Introduction

The Arts Research, Scholarship & Creativity Journal grew out of a simple idea: that there is an incredible breadth of work happening across the Faculty of Arts at KPU that we don’t always have the chance to see, share, or talk about. Much of this work is done in classrooms, studios, community partnerships, and ongoing research projects, often in ways that don’t fit neatly into traditional academic formats. This journal is an invitation to make the work of our incredible faculty, students, and staff more visible.

Edited by Tara Lyons and Alena Buis, this collection brings together a range of contributions, from writing, interviews, reflections, creative work, and multimedia pieces, that speak to the different ways research and creativity take shape in our faculty. Some pieces are polished and complete, while others capture work in progress or conversations in motion. That openness is intentional. The goal is not only to showcase outcomes, but also to share processes, questions, and connections across the disciplines represented in the Faculty of Arts.

At the same time, the journal creates space to reflect on the relationship between research, teaching, and community engagement. Many of the contributions highlight how these areas intersect, and how research informs teaching, how creative practice shapes pedagogy, and how students are active participants in this work both on campus in the classroom and beyond.

In doing so, this publication advances two goals of the Arts Academic Plan (AAP):

Model curiosity and share our research, scholarship, and creativity by cultivating learning experiences where students are inspired by the depth of faculty knowledge and the enthusiasm they bring to their disciplines.

Continue to expand traditional definitions of research to include research creation and community-engaged learning opportunities co-conducted by faculty and students, and other objectives outlined in the Arts Research Plan.

In first section of this journal, “Inclusive Teaching” authors explore integrating creativity, trauma informed pedagogy, and inclusive practices into the teaching and classroom design. We open with Gordon Cobb’s keynote Art Speakers Series talk on collaborative learning and transformative music experiences. Deborah Blenkhorn from English expands upon a presentation she gave on a “Pedagogy of Care” with additional reflections on trauma informed teaching practices. Anjana Balakrishnan (PSYC) and Misha Turychenko’s original SoTL research examines KPU student’s perceptions of EDI practices, and concludes with recommendations from students. The work here will be useful for instructors interested in learning about how to begin or continue inclusive teaching practices.

“Showcasing Student Research”, the second section highlights the many excellent examples of students engaged in research in the Faculty of Art. Students have opportunities to work in labs, to develop research skills in classes, and to work as research assistants in a range of innovative projects. This section highlights the work of a Criminology honours student, the experiences of students working as research assistants, a paper written for an English class, and an example of students’ work in a Psychology lab.

The section “Reflections” provides the opportunity for students and faculty from a range of academic disciplines to reflect on the research process from their own unique perspectives. In one interview English instructor Dale Tracy and student Stephen Alexander discuss their work together for an ARTS 3993 course, while in another conversation, Fine Arts instructors Liz Toohey-Wiese, Amy Huestis, and Maria Anna Parolin share “Field Notes” from their teaching and research. Candy Ho from EDST and Psychology Student Noor Bidawid discuss how research, student, leadership, and teaching connect.

In this final section, “Emerging Research” Eryk Martin a History instructor shares his plans for future research, and the Walk With Me (WWM) team describe their upcoming projects.

As with most of our research, scholarship, and creative projects, this collection is an evolving project, and its direction will continue to be shaped by the contributions gathered from faculty and students.  What holds these diverse contributions together is a shared commitment to making our work more visible to one another and to fostering a sense of curiosity, collaboration, and exchange across the Faculty of Arts.