Post 70: Cultivating Urgency and Sticking with 20 Minutes

Spring has sprung in Victoria and I'm finally feeling much better: the strep throat is feeling like an already distant memory, the antibiotics are gone, and I've had a productive weekend of working, some socializing, biking around, and thesis writing.

Every night before I've gone to bed for the last three days, my journal entries have been filled with encouraging notes to myself: I can finish this thesis. I can do this. I've been reflecting on how to instil a sense of urgency, which I think I need in order to complete this project, and I think it's been working.

I had a very productive 3 hour writing/editing session with Karen yesterday, and today is following suit. I keep asking myself: what do I need to accomplish right now? What comment am I tracking down in which transcript? Who said what here? Which footnote needs to be filled?

This amazing hellebore! One of my favourite flowers, grown from seed by my friend Emma! 

I know I've written about this in the past, but I affirm once more that I find it debilitating to think too far into the future about timeline and finishing. All I can do it work on the sub-theme I have in front of me, the sentence, the punctuation, the quote. No, I shouldn't be checking my email. I need to look at the article this participant referenced here. No, I shouldn't be on Facebook. Right now, I need to make this a block quote.

The first cherry tree I've seen blooming in Victoria. This image from a few days ago,
across from the Parliament Buildings. 

I break up my time into 20 minute increments, and in between stretch and do a few pushups and squats. This feels sustainable. Break for lunch. Send a text. Otherwise, keep stewing on the chapter and its multiple moving parts, all working together now to form a very solid, well-organized draft. I am getting close to sending it off, and I'm starting to get excited about it. :)

*******

Interesting quote from my brief literature scour again: this one from Bill Wilson, then Director of Industry, Trade, & Economic Research, at the Canadian Forestry Service, working at the Pacific Forestry Centre here in Victoria. From his concluding remarks in his 2002 article outlining the role of the federal government's Mountain Pine Beetle Initiative in responding to the mountain pine beetle's outbreak:

 "It has been a tough year for BC. Events bring to mind the riders of the apocalypse – pestilence, drought, fire, and floods."

Post 67: Keeping up Momentum: Perseverance and the Long Haul

At the end of November I found myself in chilly Cochrane, Alberta—there for a work trip with my sister and our long-time family friend Renee. During the trip I made use of a couple of things: the very cold weather to motivate my evening walks to become evening runs (it was so chilly that after 2 kms of a steady jog I was finally warm!), so I think that I ran my chilliest runs at -9C, I think, and -3C respectively. Brr! I'm trying to keep that in mind as I motivate myself to stay on top of healthy habits and getting some movement into the day. With the shorter daylight and cooler temperatures, I've certainly done a lot more walking than keeping up on my running goals.

The spire of one of the many churches in or near downtown Victoria.

That trip I had also made a date with my friend and colleague Cat, who recently defended her thesis in September! (Yay!) And it was such a lovely visit! She is in a really really great place now. She's recuperated from the thesis experience, and stated that she took about a month where she just felt like the immense effort it took to finish writing and defending the thesis meant she really only felt like doing the basics for a while: eating, sleeping, walking, yoga, and taking it easy. I remember how hard she worked during the summer months, and I was amazed at how quickly she as able to write and get her thesis together, and she did a really get job in the end, but I'm not surprised that she took the well-earned and needed break after such intense and sustained output.

Which is what gets me to the gist of this post: thesis projects are longer and more intense than (likely) anything that most students have worked on to date. They do NOT require the same skills that perhaps got students through undergrad: you cannot write a thesis with binge-writing habits that may have helped to complete papers in undergrad. I won't say that this is what I have been doing, because it isn't, but my process has certainly evolved into trying to build good writing habits that keep me sustained over a longer haul, because it is a long haul to write a thesis or dissertation.

January frost out in View Royal. Gorgeous!

As my supervisor recommended for me several months ago: write for a few hours, right in the morning, every day if possible. It's amazing how much can get done with consistency. I would also say that writing every day keeps up the momentum, engagement with the thesis, and just a general sense of encouragement for seeing continued progress being made. I'm trying to keep that in mind as I juggle a chronic health issue (migraines), and two part-time jobs.

Onwards and upwards! Cheers to healthy writing habits with stretches and standing up every so often, and making time for exercise despite working too much. Happy writing to everyone else working on theses and dissertations!

Post 45: Just Over the Half-Way Hump Trying to Keep Up the Energy!

Okay. Deep breaths. Square breathing, four seconds at a time.

This semester is proving more challenging than some previous semesters, and enormous amount of work at this point in the semester has no small role to play in that. I definitely like to be busy and feel productive, but there comes a point when everything feels a bit too much like madness and the burden of all my commitments feels overwhelming. Gotta keep something of an eye on balance, because when everything smashes together, it stops being fun, and it stops being what I want to do, and I don't like to coerce myself to relieve the pressure of deadlines and seeing through obligations.

Just last week I was buried in marking for the class I'm TAing, and it felt like last minute scrambling to get it all done. I was also hurriedly trying to edit my third thesis chapter to submit for Friday (got it in at 1:30AM, phew!), and dealing with guilt at not having more done on my other research project regarding climate change adaptation.

Walking towards Cadboro Bay, Mt. Baker off in the hazy evening rouge. 

So at this point in the semester the big challenge is fending off tiredness, making sure I get enough sleep, am still eating well, and still finding the energy to TA well, keep on top of my commitments, and meet all my deadlines. I had really bad stress anxiety last week, which felt horrible, and I'm so glad things are more under control now.

When life hands us the busy-time lemons, it seems like one of the best things to do is admit that things are hard, and try to tackle things on the to-do list so the stress can level off, and the super-stress is no longer useful. It was also really helpful for me to remind myself that as stiff as I think the deadlines are, I can still make time to go for a walk, and to get 8 hours of sleep, and to read in bed for 10 minutes before turning out the light. All of the little (and healthy) behavioural patterns that I usually still do are more than valuable and necessary for supporting me in accomplishing my work goals.

But when those tough moments hit, I am so grateful for the many kindnesses of my partner and friends for helping to keep my spirits up. The daylight savings time-change has also been incredible. I love that it's still light when I leave work now, and I still feel like doing things much later into the evening. It also helps that my iron levels are back up—I can feel the difference now, and I went to the gym on Sunday again for the first time in almost 4 months! YAY!

So here's to celebrating the small successes along the way, and acknowledging just how much I am getting done. It's harder to do than I sometimes think, with the next task ahead of me right away.

All in all, though, it's been a lovely week, especially so when I remember back to last week. I went to a reading and spent an evening with a close friend on Tuesday, and today we had a great lab meeting, Skyping in a grad student in our program, Kira Hoffman, who's at Oregon State University, for the semester, alongside another PhD guest, Christy James, who shares our building here at the university. Thank you, thank you to them both! I love hearing their different perspectives (more on this in the next post), and just appreciate having these conversations a lot.

Another gorgeous West Coast evening. Love these skies!

Afterwards, we had a mini-celebration with Rob Watt, long-time Mountain Legacy supporter and expert—he's likely the most knowledgeable person in Canada about the historical topographical maps that MLP uses for its research. Between a few really tasty snacks, and excellent storytelling by my supervisor, Rob, and MLP expert, Mary, it was an afternoon that zipped right by, and had my sides hurting from all the laughter. Great way to bring to a close a very good week.

Research-wise, I'm getting back into NVivo, and strategizing how to write my fourth chapter, which will cover my findings from the interviews. More on that soon, too.

Post 41: Everything's ramping up again! Writing Group, TCG and TAing!

Phew, what a busy last few weeks it's been!

My writing group is starting up again this semester, though in a markedly different capacity than last semester. This time it'll be a once-a-week, Tuesday afternoon, dig a hole for myself in the Grad Student House date right now, with a few of my colleagues. Format-wise, it'll be very similar to last semester, with everyone bringing work independent of the others, but working together in a very supportive space. And - Matt at the GSS has enabled me to book a regular afternoon time for the WHOLE semester in one shot, so that's really helpful, too!

I'm also trying to sort out a meeting time with another colleague who can't make the Tuesdays, so it looks like J— and I will be trying to make Monday afternoons our writing time.

This is really great, and I'm very excited for having the structural support of writing time.

Awesome rainy evening walk! I love the light spiderwebbing in the tree! :)

I'm staring down the calendar for my first tutorials (3 in a row!) tomorrow morning, which is going to be tiring, but I'm really excited for them. I love meeting my students for the first time, and it's great that it gets to happen every so often. Today my fellow TAs and the instructor for the course met to discuss tutorial themes (the course is looking at environmental issues through food) and a layout of the assignments the groups are doing for the next few months (we met last week to discuss this already), and now I'm even more excited. The themes we're taking to the tutorials include:

Industrial agriculture (meat production, grain production, animal ethics)
Organic foods
100-Mile Diet
Traditional food systems
Industrial Water Use
Small scale food production systems (family farms, permaculture, community gardens)
Food Waste Management
Aquaculture (fish farms, oyster farms, fishing)

There's so much to talk about in each one! Each tutorial will take one theme and students will specialize within the theme, and will do a series of assignments building skills around critical thinking and assessment over the semester. And the big challenge: the tutorials are only 50 minutes in each tutorial.

So I've planned out my icebreaker, and we'll be doing nametags as well, and to choose a theme (I'll bring about 5 to each tutorial), we'll have a Dotmocracy to pick a tutorial theme after a short pitch for each one. In this case, I think the Dotmocracy will work really well for choosing, because it doesn't take too much time, it's very participatory (everyone partakes), and we already have the themes to choose from. There also aren't too many of them, which I think is helpful. Normally, the full Dotmocracy procedure would include ideas being contributed through the session and then being voted on, but we won't quite be doing that here. We'll also be reflecting on the 24-hr Food Journals that they were assigned from last week, which is a great assignment to start students thinking about their food choices, where their food comes from, it's production, and all sorts of things related to what they specifically are eating. I think it should be great fun. With a little bit more prep tonight, I'll be ready to go!

Beautiful evening sunset, looking out from the McPherson Library. 

Work with the municipal Environmental Advisory Committee I've been a part of since September, has been busy busy busy over the past few weeks. In October we started talking about putting together a presentation for Council, expressing just how important we think it is for them to adopt a climate change lens (both on mitigation and adaptation), and then we were trying to balance that with other environmental initiatives and projects that we think are important. So over the past few days we've been finishing the two report documents that we had to get them today by 3PM. It's great to see everything come together, and now we'll sit and wait a bit to see Council's reaction.

And my lovely Thesis Completion Group has started up again. This semester's different again, too, as I joined the Friday group (on Tuesdays I now TA), and it's so great just to chat everything through, get off my heart what I'm anxious about, and how to work through those worries, so I can get closer to finishing this degree and thesis.

Speaking of! Time to get going and clearing the decks so I can get more writing done!

Post 39: Reflecting on My Writing Group

In early December I participated in a panel discussion at UVic's first Thesis Writing Bootcamp, which was meant to give graduate students an opportunity to write and have a great space and supported atmosphere in which to make headway on their thesis writing projects. I thought this was a great initiative, and several members of my thesis completion group attended.

For the panel, I'd been asked to reflect on a couple of questions:

1. How did you decide who to invite to participate with you?

2. How often do you meet?  for how long each time?

3. What 3 things have contributed most to your group's success?

4. What advice would you offer people thinking about starting their own group?

I thought that for this blog post I'd re-state some of my answers, since it's a new semester and it's time to try to build a new group, as two of the members finished their thesis projects, as well as emphasize some of the themes of the panel discussion, which were very complimentary to my own thoughts on having a writing group. 

Rainy UVic campus leaves—beautiful if one pauses to enjoy them! :)

As for my own responses, briefly: 

I was essentially adopted into the writing group that I now have. The writing group core existed, and by good luck I was invited to one of the writing sessions, and invited to stay. I very quickly became one of the organizing members, actively seeking meeting times and locations, and helping to make the writing group work well. The writers were graduate students, a mix of PhD and master's, all of whom wanted to make progress on their thesis i a supportive environment. We had the agreement to do Pomodoros together (perhaps not every session), but the goals each time were to either make progress on a piece of writing for our theses, or clear the plate on some of the necessary things that we needed to address in order to set ourselves up for writing on our theses. While there was a small core group of the membership, we invited others to join us with great flexibility, including colleagues, and other members from other thesis groups. At our largest, we had about 8 people come to a session.
Our meeting times were variable; we tried for 3-4 times a week: Monday, Wednesday, Friday, about 12PM to 5 or 6 PM, and sometimes on Sundays. Wednesdays there's free coffee and goodies at the Graduate Student Centre in the morning at 9:00AM, so we'd try to make it there for that for an earlier start. 

Some of the main things that contributed to the success of our group include the environment that we created: it was supportive, welcoming, positive, and flexible (flexibility is something that was consistent among the comments of the panel members). We wanted to get Pomodoros of thesis writing done, but if someone had to write emails or read some journal articles, or do some edits on a chunk of writing, that was all really great. 
Having our scheduling fairly consistent (the three days a week), even if the venue changed. And having that planned up to a week in advance, or at least having a good way of communicating to the group when and where we were meeting (we used Google Calendar).

Two of the members of the core group from last semester have finished up their thesis projects, and I am so happy and proud of them! We had a very small celebratory meet at the end of last semester, and I got a holiday email from one of the two of them. I wish them all the best with their future endeavours (one has moved back home already), and hope that I'm able to make these friendships last (and even if they don't, I am content that there are two more wonderful people with great ideas out in the world, and I'm grateful for the time we were able to spend together). 

And advice that I'd pass on to other people thinking of starting their own group: go ahead and do it! But be clear about the goals and intentions of the group. It was great to have a group of people that were committed to hard work and getting things done, and we were able to stick with that, have breaks throughout, and build friendships from the group. 

A few of the members of the panel had writing groups that were structured differently: in one, it was very small (3 people) who shared writing, met every 2-3 weeks, and there was an expectation that writing that was shared would have been read, and that when the group met, they would discuss the writing, and set up who would submit next. What really made that group work was the commitment to it (also it's flexibility if they were unable to meet in 2-3 weeks), but recognizing that it had a very set structure and required the members to follow through with their commitments to the group.  

I would also add that it only takes a little bit of leadership to get a group going. I have a few people that I'm going to reach out to in order to make my writing group this new semester get going, and I know that it's an email's send away to start setting up writing dates. 

Having a writing group makes the entire experience much more real, much more doable, and really shifted my perspective to feeling very positive about the writing I was doing. At some point, it would be great to share my writing with a colleague, my partner, or someone else from my department before I send the next chapter off to my supervisor, but I know that even if I don't manage to make that step happen (which is more personal preference than anything else), then my supervisor will provide great feedback, much as he has done in the past.

So here's to starting off a new writing group, and new semester! 

Post 34: Paragraph Thinking and Writing

I write this post with gratefulness in mind for my colleague Garrett Richards, whose brilliant conversation, friendship, and mentorship was immensely valuable to me when we were able spend time together for a month and a half this summer. We'd meet up to eat lunch together several days of the week, discuss a wide variety of fun topics, including the thesis work we were doing.

As a PhD student, his slightly more advanced (in academia) perspective was fantastic: he'd finished his master's not-that-long-ago, and so was able to provide some phenomenal advice. He was also really getting into writing his thesis at the time, so a number of the conversations we had were around me asking questions like "How are you organizing your chapters?" and  "How do you sort out what information belongs where? How do you plan your writing?"

So with my thanks to Garrett, this blog post is dedicated to the few (awesome) conversations about thesis writing and thinking in paragraphs.

Thinking in paragraphs is the way he structures what he has to write. The paragraph is a great unit to organize thoughts by, because it's a nice balance between the tiny details of a specific point that one research paper makes, and the overall aim of a thesis chapter.

A paragraph has a logical organization, beginning with the topic sentence that informs what the paragraph will cover (and consequently, Garrett said, he had the tendency to write long paragraphs), and finishing with a sort of wrap up of what that paragraph then said (the concluding sentence), with related sentences in between. Then, you can organize sections of the chapter based on laying out which paragraphs speak to the others around it, and which ones need to be in there, etc.

On my walk to the library, being charmed by the big maple leaves! 

Having this kind of tool was really helpful for providing advice to one of my colleagues recently! In one of my Thesis Completion Group meetings,  a colleague was dealing with writer's block, and the fellow sitting next to me said to him, "D—, are you trying to write a whole thesis at once?!" And this got me to thinking about what was helpful for me for breaking down the intimidation involved with setting out to 'write a thesis', and well: you don't write a thesis all at once; you write word that builds a sentence that builds part of a paragraph, one piece at a time. Or, one thought at a time, and I chatted about this with D— when I invited him to my thesis writing group the following week. In short order, we'd discussed what he'd be working on writing, in smaller, manageable paragraphs, and he set to it!

Therefore, paragraph thinking (and writing) is an extremely important tool for chapter organization (on top of writing!) that helps to break down the concerns about writing a whole thesis at once. :)

Hope this was helpful!

Post 33: On Juggling 5 Projects... Where Did the Time Go?

Well, okay, maybe it's only 3 projects, but I'm certainly keeping busy, and finding my daytime hours are disappearing faster than I can say "Unique New York" quickly 10 times in a row! (It's already the middle of October!!)

Last week the second research project that I've picked up to help cover my bills, now that I'm in the post-funding era of my degree, really started to ramp up! And it is hella fun! It's so cool to research the backgrounds of some of the people that I'll be interviewing in the next few months, and think about time zone differences and adjustments for suggesting potential 'best' interview times (unless I want to rise for a sleepy one at 4AM!), so that has been very good.

Lots of writing back and forth feedback and undertaking a pilot interview to test out our interview questions—and seeing the evolution of those has been phenomenal, too, and has inspired me to reflect in slightly different ways on the way I undertook my thesis research.

Our dash of green: pathside plants and ferns, exploring out at Goldstream Park!

On a different note: much love to my thesis writing group*!!!! I can't gush enough about how much I love their company and the productive atmosphere we have built. While there is still some scheduling irregularity with space and times that we're able to meet (we're trying to do Monday, Wednesday, Friday; everyone has different departmental meetings and odd things that break up the times), it's been phenomenal.

More Pomodoros. This time, smilies!

I've now graduated to being the Pomodoro timer on occasion. We use the online one available here. It's quite innocuous, and so isn't an unpleasant shock when we hear the timer.

And the MOST FUN thing is finding different ways to keep track of/tallying (photos coming soon) how many we've been able to get done in a day! We were in over the Thanksgiving long weekend on Sunday and Monday, and went from getting six done on Sunday, to a RECORD of 10 on Monday! That felt so good!

Phew! What a day! Got so much done!

The structure of hunkering down for 25 minutes at a time, and then having a set chat/break/question time is fantastic. Again, much love to them. Really, really enjoying spending more time with this group.

AND: we also appreciate the support of the Graduate Student Society, who keeps allowing us to schedule time in one of their two conference rooms in the Halpern Centre for Graduate Students. Having a big room suitable for convening and getting our work done is really, really great.

* I wanted briefly to identify here that I joined this thesis writing group by meeting some of the members through the Thesis Completion Group that I've written about before, here. :)

Post 27: Best (By this, I mean Useful**) Thesis Advice So Far.

This post is written with the desire to give a nod to all the supportive voices and folks that have helped me weather my ups and downs along the way. I want to share some of the best advice that I've been given or encountered along the way. Positive reinforcement, right? This is necessarily a partial list because I have a poor memory and have undoubtedly forgotten some of the advice, or haven't written it down, and—I'm not done yet! So more will probably be coming.

1. "Best foot forward, one step at a time." This from the Buddhist philosophy of non-attachment. Let the hard things be hard. Each day that you start, the conditions will be different; you might have skipped breakfast to sleep in a bit more, or your cat got spooked at 3AM and rattled you out of your sleep, and you had to spend half an hour figuring out what happened, and calming the cat. So, begin each day fresh, with intention, and starting with goal setting as you go, based on how you think you can work that day.

2. "A master's is more about learning the skills than coming up with some genius discovery." This is classic Jenna, with her pearls of wisdom (slightly paraphrased).

3. "No fear!" from my supervisor. :)

                                   ...and then I can just be glad I live in this awesome place!

4. "Keep it simple, and as you go through your degree, pay attention to the realizations that suddenly become obvious to you." That's where you'll find the results and insights that you'll be writing about, but because they will also become 'obvious' to you, you may have difficulty reminding yourself that those are your findings, and that they are important to report. -- Karen, my awesome work buddy, office sharer, who also teaches as a sessional instructor, on research methods and methodologies in social work.

5. "The first draft of anything is shit." Thank you, Ernest Hemingway. :)

6. The advice from my supervisor was to find someone in my field, to talk to, and discuss ideas. There's nothing worse that can come from a poorly timed talk from someone doing different methods, using different ideas, than you are, that can make you panic and think that you're not being diligent. I'm sure every grad student goes through some point where they're gripped by the fear of not reading enough, or widely enough. So, talk it out with someone who shares your methods (or very similar ones). I can't thank my colleague Garrett enough for all the conversations and discussions over lunches sitting outside our building in the sunshine this summer. So good! He's also doing science studies research, and is certainly a bona fide social scientist in the making. And, we've discussed everything from specific methods and approaches, to how to write up a lit review. So good.

7. Effective procrastination: this from Laurie Waye's "Managing your Thesis or Dissertation: A Workbook for Students." Essentially, she points out that ineffective procrastination is when you are supposed to do work on a certain thesis something, but instead you go do the dishes, or fold your socks, feeling guilty and spending precious mental space beating yourself up because you know you should be doing thesis work instead. Effective procrastination is when you are unsure of how to proceed with say, starting chapter 2, or beginning the summary on that book, so, you go for a walk to clear your thoughts and think about how to start. Or, you have questions that arose from the last article you read, so you need to think them through a bit more, so you go for a walk to do so. You're still spending time working (thinking ideas through), and you're still focused on what you have to accomplish. Win, win!

8. From my lovely committee member: on tackling the imposter syndrome: don't take yourself too seriously, and approach all of your work with a bit of humour. :) AND—send stuff out. The more feedback you can get, and the sooner, the better. (Obviously the things you do send should be in pretty good shape, but yes, getting something to your supervisor is probably a good idea!).

(P.S. I'll come back and update this post periodically, as more 'best advice' comes in; if it gets too long, I'll break it into two posts, but that's maybe less likely at this point. Stay tuned!)
(**P.P.S. Each of us needs different advice at different times. If you have a pocket of time, and someone hands you a novel, you may just take it. If you're already curled up in a chair in a library, with three books on a table beside you and your imagination buried in the book in your hands, you might accept it, but it might also be refused. I've certainly noticed that some things said to me earlier only make sense now, looking back over the various phases of the thesis. So, take the advice above in stride, you might not need to hear some of it yet, and for others, it might just be the right thing, whereas next week, you'll notice it's no longer useful.)

Post 18: What is Methodology?

I've been stewing over this question for the last 12 months or so, and more seriously the last 8, because I've been trying to figure out, What is methodology for my project?

I had a meeting with my committee in September, where I outlined a few books I would read in order to help me answer this question, and among them: Hugh Gusterson's "Nuclear Rites: A Weapons Laboratory at the end of the Cold War"; Sharon Traweek's "Beamtimes and Lifetimes: The World of High Energy Physicists"; Donna Haraway's "Primate Visions: Gender, Race, and Nature in the World of Modern Science", and a couple other texts that I'm still working my way through, including "States of Knowledge: The co-production of science and social order," edited by Sheila Jasanoff, and "Actor Network Theory and after" by John Law and John Hassard.

Trying to understand and track down what methodology is, is not very easy. I've spoken with a number of different people, to find that I'm easily discouraged by the somewhat contradictory things I've heard: there are so many different ideas of what methodology is! (And from what I understand, it's very much the experience of a master's trying to figure out, What is methodology.). So, despair not if you're like me, and struggling to sort this all out.

One friend's advice? It doesn't make sense to stew about methodology in the abstract. It will make a lot more sense by the time that you start to sit down and ready yourself for writing, because it'll help direct you for what you need to say. And I think that now that I feel like I'm on the brink of starting to get everything together, that makes a lot of sense. (Now would be a great time for a research methods and methodology class!)

Here, Google's definition:

"Methodology is the systematic, theoretical analysis of the methods applied to a field of study, or the theoretical analysis of the body of methods and principles associated with a branch of knowledge. It, typically, encompasses concepts such as paradigm, theoretical model, phases and quantitative or qualitative techniques.[1]

A methodology does not set out to provide solutions but offers the theoretical underpinning for understanding which method, set of methods or so called “best practices” can be applied to a specific case.

                                    A pause for some bright swamp lantern (Symplocarpus foetidus).

It has been defined also as follows:

1. "the analysis of the principles of methods, rules, and postulates employed by a discipline";^[2]
2. "the systematic study of methods that are, can be, or have been applied within a discipline";^[2]
3. "the study or description of methods".^[3]"

Which kinds of gets us somewhere, but I certainly struggled to make heads or tails of this definition months ago.

Some people said really confusing things like 'methodology is interchangeable with methods, but that doesn't make sense to me. The methods that I'm using are semi-structured interviews (my primary method), along with selective document analysis, and journaling. So, there's something missing here that isn't captured by just saying methodology is the set of methods that I'm using.

What I've arrived to more recently, is deciding that methodology means 'approach', and being able to justify why you made the decisions you made, including which methods to go with (empirical, qualitative, quantitative, etc), and why that suite of methods together, in order to best answer the research questions you posed.

So, where does that leave me? I've been trying to articulate my approach to myself for some time now. I interviewed scientists directly because the kinds of perspectives and ideas I wanted to know are not apparent in the published work that's publicly available. I wanted to focus on the intersection of the mountain pine beetle and scientists because I wanted to be sensitive to other non-human beings and their influence on the practice and perspectives of humans -- does the scale of the ecological/environmental change associated with the beetle challenge or change any of the key perspectives of scientists, and what does that look like? In so doing, I needed to read widely and deeply about the mountain pine beetle, and hone in on a group or network of scientists that I thought would be manageable to interview. I decided to focus on what I saw as a coming together of 5 research hubs, some closely linked, others not so, and I think it went reasonably well. Of course there are other people that I would have loved to interview, but as it was, there were only so many positive responses that I received, and could proceed with.

The other major focus of my thesis project has been the concept of novel ecosystems, and I speculate that the mountain pine beetle moving into the boreal forest (an ecosystem it's never historically been in, from what scientists can see), is a hybrid ecosystem with novel characteristics (following a classification system outlined by recent work done for the concept). I'm still trying to grapple with the dimensions and differences with the epidemic and endemic mountain pine beetle population patterns, and what that means for the idea of the novel ecosystem.

Now, I'm also preoccupied with describing the key relationships I saw forming and developing because of research that ensued in the context of climate change and the the climate-exacerbated mountain pine beetle, and what that tells us about scientists' capacities for change and adaptation, and where that is applicable elsewhere! There were a number of comments about the 'novel' habitat of the mountain pine beetle; my analysis will need to make sense of exactly how that relates to my ideas of the novel ecosystems concept.

My methodological approach will help me to explain why I focused on the information out there as I did, why I then went on to analyze my interviews and look for certain themes and ideas arising (as well as others that emerged from the interviews), and to reconcile that with the shaping ideas that I have forming from the whole process of undertaking such an empirical, qualitative study.

So, I feel like while I have sort of been able to describe for myself what my idea of methodology is, sorting that out will need a little bit more care in the coming weeks as I wrap up analyzing my interviews and laying out my thesis and writing.

I was reading somewhere the other day again in Laurie Waye's Thesis Handbook (apologies, I was quickly looking into the text, and don't have it with me currently), who mentioned that there will undoubtedly be a lot more research that I've done that won't make it into the thesis. There are also countless methodologies and methods that one can use -- different lenses, if you'll permit the analogy a la Haraway, that can be used to undertake projects and interpret data, so, it really comes down to committing to one and running with it. Students who struggle to complete their theses are likely those who dig too broadly, instead of focusing and digging in deep, and in part, that really resonates with me.

So, here's to sorting out just a little bit more, exactly what my lens and my approach is in the coming little while!

Post 5: Love/Hate Relationship with Time (Management)

So there are days, and then there are days.

In the last post that I wrote I mentioned being strict with my time, and setting boundaries around how I use and conceive of the time I have, as a means of getting me to a productive work space. Well, sometimes that works, but sometimes that doesn't.

Disconnecting myself from the internet is a great way to set up myself up against distraction. Can't click if it's not there, kind of thing. It's incredibly easy to self-distract when you're your main boss. A number of colleagues have talked about thinking of their graduate work like this (usually very fun, stimulating, exciting, liberating, luxurious) time is your day-job, albeit minus the structure, and treating it as a 9-5 is one of the best ways to make sure that you continue to get work done.

Sometimes I find it difficult to prioritize my thesis work, when I feel like there are any number of experience-building and enriching activities at my fingertips -- and it feels strange to see those things as separate from my work as a whole, which includes shaping the person I am. Part of this includes TA-ing, and learning how to teach students, which, as I've gained skills to help manage my nerves and panic around public speaking, I've found to be very rewarding. Some of this might also include extracurriculars like sitting on committees, as I did in the fall, where I helped select recipients of the university-wide faculty and sessional teaching awards (a task that took many more hours and was way more fun than I could have imagined). My department hosts bi-weekly seminars, and making the time for those can be very fun and engaging—a great time to see briefly the people and colleagues that help make this process less isolating. This afternoon we also have visits beginning with candidates being considered for the Dean of Social Sciences.

                           Super cool -- a kind of moss, I think? (I'm not that familiar with a lot of
                           ground growing things, but can certainly appreciate their beauty! :)

As an undergraduate student, you can get involved in clubs, have a lively, thriving social scene on and strongly linked to campus, and you can by and large focus solely on your school work. My impression of graduate school, however, has shifted to include all sorts of aspects of the administration and functioning of the university that you just don't get to see (or at least I did not) as an undergrad. What's the difference between a tenured faculty, an assistant professor, an associated or adjunct professor, and a sessional instructor? None of these things mattered to me in undergrad; they are certainly beginning to matter to me as a graduate student. What's a TA for? What are their roles and how are their responsibilities negotiated? What are their working conditions and how are they valued? How much do they get paid, and what goes into union negotiating?

As an undergrad, I went to class, I went to the library, I wrote my papers and short stories and that was it. Now, there is a whole world of academic politics, policies, and functioning that opens up, and it's hard to keep my fingers out of these activities when I care about the people I work with and the conditions under which we work, and being a contributing, meaningful member of this community...

...and then balancing that out with the rest of my work week.

So. Choosing one or two or three things per semester to put some energy into is a good idea. There's also a big difference between one-off events (like meeting candidates for the Dean of Social Sciences), and ongoing events, so make sure to prioritize!

As for me, I'll be attending a number of the bi-weekly seminars, selectively choosing the one-off events, TA-ing, and aside from the significant commitment of conference organizing for CONFORWest 2014, I will leave my plate open for prioritizing my work, and focusing on structuring those times where I can just burn through an hour of one of my audio files. I AM ALMOST DONE TRANSCRIBING!! (And keep setting small goals like this to keep going.)