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NEH Application Cover SheetNext Generation Humanities Phd (Planning)
PROJECT DIRECTORJudith PascoeProfessor356 English-Philosophy BuildingIowa City, IA 52242-1320USA
E-mail: [email protected]: 319-335-0475Fax:
Field of expertise: British Literature
INSTITUTIONUniversity of IowaIowa City, IA 52242-1320
APPLICATION INFORMATIONTitle: The Newly Composed PhD: Writing Across Careers
Grant period: From 2016-08-15 to 2017-07-14Project field(s): Interdisciplinary Studies, General
Description of project: We will use the planning year to imagine ways in which humanities PhDstudents can equip themselves with the kind of flexible writing skills and technological expertise that will prepare themfor many career paths. As a uniting impetus, we will focus our attention on rhetorical forms ranging from the dissertationto the tweet. In this way, we will enable specialists from a broad array of disciplines to unite around a common task: aconsideration of PhD training in its core essentials and of how these essentials (e.g., the discovery and communication ofnew knowledge, the deployment of innovative research technologies) can be envisioned as preparation for careers bothwithin and beyond the academy. We have organized a coalition of energetic faculty, graduate students, administrators,librarians, alumnae, and business experts - all of whom stand ready to think creatively about PhD education and toenlarge what it means to be a humanities scholar.
BUDGET
Outright RequestMatching RequestTotal NEH
25,000.000.0025,000.00
Cost SharingTotal Budget
32,125.0057,125.00
GRANT ADMINISTRATORJennifer Lassner2 Gilmore HallIowa City, IA 52242USA
E-mail: [email protected]: 319-335-2123Fax: 319-335-2130
(ZA-250689)
Judith Pascoe
University of Iowa
NEH Next Generation Humanities PhD Planning Grant Proposal
The Newly Composed PhD: Writing Across Careers
Narrative
Abstract and Overview
Humanities graduate students and their mentors confront new research
technologies and fast-changing career tracks, developments that fuel both hope and
anxiety. To proponents of the digital humanities, the traditional dissertation is a quaint
traveler, lugging his carpetbag of paper appurtenances—unlinked annotations, citations,
appendices—into the dazzling light of new media forms. On the other hand, to defenders
of traditional graduate training, the digital humanist is a confidence man, flaunting his
ephemeral attractions—blog entries, tweets, online exhibitions—at a remove from
established disciplinary standards. “Alt-Ac” advocates, who seek to prepare PhD
recipients for jobs outside the academy, similarly meet with skepticism from those who
fear that “alternative” means not only different but also less rigorous. Although everyone
believes they have the best interests of graduate students at heart, proponents of different
approaches to graduate education sometimes antagonize each other, as when a speaker at
the recent Big Ten Colloquium on Graduate Study in the Humanities compared digital
humanities tools to Play-Doh and crayons. Even well-intentioned graduate student
advocates have difficulty identifying, and coalescing around, a common cause.
We believe that a productive response to the pitting of traditional against digital
scholarship, or of Alt-Ac against conventional training, lies in the reframing of these
binaries as “yes, and” opportunities. We will avoid emotional tripwires by using the Next
Generation Humanities PhD Planning Grant to focus on long and short forms of scholarly
writing—forms that span the rhetorical arc from dissertation to tweet. Scholars across
disciplines are interested in cultivating broader audiences for their work, but they also
express concerns about how writing for a larger public may result in the compromising of
disciplinary standards. What some view as a crisis in the humanities is inseparable from a
writing crisis—or, in our view, a writing opportunity. At a moment when traditional
forms of scholarly presentation seem inadequate for communicating knowledge in a
world of second-by-second news cycles, we propose a planning process in which
attention to matters of form will make it possible for people with varied intellectual
commitments to jointly imagine how to transform graduate student education.
At the core of our planning group will be scholars and graduate students from the
departments of English, History, Classics, and Rhetoric, as well as from the Division of
World Languages, Literatures, and Cultures. These areas of study are being transformed
by modes of quantitative analysis and data visualization long associated with the
sciences. A command of new research applications, many of which are used both within
and beyond the academy, will equip graduate students to work in increasingly
technology-enhanced occupations (e.g., as data journalists, social media coordinators,
political pollsters, or test assessors). If their technological skills are coupled with flexible
rhetorical skills, our students will also be credible candidates for occupations that have
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not yet come into clear focus, since these jobs will meet not-yet-defined needs and
requirements. Our PhDs will be ready—and will think of themselves as ready—to thrive
in positions that did not exist when they entered graduate school.
Graduate student training in the humanities has long been wedded to the most
concretized of long forms—a dissertation of approximately 250 pages in which the
aspiring PhD candidate surveys scholarship and carries out close readings of literary or
historical evidence as a way of contributing to ongoing scholarly conversations. The
looming pressure of the long-form dissertation distracts from the many short forms that
graduate students are expected to master, often without explicit training: the conference
paper proposal, the CV or resume, the elevator pitch. These short forms are
unconsciously conceptualized as add-ons to the dissertation rather than as formative
components of larger intellectual projects. Short forms, which have always played a
crucial (and under-emphasized) role in the academic career trajectory, take on even
greater importance at a moment when new publishing platforms reward brevity and wit.
Graduate students who can tweet their research findings to a broad audience, or who can
visualize their data sets so as to encourage others’ engagement, will be able to transfer
these rhetorical and technical skills to many kinds of work. At a moment when workers
often see their job responsibilities rapidly evolve, we will help graduate students think of
themselves from day one as having the flexibility of a Swiss Army knife. We also
anticipate (and hope) that transforming graduate training will make the PhD more
accessible to students who lack the requisite financial security to view the degree as a
credential for a single tenuous career path.
The principal activities for our planning process will be a series of symposia
organized around rhetorical forms ranging from the dissertation to the tweet. Each
symposium will include a public lecture combined with a workshop in which working
group members will explore how a particular form could serve entrepreneurial graduate
students in a variety of career settings. The project director will design and teach (in the
spring of 2017) a pilot cross-disciplinary graduate methods class organized around
scholarly forms, a class that will also provide training in entry-level, open-source digital
humanities platforms (such as Scalar and Mapbox). The expected results of the planning
year will include a series of reports on the symposia events (including next-action
proposals circulated by email, blog posts, and tweets). The final symposium will
consolidate the findings of the prior gatherings, bringing together planning committee
members and graduate students—especially those enrolled in the pilot class—to imagine
how this class could be revised in future iterations. Four of the departments centrally
involved in the planning process (English, History, Classics, and World Languages)
admit a combined PhD class of approximately 30 students each year. The fifth
department (Rhetoric) employs approximately 75 graduate student teachers, as well as 18
lecturers, many of whom have only recently attained their PhDs. We will work from this
disciplinary core with an eye toward expanding the career options of graduate students
across all humanities departments.
We write at a moment when concerned scholars are proposing new paths forward
for graduate education. We will launch the grant period by having our planning
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committee members read and discuss excerpts from Sidonie Smith’s Manifesto for the
Humanities, Michael Bérubé and Jennifer Ruth’s The Humanities, Higher Education, and
Academic Freedom, and Angelika Bammer and Ruth-Ellen Boetcher Joeres’ The Future
of Scholarly Writing. These discussions will forge collegial alliances among a diverse
coterie of planning committee members, so that we can move into the planning year with
a shared sense of purpose.
Planning Committee
We will bring together a broad range of knowledge makers (tenured faculty,
lecturers, graduate students, alumni, library staff, non-UI professionals) to discuss
doctoral preparation in the humanities by means of attention to formal concerns. Instead
of plunging into a discussion of how the PhD dissertation should be altered, we will,
instead, analyze how that long form serves (or fails to serve) the knowledge acquisition
and dissemination goals of particular disciplines. We anticipate that this shift in focus
will realign and de-familiarize the dissertation, so that it doesn’t stand in all its
monumental gravity like an over-sized candelabrum that prevents dinner-party guests
from seeing each other. We will consider the more process-oriented new media work of
Amanda Visconti (whose dissertation includes the InfiniteUlysses platform for social
reading and annotation) and her dissertation advisor Matthew Kirschenbaum, whose
monograph, Track Changes: A Literary History of Word Processing, was proceeded into
print by blog postings that welcomed reader feedback and pushback.
The University of Iowa, home to the Iowa Writers’ Workshop, the Nonfiction
Writing Program, and the International Writing Program, has long been a leader in
writing pedagogy. The UI’s Obermann Center for Advanced Studies encourages publicly
engaged scholarship and teaching through its yearly Obermann Graduate Institute on
Engagement and the Academy. With recent investments in the Digital Scholarship and
Publishing Studio, the Iowa Informatics Initiative, and the Public Digital Humanities
Certificate, the UI has fashioned the infrastructure necessary for digital research and
teaching experiments. Because of its longstanding and forward-looking embrace of
creative and scholarly innovation, the University of Iowa is uniquely poised to transform
what it means to be a humanities scholar and to catapult humanities research and teaching
into the public sphere.
We will be able to draw on a deep backbench of creative knowledge makers who
are experimenting with new media forms. History Professor Keisha Blain (in
collaboration with Dr. Chad Williams of Brandeis University) created the Charleston
syllabus (#Charlestonsyllabus) as a means of understanding the horrific church shootings
of June 17, 2015. This fleet-footed and nimble public scholarship initiative exemplifies
how social media platforms such as Twitter can link university professors to larger social
concerns. University of Iowa Classics professor Sarah Bond uses her blog site to
disseminate her research on Roman history, posting on palindromes and sea monsters for
a broad audience. In carrying out this form of public scholarship, she is joined by her
Classics colleagues, Assistant Professors Robert Cargill and Paul Dilley, both members
of the UI’s Public Humanities in a Digital World faculty cluster. The Rhetoric
Department is home to the Iowa Digital Engagement and Learning (IDEAL) Initiative,
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where instructors devise digital classroom projects that allow students to engage with
communities beyond the classroom, and to create work that endures beyond the semester.
The History Department’s History Corps is a graduate-student-led digital repository for
oral history projects. UI Next Generation planners will strive to consolidate these many
forward-looking ventures into specific interventions that will hone PhD students’
rhetorical and technological skills so as to meet the needs of varied professions. The
planning committee will be assisted by the UI’s Office of Graduate Student Success,
whose staff members help students anticipate and prepare for new career options.
We plan to bring together expert practitioners of both long and short forms—
successful book authors and publishers, Twitterati, entrepreneurs, bloggers, 3D-
modelers—to spark conversations about the tasks these forms carry out and the work
skills these forms help their practitioners develop. Rather than pitting long form against
short form (traditional scholarship against digital humanities scholarship, conventional
disciplinary training against alternative career preparation), we will imagine ways in
which a broad array of rhetorical modes can be deployed by graduate students from the
beginning of their training so that they can communicate artfully across a variety of
different platforms. In a world of flickering publishing ventures, we hope to produce PhD
recipients who are acutely aware of the rhetorical choices that help consolidate readership
and that underpin new forms of public scholarship. The planning committee members
will contribute to blog and Twitter postings that will connect their actions to parallel
efforts across the country and the world. In so doing, they will cultivate some of the same
skills we hope to foster in graduate students. The UI’s strong involvement with the
Committee on Institutional Cooperation (CIC) and the Associated Colleges of the
Midwest (ACM) will reinforce these networking efforts.
Even as academic hiring trends point to reductions in tenure-track positions,
transformations in research and publication technology are generating new job
opportunities. By becoming expert at both short- and long-form composition, and by
becoming comfortable with mapping and network analysis applications, students can
develop skills that will serve them well in a variety of venues, including government
offices and human resource departments. In recent years Iowa humanities PhDs have
found work in settings that might best be described as expansions of, rather than
alternatives to, the academy. An Iowa English PhD has taken over the directorship of the
Digital Scholarship and Publishing Studio (DSPS). The DSPS has also hired a humanities
PhD as a mapping specialist who collaborates with faculty and students on digital
projects.
The planning process will bring together graduate students, faculty, and library
staff who work under the umbrella of the humanities; Graduate College staff tasked with
scanning the job horizon across all disciplines; and faculty from Iowa’s Tippie School of
Business, which has particular strengths in teaching business writing and organizational
management. We also plan to enlist UI alumni who have followed non-traditional career
paths, and who can help integrate students into community networks from the beginning
of their graduate training. The core participating programs (English, History, Classics,
Rhetoric, and the Division of World Languages, Literatures and Cultures) are at the fore
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of UI digital humanities work at both the undergraduate and graduate level. And taken
collectively, these departments constitute a significant percentage of UI College of
Liberal Arts and Sciences graduate student employment (18% of CLAS graduate
employment as a whole, with most humanities graduate students doing a teaching stint in
the Rhetoric department). Those planning committee participants who are drawn from
non-humanities departments, from beyond the University of Iowa, and from the larger
business world will provide new perspectives on alternative professions.
We are constructing our planning committee in three tiers as a way of drawing as
many people as possible into the planning process, while also ensuring a working group
at its center which is small enough to avoid logistic problems (scheduling logjams) and
more consequential ones (diffusion of focus, muffling of less-empowered participants).
The overall planning committee consists of:
1) A small core group whose members will participate in all the planning activities and
will collaborate on the final white paper. This group is composed of a graduate student,
two tenured faculty members, a lecturer, a librarian, and an alumna, most of whom are
actively involved with digital humanities projects. The core group also includes an expert
in entrepreneurialism.
2) Working groups which take particular rhetorical forms as their intellectual focus.
Members include the directors of UI centers, deans in charge of graduate education,
chairs of departments most centrally involved in the planning process, graduate students,
and library staff. Each of these satellite working groups will run one symposium. One
core group member will participate in (and report back from) each of the working groups.
3) A visiting group of experts from beyond the University of Iowa, who will be invited to
co-lead (with UI faculty, staff, and graduate students) individual symposia.
Planning Committee
Core group (all members have agreed to serve)
Judith Pascoe, Professor, Department of English, Senior Scholar, Digital Arts and
Humanities Research, University of Iowa
Russell Ganim, Director of Division of World Languages, Literatures and Cultures, Co-
Chair of the Humanities Advisory Board, University of Iowa
Jennifer Teitle, Assistant Dean for Graduate Development and Postdoctoral Affairs,
Graduate College, University of Iowa
Mary Wise, PhD candidate, Department of History, University of Iowa, History Corps
member, HASTAC Scholar (2015-2016)
Matthew Gilchrist, Iowa Digital Engagement and Learning (IDEAL) Director,
Lecturer, Department of Rhetoric, University of Iowa
Amy Chen, Special Collections Instruction Librarian, University of Iowa; works with Obermann Center staff to publish a newsletter on Alt-Ac careers David H. Hensley, Clinical Professor and Executive Director, John Pappajohn
Entrepreneurial Center, Tippie College of Business, University of Iowa
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Working groups (all members have agreed to serve)
Dissertation working group
Judith Pascoe, Professor, Department of English, Senior Scholar, Digital Arts and
Humanities Research
Elizabeth Heineman, Chair, Department of History, University of Iowa
Daniel A. Reed, Vice President for Research and Economic Development, University
Computational Science and Bioinformatics Chair, University of Iowa
Stephanie Blalock, Digital Humanities Librarian, Associate Editor of Walt
Whitman Archive, Alumna of the University of Iowa, where she received her
PhD in English and her MA in Library Science
Sarah Larsen, Professor, Department of Chemistry, Associate Dean, Graduate College,
University of Iowa
Elevator pitch working group
David H. Hensley, Clinical Professor and Executive Director, John Pappajohn
Entrepreneurial Center, Tippie College of Business, University of Iowa
Jennifer Shook, PhD candidate, Department of English, Graduate Certificate
candidate in the Center for the Book, Co-Director of Imagining America’s PAGE
(Publicly Active Graduate Engagement) Fellow Program, 2012 Obermann
Graduate Institute on Engagement and the Academy Fellow
Steve Duck, Chair, Department of Rhetoric; Daniel and Amy Starch Distinguished
Research Chair, Department of Communication Studies, University of Iowa
Footnote/citation group
Russell Ganim, Director of Division of World Languages, Literatures and Cultures, Co-
Chair of the Humanities Advisory Board, University of Iowa
Michaela Hoenicke Moore, Associate Professor and Director of Graduate Studies,
Department of History, University of Iowa
Thomas Keegan, Director, Digital Scholarship and Publishing Studio, University of
Iowa
Adam Hooks, Assistant Professor and Graduate Placement Coordinator, Department of
English, University of Iowa
Tweet working group
Amy Chen, Special Collections Instruction Librarian, University of Iowa;
working with Obermann Center staff to publish a newsletter on Alt-Ac careers Sarah Bond, Assistant Professor, Department of Classics, University of Iowa,
Co-PI on BAM: Big Ancient Mediterranean, open-access project that
enables the visualization of ancient texts
Matthew Brown, Associate Professor, Department of English and UI Center for the Book
Nicholas Benson, Program Director, Iowa Initiative for Sustainable Communities,
Director of Community Development and Outreach, Provost’s Office of Outreach
and Engagement
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Blog working group
Mary Wise, PhD candidate, Department of History, University of Iowa, History Corps
member, HASTAC Scholar (2015-2016)
Dave Gooblar, Lecturer, Department of Rhetoric, University of Iowa, Columnist at
Chronicle Vitae, Chronicle of Higher Education
Jonathan Wilcox, Chair and John C. Gerber Professor of English, University of Iowa
Ann Ricketts, Assistant Vice President for Research, Office of Research and
Economic Development, University of Iowa
CV/resume working group
Jennifer Teitle, Assistant Dean for Graduate Development and Postdoctoral Affairs,
Graduate College, University of Iowa
John F. Finamore, Chair, Department of Classics, University of Iowa
Kenneth G. Brown, Associate Dean, Tippie College of Business, University of Iowa;
Research specialization: management and leadership development
Teresa Mangum, Professor, Gender, Women’s and Sexuality Studies,
Director, Obermann Center for Advanced Studies, University of Iowa
Re-imagining the graduate methods class group
Matthew Gilchrist, Iowa Digital Engagement and Learning (IDEAL) Director,
Lecturer, Department of Rhetoric, University of Iowa
Kristy Nabhan-Warren, Associate Professor, Department of Religion,
Co-Chair, Humanities Advisory Board, University of Iowa
Jean Florman, Director, Office of Teaching, Learning, and Technology, Univ. of Iowa
James Elmborg, Associate Professor, School of Library and Information Sciences,
Director, Public Digital Humanities Graduate Certificate, Univ. of Iowa
Marc Armstrong, Collegiate Fellow and Associate Dean for Graduate and Online
Education, College of Liberal Arts and Sciences, University of Iowa
Visitors (tentative dream list—have not yet been contacted)
Danielle Dutton, Founder and Editor of Dorothy Press
Ashley D. Farmer, Provost Postdoctoral Fellow, History Dept., Duke Univ., blogger
for the African American Intellectual History Society (PhD, Harvard Univ.)
Matthew Kirschenbaum, Associate Professor of English, Associate Director of the
Maryland Institute for Technology in the Humanities
Ivan Kreilkamp, Associate Professor of English, Indiana University, Public Scholar
Jennifer Nichols, Senior Associate, FrameWorks Institute (PhD, Michigan State Univ.)
Eliza Sanders, Corporate and Foundation Giving, Field Museum, Chicago (PhD,
University of Iowa)
Ben Schmidt, Assistant Professor of History, Northeastern University, creator of the
Gendered Language in Teaching Evaluations visualization
Amanda Visconti, Assistant Professor, Library and Information Science Department,
Purdue University, creator of InfiniteUlysses.com, digital dissertation project
Kyle Zimmer, Co-Founder, CEO, and President of First Book; recipient of University
of Iowa Distinguished Alumni Award for her work in social entrepreneurship
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Planning activities and themes:
The planning activities revolve around a series of symposia described in detail on
the timeline below. At each symposium, a pair of working group members, often joined
by a visiting expert, will give a presentation that will be open to the public at large; they
will also lead a smaller work session. Both events will be dedicated to eliciting wide-
ranging and action-oriented discussions of how a particular form enables or impedes the
establishment and dissemination of knowledge both within and beyond the academy. The
symposia are organized around rhetorical forms, and they work to address and advance
the following initiatives:
1) Enabling graduate students to integrate discipline-specific work, digital
humanities literacy, and flexible career preparation from their first year of
graduate school
2) Stimulating collaboration among UI programs, departments, and schools
so that graduate students across disciplines can call on professional
resources across the entire university, and so that faculty will come to mentor
students outside their areas of expertise. One of the ways we will achieve
this goal is through the development of an interdisciplinary graduate introductory
methods class which will be a collaborative effort involving faculty and students
from a wide range of humanities departments.
3) Helping students develop rhetorical skills that will enable them to
write for a number of different audiences, and connecting students to a web of
allies and career consultants who can match PhD skill sets to varied jobs
4) Modeling community-building and knowledge dissemination by
circulating the planning process outcomes through a wide range of social media
Each workshop will engage working group members in a particular task. In order
to circulate ideas as widely as possible, and to elicit feedback from both within and
beyond the University of Iowa community, the participants will publish the outcome of
the workshop sessions in issues papers, blog postings, and Twitter blasts. The symposia
will be preceded by a collegial discussion of new writings on graduate student education,
and will contribute to the development of a pilot interdisciplinary graduate methods class
(spring 2017) organized around the symposia topics.
Fundraising The University of Iowa will contribute salary and fringe benefits for the
Project Director, as well as contributing funds that will be used to pay for food at dinners,
lunches, and receptions.
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Timeline of Activities
Preliminary Discussion Group (August 2016)
Planning committee members will read and discuss excerpts from Sidonie Smith’s
Manifesto for the Humanities; Michael Bérubé and Jennifer Ruth’s The Humanities,
Higher Education, and Academic Freedom; and Angelika Bammer and Ruth-Ellen
Boetcher Joeres’ anthology The Future of Scholarly Writing.
Symposium 1: The Dissertation (September 2016)
Participants will look at traditional dissertations across humanities disciplines and also
examine an array of new digital dissertation projects that take new forms (e.g., online
exhibitions, maps, graphic format) and/or take advantage of new publishing platforms.
Symposium guest: Amanda Visconti, creator of InfiniteUlysses.com digital dissertation
project, Assistant Professor, Library and Information Sciences, Purdue University
Symposium 2: The Elevator Pitch (October 2016)
Participants will concentrate on how to teach graduate students to talk about their work in
concise and audience-friendly ways. UI Rhetoric department faculty have served as
coaches for the 3-Minute Thesis competition, through which UI PhD candidates have
gained self-presentation skills. We will build on their efforts.
Symposium guest: two recent winners of UI 3-Minute Thesis competition
Symposium 3: The Footnote (November 2016)
Participants will look at the many creative roles the lowly footnote serves, both in the
documentation of sources and in the expansion of thought. Participants will think about
the work accomplished by this most traditional of citation forms, as they consider how
new forms of digital scholarship (such as digital mapping and 3-D modeling) inspire new
ways of crediting sources and directing readers to ancillary knowledge bases. The open
annotation movement, with its ambition to build an open annotation layer over web
content and to allow for non-hierarchical peer evaluation, will provide a key impetus for
discussion. This symposium will provide an opportunity to think about collaboration and
teamwork more generally as participants consider how the skills required for successful
scholarly citation (attention to detail, generous acknowledgment of others’ work,
comprehensiveness) are transferrable to other occupational settings.
Symposium guest: Ben Schmidt, Assistant Professor of History, Northeastern University,
creator of the Gendered Language in Teaching visualization
Symposium 4: The Tweet (December 2016)
The speed of Twitter communication presents an opportunity and a challenge. As they
compose 140-character missives, tweeters can try out different identities, throw out
fishing lines, and sharpen lures. On the other hand, an ill-considered comment can have
an alarming permanence as it rockets across the Twitter-verse. This symposium will
attend to how graduate students can craft professional personae online, with particular
attention to voice and tone. The symposium will consider how the same rhetorical skills
that allow Twitter-users to disseminate scholarship can be marshaled to mount
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advertising campaigns in the business world or to build political coalitions.
Symposium guest: Ivan Kreilkamp, Associate Professor of English, Indiana Univ.,
Public Scholar
Symposium 5: The Blog (January 2017)
In its status as an intermediary form of writing—more spontaneous than the vetted article
or book, but still pitched to a public audience—the blog posting allows for a call and
response between writer and readers, enabling the writer to seed or gauge interest in her
projects. For this reason, it has the potential to ease the isolation of the dissertation-
writing process, but also to allow the dissertator to add her voice to a broader public
conversation. The focus of this symposium will be on taking scholarship public, and on
the issues raised by communicating research process in addition to research outcome. We
will address aspects of prose style that contribute to building an audience for multiple
forms of information dissemination, and we will discuss how graduate students can
compile a portfolio of writing samples that will help them credential themselves for a
variety of careers (e.g., grant writer, ad copy writer, corporate communication specialist).
Symposium guest: Ashley D. Farmer, Provost Postdoctoral Fellow, History Dept., Duke
Univ., African American Intellectual History Society blogger (PhD, Harvard Univ.)
Symposium 6: The CV and the Resume (February 2017)
Both the CV and the resume stand as miniature autobiographies that distill life
experience, but they are not interchangeable. This symposia will consider the opposed
values of comprehensiveness and compression as they relate to the CV- and resume-
writing process. Participants will consider how students might be encouraged from the
beginning of their graduate school education to craft different forms of self-
representation for different kinds of professional opportunities. We will think about the
resume as a form of narrative that allows the writer to highlight those features of her
scholarly experience that are most relevant to particular job demands. We will also look
at how online presentations of professional experience differ from traditional formats,
and explore how PhD students can find time for internships and other forms of work
experience.
Symposium guests: Eliza Sanders, Corporate and Foundation Giving, Field Museum,
Chicago (PhD, Univ. of Iowa)
Jennifer Nichols, Senior Associate, FrameWorks Institute (PhD, Michigan State Univ.)
Symposium 7: Imagining an interdisciplinary graduate methods class (March 2017)
This symposium will be a culmination of the planning work that has been carried out in
previous symposia. Participants will imagine an introductory course that would enable
students to cultivate rhetorical and technological skills with an eye toward both academic
and alternative professional pursuits. The project director will be teaching a pilot version
of this methods class during the spring of 2017. The final symposium will provide an
opportunity to explore how this class could be revised and adopted for ongoing use.
Symposium visitor: Danielle Dutton, Founder and Editor of Dorothy Press
Budget See separate attachment.
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A B C D E F G
University of Iowa
Judith Pascoe
click for Budget Instructions 08/15/16 - 07/14/17
Computational Details/Notes (notes)
NEH Request -
Year 1 (notes)
UI Cost Share -
Year 1 Project Total08/15/2016-
07/14/2017
08/15/2016-
07/14/2017
1. Salaries & Wages
Course Release for Project Director,
Judith Pascoe
Current AY Salary of ;
Course Release Calculated as 15% of
salary % $0 %
Stipend: Graduate Student and
Lecturer stipend for
miscellaneous/extra comp support to
Core Working Group
A $3,015 stipend is to be paid out in 8
monthly installments (Sept 2016 -
April 2017) of $335. Calculation:
[($335 x 9 months) x2 people] % %
Stipend: Graduate Student and
Lecturer stipend for
miscellaneous/extra comp support to
working groups
A $1068 stipend is to be paid out in 4
monthly installments (Nov 2016 - Feb
2017) of $267. Calculation: [($267 x 4
months) x 2 people] % % $0
2. Fringe Benefits
Fringe, Project Director's Course
Release 29.1% $0 29.1% $4,618 $4,618
Miscellaneous/Extra Comp Fringe for
Graduate Student & Lecturer support
to Core Working Group 4.2% $233 4.2% $21 $253
OMB No 3136-0134
Expires 6/30/2018
Applicant Institution:
Project Director:
Project Grant Period:
Budget Form
(b) (6)
(b) (6) (b) (6)
(b) (6) (b) (6) (b) (6)
(b) (6) (b) (6)
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A B C D E F G
Miscellaneous/Extra Comp Fringe for
Graduate Student & Lecturer support
to working groups 4.2% $93 4.2% $0 $93
3. Consultant Fees
Honoraria for 8 Visiting Presenters 8 presenters at $625/presenter $5,000 $5,000
4. Travel
Project Director Travel to
Washington, D.C. for required
workshop Required and set by the guidelines $1,000 $1,000
8 Visiting Presenters [Two day visit
Iowa City (Cedar Rapids, IA airport)
from various locations]
Estimate of $1250/person: airfare
($700); hotel ($135/night); ground
transportation ($150/person) and
daily per diem ($40/day) $10,000 $10,000
5. Supplies & Materials
Food for dinners, lunches and
receptions
Funds provided as cost share by the
UI's Office Vice President for
Research $4,000 $4,000
Books for discussion group $1,000
6. Services
$0
$0
$0
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
A B C D E F G
7. Other Costs
8. Total Direct Costs Per Year $25,000 $25,000 $50,000
9. Total Indirect Costs
UI Indirect "Other" Rate of 28.5% The UI has waived Indirect Costs $0 $7,125 $7,125
10. Total Project Costs $57,125
11. Project Funding a. Requested from NEH Outright: $25,000
Federal Matching Funds: $0
TOTAL REQUESTED FROM NEH: $25,000
b. Cost Sharing Applicant's Contributions: $32,125
Third-Party Contributions: $0
Project Income: $0
Other Federal Agencies: $0
TOTAL COST SHARING: $32,125
12. Total Project Funding $57,125
( $57,125 ?)
0
( $32,125 ?)greater than or equal to Requested Federal Matching Funds ---->
Third-Party Contributions must be
Total Project Costs must be equal to Total Project Funding ---->
(Direct and Indirect costs for entire project)