Lisa Stoneman is a social scientist specializing in English Education. Her interests include folklore, particularly that of the Celtic and Appalachian regions, and transdisciplinary pedagogy and research.
She is an Associate Professor at Roanoke College and together with Dr. DorothyBelle Poli, co-directs the Dragon Research Collaborative, a think-tank examining the connection between dragon folklore and lycopod fossils, and the TREASure Center (Transdisciplinary Research, Education, Art Science Center), specializing in innovative professional development.
Innovations in higher education teaching and learning, Nov 20, 2015
Abstract The serendipitous beginning and organic evolvement of the Dragon Research Collaborative ... more Abstract The serendipitous beginning and organic evolvement of the Dragon Research Collaborative (DRC) allowed us the freedom to approach the learning environment differently than we had in prior, more traditional projects or courses. We embrace that freedom in the project’s structure. For us, dragons are the catalyst for construction of an educational environment that encompasses science, social science, the humanities, and the fine arts, but not solely within a school context. The partners that have joined with us, museums, businesses, and other higher education staff and faculty, are integral to establishing the real-world authenticity of the DRC. We share here the strategies and tools we have found useful in creating synergistic, multidisciplinary learning opportunities. The DRC model’s strength lies in several characteristics: a collaborative, caring environment, knowledge construction that is student-driven, and a robust partner network.
Dragons thrive in gaps between and beyond spatial boundaries. Can science help explain their exis... more Dragons thrive in gaps between and beyond spatial boundaries. Can science help explain their existence? Did humans’ investigation of natural phenomena create bits and pieces of dragon lore across cultures? The researchers used a transdisciplinary lens to reveal data unique among extant dragon origin explanations, including fossil evidence and descriptions of Carboniferous-Period plants, dragon folklore descriptions and locations and geographic correlations between the fossils and folklore. The hypothesis is that early humans came across these fossils, constructed meaning for them contextualized by current knowledge of the natural world and created or enhanced dragon lore narratives.
Technology applications can offer an accessible way for teachers to bring the real world into sci... more Technology applications can offer an accessible way for teachers to bring the real world into science classes. Using MapBox Studio, a free mapping software program, our cross-disciplinary student teams were able to visually conceptualize large datasets and see emerging trends for themselves, facilitating the research process while making student learning more active and engaged.
A lthough transdisciplinarity has been in practice for decades, its use as a methodology in highe... more A lthough transdisciplinarity has been in practice for decades, its use as a methodology in higher education is limited. In addition, the need to connect academe to the community outside its walls has never been more pronounced. Working within the gaps created between disciplinary boundaries gives researchers an opportunity to create new ways of understanding the common, yet complex problems of the world. In this article we explain how a group of student researchers, scholars, and other community members came together to create a transdisciplinary exhibit that explains how plant fossils and dragon folklore are connected worldwide. We provide evidence of how the creation and implementation of the exhibit facilitated learning across wide cross-sections of stakeholders and how the project continues to develop new avenues of inquiry.
Innovations in higher education teaching and learning, Nov 20, 2015
Abstract The serendipitous beginning and organic evolvement of the Dragon Research Collaborative ... more Abstract The serendipitous beginning and organic evolvement of the Dragon Research Collaborative (DRC) allowed us the freedom to approach the learning environment differently than we had in prior, more traditional projects or courses. We embrace that freedom in the project’s structure. For us, dragons are the catalyst for construction of an educational environment that encompasses science, social science, the humanities, and the fine arts, but not solely within a school context. The partners that have joined with us, museums, businesses, and other higher education staff and faculty, are integral to establishing the real-world authenticity of the DRC. We share here the strategies and tools we have found useful in creating synergistic, multidisciplinary learning opportunities. The DRC model’s strength lies in several characteristics: a collaborative, caring environment, knowledge construction that is student-driven, and a robust partner network.
Dragons thrive in gaps between and beyond spatial boundaries. Can science help explain their exis... more Dragons thrive in gaps between and beyond spatial boundaries. Can science help explain their existence? Did humans’ investigation of natural phenomena create bits and pieces of dragon lore across cultures? The researchers used a transdisciplinary lens to reveal data unique among extant dragon origin explanations, including fossil evidence and descriptions of Carboniferous-Period plants, dragon folklore descriptions and locations and geographic correlations between the fossils and folklore. The hypothesis is that early humans came across these fossils, constructed meaning for them contextualized by current knowledge of the natural world and created or enhanced dragon lore narratives.
Technology applications can offer an accessible way for teachers to bring the real world into sci... more Technology applications can offer an accessible way for teachers to bring the real world into science classes. Using MapBox Studio, a free mapping software program, our cross-disciplinary student teams were able to visually conceptualize large datasets and see emerging trends for themselves, facilitating the research process while making student learning more active and engaged.
A lthough transdisciplinarity has been in practice for decades, its use as a methodology in highe... more A lthough transdisciplinarity has been in practice for decades, its use as a methodology in higher education is limited. In addition, the need to connect academe to the community outside its walls has never been more pronounced. Working within the gaps created between disciplinary boundaries gives researchers an opportunity to create new ways of understanding the common, yet complex problems of the world. In this article we explain how a group of student researchers, scholars, and other community members came together to create a transdisciplinary exhibit that explains how plant fossils and dragon folklore are connected worldwide. We provide evidence of how the creation and implementation of the exhibit facilitated learning across wide cross-sections of stakeholders and how the project continues to develop new avenues of inquiry.
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