“MotherScholars” are those who creatively weave their maternal identities into their scholarly spaces. With this article we invite readers along a collaborative friendship study of our own participatory arts-based journey to understand, reclaim, and identify personal and professional benefits only realized once we acknowledged and embraced the blended reality of Mother Scholarhood. Our work is presented as a curation of individual skits, sketches, and short stories that were created during a collective 8-week time span in a shared virtual space. We open our story to interpretation and interaction through the lenses of our readers.
Traditionally, science and art are not combined as an instructional method in the undergraduate biology laboratory. This research examined the differences in the construction of biology content knowledge in student work in an inquiry-based lab and in an inquiry- and arts-based lab. The qualitative research findings indicated that the students developed deeper understanding of the content knowledge when an arts-based instructional method (storytelling) was included as part of the inquiry-based instruction.
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