A Method to the Method

Katie Walden

Katherine Walden is a PhD Candidate in the American Studies-Sport Studies program and is also enrolled in the Public Digital Humanities Certificate. Her research explores race/ethnicity and gender in representations of baseball in American popular culture, with a particular focus on baseball and music intersections. She also teaches a self-designed Rhetoric of Sport curriculum in UIowa’s Rhetoric Department. Her Twitter handle is @KWaldenPhD, and she has an online presence at www.kwaldenpond.wordpress.com.

In most humanities PhD programs, at some point in the first year of graduate coursework, students take a theory and methods course. At the University of Iowa, graduate students in English take “Introduction to Graduate Study” in the first year, and the History Department offers the “First Year Graduate Colloquium” and a class entitled “History Research Methods.” Students pursuing the Public Digital Humanities Certificate take “Digital Humanities Theory and Practice,” in which a mix of Library Science and humanities PhD students were enrolled when I took it in Fall 2015. In my home department of American Studies, we take two iterations of “Interdisciplinary Research in American Studies” (formerly “Theory and Practice of American Studies”), taught each fall by rotating faculty. I’ve also spent this fall semester taking Journalism and Mass Communication’s (JMC) “Approaches to Media Communication,” a required course for incoming JMC masters and doctoral students.

Having been through now four versions of a humanities-oriented theory and methods course, I offer a few observations:

#1. Theory and methods courses make a whole lot more sense in Year 3 of a PhD than they do in Year 1. I appreciate the American Studies Department’s model of having conversations about theory, method, and practice be ongoing and embedded throughout the curriculum. Discussions that began during my first semester in the program have threaded through many of the other courses I’ve taken in the Department. The same kind of ongoing conversation has enriched my Digital Humanities (DH) Certificate coursework.

#2. Conversations about method and modes of scholarly production aren’t typical in graduate student training. With the exception of my DH coursework and this semester’s “Approaches” course, few foundational courses challenged me to think about the relationship between method and form, or to envision alternate modes of scholarly production. I don’t want to be overly-critical of traditional theory and methods courses—they exist to familiarize and ground scholars-in-training with a discipline’s history, contours, and debates. Within graduate education’s highly-disciplinary structure, these courses serve a vital and significant purpose. [Disclaimer: While doing research for this post, I found out that the Spring 2017 “History Research Methods” course has a digital history focus. Three cheers for Public Humanities in a Digital World cluster hires!]

#3. We can all learn from triathletes. My experience suggests that foundational courses rarely push graduate students to explore “big picture” questions about what type of career they want to approach by means of PhD training. Triathletes who swim in open water races have to balance making forward progress with checking to be sure they’re going in the right direction. It’s a technique called “sighting”—as the swimmer continues to move forward in the water, she also looks up periodically to “sight” a buoy, shore, boat, or some type of visual marker in the distance, and course corrects if needed. Sighting isn’t easy—it requires seeing beyond the choppy water conditions, the relentless drive to keep making forward progress, and all the other swimmers in the water. However, taking the time and energy to see a horizon beyond the immediate situation and proactively move toward it is a vital way to successfully manage a race.

The semester I spent in “DH Theory and Practice” was a crash course in all the different forms scholarship can take, a semester-long experiment in “sighting” that revealed multiple paths through the course of graduate school, a range of skill sets I wanted to develop, and multiple horizons I could pursue with a PhD. On an individual level, it was the Next Gen PhD project before there was a Next Gen PhD project.

#4. Graduate students should be prepared to ask questions and push boundaries. Emboldened by my growing DH facility, I’ve walked into PhD seminars unafraid to ask the Amanda Visconti-esque question “Can I do this?” (the “this” being something that bears little resemblance to a standard seminar paper). I’ve found the answer most often is yes. I’m curious to see how this kind of conversation changes as I move toward proposing a born-digital dissertation. One-off projects can be a useful way to build a portfolio of work, but building robust, scalable projects (particularly in DH) requires early collaboration, technical expertise, and institutional support. My prediction is that alternative dissertations will also likely be highly collaborative dissertations.

#5. All hail the interdisciplinary methods course! I’ve spent the fall semester in Meenakshi Gigi Durham’s “Approaches to Media Communication” course. The description, from the University Catalog:

“In this graduate seminar, students will explore the range of theoretical and methodological perspectives and techniques that allow us to study, interpret, and criticize various forms of media. We will examine the ways the media intersect with political, economic, and social shifts through analyzing key scholarly works in media communication research. The goal of the class will be to provide students with an understanding of how to pose original, exciting, and clear research questions that lead to rigorous and useful research in media communication.”

I might rewrite the description to read “Some of the things I wish someone had talked about when I started graduate school” (see observation #1). The course delved into everything from critical theory, method frameworks, and research design to journal publishing, academic writing, and the job market. Never underestimate the power of dissecting and evaluating academic writing at the sentence level. [Graduate students, if you haven’t checked out Booth’s The Craft of Research, do so now.]

As I started to brainstorm a topic for the final proposal, I was also in an Archives & Media course, working on a DH project much larger than what I could accomplish in one semester. I started to envision my Archives & Media prototype as a digital dissertation, and Professor Durham was fully supportive when I asked if a proposal that talked about databases, maps, and visualizations would be acceptable. Articulating a dissertation project a full year before I actually defend a prospectus has forced me to grapple early on with the challenges, logistics, and justifications for a non-traditional project, much in the same way that Ben Miele’s 3MT experience shaped his dissertation’s developmental arc. My range of methods courses have grounded me in critical theory and American Studies frameworks, and have also provided a space for me to explore what my path through a Next Gen PhD might look like.

Graduate students! Like the idea of a methods course that incorporates alternate scholarly approaches, multi-modal projects, and digital humanities? Check out Judith Pascoe’s spring 2017 course on alternative scholarly approaches.

On Winning the 3-Minute Thesis Competition



Ben Miele, Assistant Professor of English at University of the Incarnate Word, won the University of Iowa 3-Minute Thesis competition in 2015. Ben will be a guest participant in the UI Next Gen PhD Elevator Pitch/3-Minute Thesis symposium (Nov. 18, 12-1, Main Library 2032).  He allowed us to republish a blog post he wrote just after he completed his PhD in English last year. Ben’s twitter handle is @HarpocratesJr.

I am using this opportunity not only to brag about finishing grad school but also to brag about winning the University of Iowa’s inaugural 3MT®Competition. What is it? According to Iowa’s website for the competition, 3MT is “an academic competition developed by The University of Queensland, Australia. In this competition students share their dissertation research with a general audience in an oral presentation lasting at most … three minutes. Begun in 2008, the competition has grown to include more than 125 universities worldwide, including 45 in the United States.”

Distilling a dissertation down to three minutes is challenging but doable—and valuable. The emphasis is on clarity and concision, cornerstones of those ever-important communication skills, and so it helps students in any discipline, primarily because they can practice explaining an involved and arcane research project to an audience that is not in the field. But even those “in the field” are not experts on the particular topic of each and every dissertation. My dissertation was about surveillance and reading, and few researchers of early modern English literature are experts on Renaissance surveillance practices. So the 3MT can help with the thesis defense, the elevator pitch, and the job interview—as well as with the justification of the English PhD to inquisitorial relatives at Thanksgiving.

If students start planning to do it early enough, the 3MT can even help them hone their arguments at the prospectus stage. The 3MT asks students to explain how they arrived at their research, what new discoveries they made, and why it matters—all in just three minutes. Prospectuses, ideally, also aim to situate one’s research in a larger conversation, explain one’s unique contribution, and show why a research finding is important. I think the 3MT model could even help in the creation of a prospectus.

Going through the 3MT process can make one more competitive when applying for scholarships, fellowships, and grants. It encourages students to think about how to appeal to a broader audience—something that, unfortunately, is often not considered until late in the writing process. if preparation for the competition is started early enough, the 3MT can make the thesis better. In any event, or as in my case, it can make the explanation of the thesis better. And if the competition takes place at an amazing place like the University of Iowa, one can get a short, user-friendly video about one’s research, great for showcasing on one’s web site.

Check out my three-minute presentation, which garnered me a first-place prize and a People’s Choice award—not thePeople’s Choice©, ®, , etc. award, but an award nonetheless.