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Three Minute Thesis

I had such a wonderful time last week competing in the 2013 Three Minute Thesis Trans-Tasman Final at the University of Western Sydney. For those of you who haven’t heard of the competition before, it’s essentially an opportunity for students enrolled in higher degree research to communicate their thesis to a non specialist audience in three minutes or less.  I realised quite quickly that I wasn’t going to win the competition. Not due to lack of ability, confidence, or content but simply because everyone was exceptionally talented, interesting and engaging.  Like me, most of the speakers had won both the people’s choice award and taken out the final at their respective universities so it was anyone’s game really (though, admittedly, it is very difficult to compete with people who are literally curing cancer). I can’t speak highly enough of my experience and I hope to articulate, what I see, as a number of benefits, applications and opportunities that the three minute thesis presents.

1.  Meeting other contestants.  This was, by far, the best thing about the competition.  When I described my experience to my husband he said, “Wow! It sounds like you were at a TED Talks after party!”  That is an excellent summation of my experience.  Those who know me will know that getting to mingle with a bunch of highly intelligent and charismatic people is pretty much my idea of awesome (even though I felt like the dumbest person in the room – I didn’t even care!).  What’s more is that, not only were the contestants completely fascinating and friendly, they were also incredibly humble.  Many of the contestants would preface their research with the word ‘just’. For example, “I’m just trying to build a space elevator.” No joke. Someone was building an elevator. Into space.

I also really enjoyed getting to chat to the other students about the highs and lows of research.  Seeing as I have completed my study both externally and part-time, I’ve often felt quite isolated so it was heartening to hear that other people had gone through similar experiences to me (even though some of these experiences are quite horrible and disheartening, it’s nice to know you’re not the only one!).

2. Sharing research.  Often we can become so absorbed in our own little study bubble that we have absolutely no clue as to what anyone else is doing – this often means that we miss out on making really useful professional connections. It was great hearing all the conversations afterwards along the lines of, “I’ll give you the name of someone at my uni who’s doing a very similar project to you.” Awesome! It also made me feel more passionate about an idea I’ve had for a while: academic common rooms. Seriously – it’s a great idea! Academics getting out of their faculties and meeting other academics informally.  This is easy and isn’t onerous. Just think – it only took us 3 minutes!

3. Realising how much you don’t know.  My mind was blown by all the amazing research topics, most of which I literally didn’t even know existed! Considering how much I love learning and my many and varied interests (which explains why I’ve been playing trivia for the last 6 years), realising all the things I could learn about was so exciting. Realising how little you know about anything is quite liberating because it takes the pressure off feeling like you should know everything.

4. Condensing your research into 3 minutes.  Most of us had been encouraged by our supervisors (or other important people) to participate in the competition. Even though at first most of us were reluctant to take on another commitment, everyone acknowledged just how valuable the experience had been for their own learning. It really forces you to consider some vital questions: What are the main points of my thesis? Why is my research significant? Do I actually have a clue?  What is my thesis actually about? I really think it should be a compulsory milestone exercise for all HDR students (though making things compulsory really does take the fun out of an activity).

5.  I think this is an exceptional learning and teaching tool.  It covers so many key academic skills (speaking, synthesising, critical thinking, writing, analysis, argumentation, addressing criteria) and I think it would make for an exceptional formative or summative assessment tool within a secondary or tertiary context.  While speaking for 3 minutes, at first, seems very easy (it only amounts to about 450 words) it’s an exceptionally difficult task which provides a lot of scope for a variety of learners.

As I said, I can’t speak highly enough of my experience. I would strongly encourage anyone doing higher degree research to enter your university’s competition and I would also suggest the format as a highly effective and challenging formative or summative assessment tool.

I’m off on holidays for a week so will see you in 2 weeks!




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Writing more or more often?

Recently I’ve been looking at a number of awesome blog posts that contains some great tips for writing more quickly. I got to thinking about how this might apply to myself and my students. And I realised most students actually do know how to write extremely quickly – if I had a dollar for every student I saw who wrote their entire essay in the 24 hours before it was due, I’d be very rich, very rich indeed.

So, when pressed, most students can write extremely quickly and this last minute speed writing becomes their modus operandi. But be warned, biblically speaking, what’s permissable, isn’t always beneficial. If I also had a dollar for every student I had crying, overwhelmed and melting down because they’ve left all their assignments to the last minute I would be even richer.

Most of the time writing is not very fun especially when these writing tasks have been externally imposed, appear to bear absolutely no relevance to your life and when you have countless options in front of you that seem infinitely more desireable than writing.  The trick then, is to work out a way to get your writing done without losing your sanity.  The way that I do this is by writing a little bit and doing this often.

In February this year, I had written a little over 20000 words on my thesis and by May, I had almost doubled that amount simply by doing a little bit and doing it often.  I set myself a goal of 500 words per day and committed to writing 4 days per week. I kept a log of my daily progress and made notes to myself about what I needed to address or think about the next time I started writing.  Things I found useful about this approach:

– I had a clear and quantifiable goal of what I was going to do. So often students set themselves intangible goals without breaking down that goal into the specific tasks. Eg. “My goal is to finish my whole assignment today.” and “I’m doing my research on Thursday.”

– I knew when I was finished. By doing a little bit every day, I felt absolutely no pressure to write more than 500 words in a day. Often, I did write more than 500 words but I felt absolutely no guilt about stopping once I had met my goal

– I could track my progress. By keeping the journal, I could see exactly what I had done and when. I felt motivated by my progress and inspired to keep going

– My stress levels went way down which was good for me and my family.

– I wrote more in 3 months than I had written in the 18 months prior to starting the journal

Often when I suggest this approach to students I am met with the following:

“I just work better under pressure.” (Subtext: “I do my assignments at the last minute and can still pass doing it that way.”)

“I’m just so busy – I can’t set time aside every day.” (Subtext: “I have better things to do.”)

“I just don’t work that way.” (Fair enough – different things work for different people but my question is always, “How do you work then?”)

“It just takes me so long to write!” (This is a very common one. My response: Rather than setting a word goal, set a time goal. There are some great apps that can help facilitate this. Also, it is takes you so long to write, isn’t it better to start earlier and do a little bit at a time?)

My favourite of these responses is most certainly the ‘busy’ excuse. Unfortunately, most of us are extremely busy and when people use their busyness as an excuse for not doing something to another busy person…well, it doesn’t really fly. I also think of my amazing and inspirational colleague who wrote her entire PhD in a year whilst working full time with a 2 year old at home: if that’s not busy, then I don’t know what is.

So, when it comes to writing, my suggestion would be to write a little bit and write often. Yes, you may be able to write your entire assignment in one day but is that really the best idea? Do you actually like staying up all night, living out of vending machines in the 24 hour lab at uni and being overly emotional and irrational? Set yourself a goal you know you can achieve and stick to it. It’s just like exercise: nobody ever really wants to do exercise but after they’ve done it, they feel better for it, and nobody ever regrets doing exercise! Same principle applies here. I’ve included some photos from my journal so you know I’m not lying and that I do practise what I preach!

When I first started keeping the journal - a little over 20000 words into my thesis

When I first started keeping the journal – a little over 20000 words into my thesis

When I had finished a complete draft of my thesis - more than double the words I had when I first started keeping the journal 3 months prior!

When I had finished a complete draft of my thesis – more than double the words I had when I first started keeping the journal 3 months prior!

Stopping myself once I had met the 500 word goal

Stopping myself once I had met the 500 word goal

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Get ready to squiggle

The students I see usually present themselves in a variety of emotional states. These emotional states are inextricably linked to where they are in the semester, as well as where they are in their assignments. As I’ve had to dive back into my thesis this week to do some more writing, I found myself empathising with my students. The process of collecting information for an assignment, reading that information, and then distilling that information into a cogent and coherent piece of writing is tough! What’s perhaps more tough (for me at least) is that I know what I have to do but the emotional rollercoaster that this process tends to take you on is, I find, more draining than the process of writing itself.

I was reminded this week of what one of my colleagues calls, “The Squiggle”.  This is essentially a big squiggle that we draw to show our students that most of writing and reading does feel confusing and like a big mess but that feeling confused and all over the place is part of the process and (hopefully) results in clear thinking on the other side. The aim of showing students the squiggle is to reassure them that the state of confusion/ sense of feeling overwhelmed is normal and an attempt to reassure them that there’s a light at the end of the tunnel.

The squiggle is not to say that writing and/or reading is disorganised (in fact we advocate a very organised and methodological approach to tackling assignments).  However, I’m sure most could agree that the process of writing assignments, no matter how organised you are can feel like the squiggle.

I’ve drawn a version of the squiggle below that reflects, in part, what I feel I’ve been going through recently having to read and reread some new texts. Underneath the squiggle you can see the actual steps and on top of/in the squiggle you can see the ‘inner monologue’ of sorts that tends to accompany such a process.

Writing reading interior monologue



I often wonder if these, often quite horrible, feelings will go away. Or, indeed if everyone feels the same way? Certainly, my own experience and the experience of my students seems to suggest so. Unfortunately, there’s no such thing as perfect writing. There is only rewriting. And unfortunately our ideas don’t generally tend to come to us fully formed (unless, of course, you’re J.K. Rowling and the idea for the Harry Potter series comes to you in an epiphany as you’re riding a train and then you decide to go with the idea and then you make billions of dollars and then you never have to write anything again or think of another idea ever again which would be cool). In the meantime, remember: There’s no such thing as perfect writing – only rewriting (I think it was Robert Graves who said this!). The squiggle is your friend!

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Biting the Bullet

After a few years of being too afraid to post my own opinions on twitter (I prefer just to retweet out of fear of retribution for saying something unpopular, stupid or nonsensical), I’ve decided to start this blog as a way of developing my academic and professional identity and voice. There are a few reasons why now feels like the right time. First, in a couple of months I will be graduating from a Masters by Research (Education).  I figure after spending nearly three years researching and writing on the one topic, I might have something to say. Also, I am planning starting a PhD soon, so maybe I will have even more to say! Second, my wonderful manager has suggested we keep some kind of reflective journal of our teaching and development.  Reflection is such an important aspect of all aspects of life.  For teachers, especially, I feel it’s an essential and often overlooked component of good teaching practice largely because we often don’t have time to formalise such reflections (my observation is that reflection generally occurs informally via a number of colourful conversations over the staffroom table at lunch time). You don’t need to scratch very far beneath the surface to find a number of excellent journal articles pointing to the importance of critical reflection.  A good place to start (especially if you’re a preservice teacher) is here:

Ryan, M. (2012). The pedagogical balancing act: Teaching reflection in higher education. Teaching in Higher Education, 18(2), 1-12. doi:10.1080/13562517.2012.694104

The third reason for starting this blog is that yesterday I won the QUT Three Minute Thesis Final! Wakadoo! So I have some wind in my sails and I figure, why not write a blog?

In this blog I plan to reflect on my roles as a teacher, learner and researcher. I plan on writing about teaching practice (pedagogy) based on my own experience and on the experiences of others; academic skills advice (all the nuts and bolts of academia unrelated to content but integral to the ways we find, create and communicate content). I also want to reflect on my experiences of higher degree research (which can often feel like this); and also share my developing ideas about my research which is largely centered on 13 and 14 year old girls and the ways they use social networking sites to construct their identities. And, yes, there is more to my research than just this.

I’m going to try to make Friday my blogging day – I figure it will be a nice way to reflect on and end the working week!