NEH Application Cover Sheet (ZA-250689) Next … 319-335-2123 Fax: 319-335-2130 ... University of Iowa NEH Next Generation Humanities PhD Planning Grant Proposal The Newly …

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)