative while also still having useful functions of building knowledge, generating data, or developing theory. </p><p>So, long story short, I also sewed a thesis quilt, to express both the process and outcome of my doctoral research as a piece of fabric art!</p>

2017 ◽  
Vol 65 (4) ◽  
pp. 347-352 ◽  
Author(s):  
Karen S. McNeal ◽  
Kristen St. John ◽  
Karen Kortz ◽  
Elizabeth Nagy-Shadman ◽  
Eric Riggs

2021 ◽  
Vol 45 (2) ◽  
pp. 342-352
Author(s):  
Staci N. Johnson ◽  
Eliza D. Gallagher

Biology education research often utilizes the terms learning, memorizing, studying, and understanding without providing their specific definition. When definitions have been provided, they are often inconsistent across publications. As part of a larger research study, we interviewed 11 participants on 2 occasions while they were enrolled in a sequence of anatomy and physiology courses. Part of the interview protocol asked participants for their definitions of learning, memorizing, studying, and understanding. Definitions were isolated from the transcript, deidentified, and sorted by qualitative similarities. The research team developed code categories and assigned definitions to these groups after discussing coding differences. Multiple definition groups emerged for each term. Learning, memorizing, and studying definition groups highlighted processes, outcomes, or a combination of both a process and outcome. Understanding definition groups focused solely on an outcome. These findings highlight the need for communication between students and instructors with regard to term usage. In addition, future research in biology and physiology education should be careful to provide working definitions of these terms to ensure communicative and interpretive validity and to promote transferability and repeatability of findings.


2018 ◽  
Author(s):  
Rachel Teasdale ◽  
◽  
Hannah H. Scherer ◽  
Cory Forbes ◽  
Rebecca A. Boger ◽  
...  

Author(s):  
Lawrence Krissek

Partnerships between educators and science faculty can be professionally productive and personally fulfilling, but developing such partnerships can be challenging. This chapter describes the career trajectory of a geoscience faculty member who evolved from a focus on research within his science discipline to a portfolio of activities including disciplinary science research, geoscience education activities, and geoscience education research. The author provides suggestions for how to identify potential science faculty partners and how to develop and maintain successful partnerships.


2020 ◽  
Vol 13 (2) ◽  
pp. 201-217 ◽  
Author(s):  
Juan José Guerra-Valiente

Through the analysis of the drawing Sans Titre (Apres P. B. Notations) (2017), the following article seeks to explore the role of writing in my own artistic practice, which is concerned with the relation between music and drawing. This article examines the creative process that is carried out in relation to drawing with a musical composition, in this case Pierre Boulez’s Notations (1945), and how the imbrication of text influences and shapes the process and outcome of the artwork. In addition, this article analyses how the text engages with a wider theoretical approach of time, through ‘Chronos’ and ‘Aion’, two categories of time developed by French philosopher Gilles Deleuze primarily in The Logic of Sense ([1969] 2004), and the way they relate to drawing and opening up new ways of understanding it. Thus, the research will look at the role of the spiral line or helix as a visual model that could lend shape to musical time constituting the main frame of the drawing.


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