The Impact of Continual Reflection Students as Partners: Becoming a/r/tographers
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Published:
May 3, 2021
Keywords:
undergraduate research, scholarship of teaching and learning, a/r/tography
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Abstract
Abstract: In this reflective essay we chronicle working together from fall 2017 through spring of 2020 to discover what Rita Irwin (2013) delineated as “becoming a/r/tography” (p. 198). Our goals are to delineate how undergraduate research as a high impact practice effected the experience of an undergraduate art and design major as she matriculated through the “sticky curriculum” (Orr & Shreeve, 2018, p. 5), and how a/r/tography as a research methodology influenced our collaborative creativity research projects during this three-year period.
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How to Cite
Gregory, D., Fisher, J., & Leavitt, H. (2021). The Impact of Continual Reflection Students as Partners: Becoming a/r/tographers . Journal of the Scholarship of Teaching and Learning, 21(1). https://doi.org/10.14434/josotl.v21i1.30356
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