The CV or Resume as a Distillation and a Story

Danielle Dutton and Eric Zimmer

As has often been the case over the course of the University of Iowa Next Gen PhD planning year, the advice our guest experts offered ran contrary to the advice graduate students often receive. Our guests were Danielle Dutton, Assistant Professor of English at Washington University, novelist and founder of Dorothy, A Publishing Project, and Eric Zimmer, Senior Historian at Vantage Point Historical Services, Inc.

We brought Dutton and Zimmer to campus to participate in a symposium focused on the CV and resume, miniature autobiographies which distill life experience, and which are being supplemented and enhanced by new kinds of professional self-representation (the personal web page, the LinkedIn caption), as well as being transformed in online formats.

We wanted Dutton and Zimmer to help us think about the opposed values of comprehensiveness and compression as they relate to the CV- and resume-writing process, and also to brainstorm about ways in which 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.

Our guests spoke about these things, but they also, surprisingly, spoke with particular emphasis and in one voice about the value of saying yes to wayward opportunities. Dutton and Zimmer each described time-demanding extra-curricular activities they pursued as graduate students, commitments that turned out to be directly relevant to their ultimate career paths, but which, to a cautious academic advisor, might have looked like distractions and diversions from the dissertation.

I suspect I was not the only member of the audience who recalled a moment when he or she had exhorted graduate students to keep their eyes on the prize, to stay focused on research and writing during the limited amount of time during which they were not teaching or preparing for teaching. But Dutton described her graduate student self as a bulldog who demanded to take extra classes, and who happily took on substantial editorial duties at a literary journal. Zimmer, whose dissertation advisor supported his “diversions,” recalled his participation in the UI History Corps, a graduate-student-led digital and oral history project that emphasizes “how history and the humanities affect everyone’s everyday lives.” In Zimmer’s view, the public history skills he developed in his work with History Corps prepared him for his current career.

Zimmer spoke about advice he’d ignored. “Don’t write book reviews,” he recalled being told, but he counted his ill-advised book review writing as training for his current job, in which he writes for varied audiences and has to communicate in pieces of varied length, for example, in the web site his company created for the Tufts University School of Dental Medicine.

When inquiring audience members asked Dutton and Zimmer how they decided which add-on pursuits to follow, Dutton said she always tried to make decisions with integrity, based on what she really wanted to do, a sentiment live-tweeter Katie Walden suggested could serve as an apt slogan for a Next Gen PhD bumper sticker.

“I hate CVs,” Dutton exclaimed at one point, calling the CV a weird and awkward distillation of one’s being, but both she and Zimmer talked about how they came to a new understanding of CVs and resumes when they read them as members of hiring committees. Reading a CV is a subjective thing, they came to realize, and they recommended that job seekers use their application materials to tell a story about themselves. “A CV [or resume] needs to communicate that you are exceedingly competent and exceedingly versatile,” one participant noted.

Zimmer suggested that graduate students look for peripheral opportunities to expand their skills and experience, and that they reverse-engineer their graduate student experience so that their training leads to their desired outcomes. He cautioned that faculty should be open to this kind of graduate student initiative without insisting on it by means of added requirements.

Dutton emphasized that she’d benefited from good luck, but that this luck was partly predicated on hard work. She suggested that an ideal job candidate should demonstrate competency and versatility, but also a kind of emotional agility that does not typically get taught or cultivated in PhD programs.

Dutton’s and Zimmer’s were the last of a series of stellar guest participants in our Next Gen PhD symposia—many thanks to all of them. In our final symposium (scheduled for Wednesday, May 3, 2:00-3:30, Main Library, Studio classroom), we will be discussing this semester’s pilot version of a Next Gen PhD writing- and DH-intensive methods class.

New ways of showing are new ways of knowing

Matt Gilchrist

Matt Gilchrist, a Lecturer in the Rhetoric Department, is Director of the Iowa Digital Engagement and Learning Initiative (IDEAL), which supports students and instructors who use new media in course assignments.

The University of Iowa’s Next Gen PhD planning initiative, The Newly Composed PhD, is an important part of the growing acknowledgement that humanities PhD graduates thrive in diverse career tracks not bounded by academia. The NEH grant program that supports Iowa’s initiative asserts that “Humanities knowledge and methods can make an even more substantial impact on society if students are able to translate what they learn in doctoral programs into a multitude of careers.” How do we prepare PhD students to make such a substantial impact? The NEH wants us to “transform scholarly preparation at the doctoral level.” At Iowa—the institution that proudly calls itself The Writing University—the transformation begins with writing. The Newly Composed PhD asserts that the understanding derived from study in the humanities should be composed in many forms.

The scholars who took part in last year’s symposia hosted by The Newly Composed PhD demonstrate that much can be learned by meaning-making in varied modes. Dr. Amanda Visconti composed her dissertation, titled How can you love a work if you don’t know it?: Critical code and design toward participatory digital editions, as a hybrid of digital edition, white paper, and hypertext. But such a stripped-down description doesn’t do justice to the complexity of the project, the composition of which involved software design, database design, interface design, graphic web design, and more. Along the way, Visconti tweeted, blogged, created data visualizations, and spoke on a variety of digital humanities topics. As her dissertation shows, Visconti has discovered new possibilities for inquiry through the process of composing in many forms.

Like Visconti, Dr. Nick Sousanis composed his thesis in a non-traditional form. Sousanis’s dissertation is the comic Unflattening—a form that allowed him to use image as a primary semiotic resource. Like Visconti, Sousanis told us during the symposium dedicated to discussing his dissertation that he blogged about his work as he was composing it. For a hint about what Sousanis was thinking early in his dissertation process about the power of composing in comic form, see the quote from Susanne K. Langer he offers in a blog post. In his discussion here at the University of Iowa, Sousanis put it this way: “My comics are smarter than I am.”

Our Vice President for Research and Economic Development, Dan Reed, pointed out in a recent blog post on this site that writing a traditional book-length dissertation is commonly understood as the means of documenting and communicating ideas privileged in the humanities PhD, but that this format isn’t very effective at spreading those ideas. Dr. Reed writes that, if the form limits the reach of important ideas, then scholars should look for another medium—one appropriate to the message. This semester, Dr. Reed will visit a course I teach for graduate students in the sciences called “Science Communication in the Digital Age.” Much like the NEH’s support for The Newly Composed PhD, the NIH provided grant funding that helped to launch this course in order to prepare scientists for careers beyond the academy. The funded project at Iowa, directed by Professor Dan Eberl (Biology), focuses on communication skills and rhetorical forms. The course acknowledges the importance of addressing audiences outside of academia as crucial for achieving the NIH’s goal of “broadening training to better prepare students for research careers in a variety of venues, such as industry, government or entrepreneurial enterprises.” The support of both federal grant agencies responds to a long-standing need for pragmatic communication experience in the new media landscape, extending and complementing the efforts of those who seek and offer such training at the graduate level.

If the humanities is to move beyond the “write only” paradigm Dr. Reed calls “one of the biggest challenges we face in academia,” humanities students will need courses—corollaries to Science Communication in the Digital Age—specifically targeted at their needs. The write only paradigm cannot be justified amidst the range of rhetorical forms now readily available to scholars. These new forms—or new media—require a new approach to the fundamentals of composition. No longer can we assume that fluency with the conventions and grammars of alphabetic text represents the fundamental or most significant means of developing and sharing ideas. Instead, communicating ideas now requires awareness of image and visual design, sound and audio design, code and software design, data and database design, and etc. Humanists remain writers, but we are called to write and. Scholars and teachers in the field of composition use the term multimodal composition to describe, analyze and assess texts that incorporate writing and other modes of representation. Thinking in these terms makes clear that writing is one of many overlapping semiotic resources available to a rhetor. Meaning-making is a central goal of the humanities, and ignoring compositional modes other than alphabetic text cuts us off from many kinds of meaning-making and discoveries.

This semester, Professor Judith Pascoe offers a course that allows PhD students in the humanities to practice with digital humanities methods and multimodal composition. Pitched as a “pilot model of a humanities interdisciplinary methods course,” this seminar offers the benefits of such courses extolled by Katie Walden in her recent post on this site. Aligned with the goals of the Next Gen PhD, the course “[a]ssignments will be aimed at helping students showcase their research in a variety of formats that could include the blog post, the grant proposal, the data visualization, the network analysis, the map, the 3-Minute Thesis, the podcast, the PechaKucha, the illustrated narrative, and the tweet.” The course offers practice and training in genres—other than linear, alphabetic text—that are relevant to humanists but too often ignored in humanities education.

As we have seen in the first semester of The Newly Composed PhD, forms other than the manuscript have been crucial to the scholarship and integral to the career success of the scholars who have visited our symposia. Visconti, Sousanis, and others have extolled the benefits of taking ideas from one semiotic mode into another. All agree that new and important ideas emerge from multimodality. So, in addition to the likelihood that scholars who tweet, speak, draw, code, map, record, and design will be more successful in career searches within and beyond the academy, humanists should consider what important insights are lost when we over-emphasize one modality. The humanist endeavor depends on leaving behind the write only paradigm and engaging the possibilities of write and.

The Next Steps for A New Generation Of PhDs

Sarah Bond

Sarah Bond, Assistant Professor in Classics, reports on the Next Gen PhD planning meeting. Participants were making plans and identifying challenges in advance of the January 30 Next Gen Directors meeting in Washington, D.C. Sarah, whose twitter handle is @SarahEBond, writes the History From Below blog and also writes for Forbes.

Mention the term “alt-ac” in a room full of graduate students, and you are likely to get a few interested looks, a number of quizzical expressions, and perhaps a grimace or two. For many graduate students driven toward traditional positions as professors in institutions of higher learning, the idea of taking an “alternative academic” position is often viewed as a route that is not only alternative to their aims, but also one that is ambiguous. However, this meeting of the Next Generation PhD committee came together over lunch in order to address how we have begun to recast “alt-ac” over the past year and to focus on the redefinition of the term not as an alternative path, but as a set of methodologies that provide a means to strengthen the research, pedagogy, and writing capabilities of any PhD candidate.

Tom Keegan, Judith Pascoe, Stephen Voyce, and Russ Ganim discuss the future steps for the Next Generation PhD Program at the University of Iowa on January 27, 2017.
  1. Incorporating More People: Encouraging the involvement of alumni, professionals, and non-faculty in the process of reforming and recasting the PhD is pivotal to its success. Involving individuals with experience within positions beyond the walls of the university setting (e.g. in public radio or at local museums) is a key way of illustrating the application of digital humanities skillsets outside of faculty positions. It is also a means for creating networks on a local, regional, and national level that can be of service to our students.
  1. Not An Alternative, But An Enhancement: Visualizing the reformation of PhD training as a means of galvanizing, strengthening, and ultimately enhancing the degree is integral to removing the stigma currently attached to the word “alt-ac” and the mystery that often shrouds the digital humanities. The group discussed the necessity of reaching out to graduate councils in each academic department in order to encourage participation not only through fliers and posted information, but particularly through word of mouth. This has the effect of making the Next Gen lectures, workshops, and panels more socially acceptable, known, and interacted with on an interpersonal level. Within these events, graduate students should then be encouraged to think about the benefits to their research, their teaching, and their writing that comes from acquiring digital skills such as GIS or network analysis. Understanding of these methods can diversify their portfolio in terms of employment abilities, no doubt, but they are also a way of elevating their teaching approaches and ability to communicate an argument effectively.
Mary Wise, Stephanie Blalock, Christine Getz, Katie Walden, Ann Ricketts, Sarah Larsen, John Keller, Sarah Bond, and Tom Keegan identify challenges for the Next Gen planning process.
  1. Looking To Other Models And Mentors: A pivotal part of this meeting was the consideration of alternative academic models, particularly within the sciences. It means asking what the humanities can learn from other disciplines in respect to the sharing and overseeing of research. What can scientific models of lab mentorship and the sharing of experimental data in weekly gatherings teach us about how humanities PhDs should be mentored in the future? What can they teach us about the import of sharing our findings more frequently within large groups that can perhaps provide feedback and alternative approaches? In addition to encouraging more group feedback, members noted that while having an internal, departmental mentor is certainly integral to the success of all PhD candidates, so is having a digital mentor that helps oversee any multi-modal dissertation project. A structure of support, guidance, and mentorship will be an integral part of implementing the next generation PhD plan in the future.
  1. Vertical Support Networks: Promoting graduate student participation in workshops, lectures, and classes focused on digital approaches will be most successful with the support of not only faculty, but also DGSs, DEOs, and academic administrators. Supporting students that engage in digital work will allow for broader success of the program, but the broader acceptance of digital work in tenure and promotion cases will, in turn, similarly demonstrate to our graduate students that such approaches are accepted as valid forms of academic work.

As the meeting illustrated to all participants, a key product of this grant has been to lay a sturdy foundation for the creation of social and administrative networks at the University of Iowa that will function within the institution and outside of it. These networks have allowed for the freer flow of information about digital methods—to students, to departments, to the administration, and to the local community—and will provide an easier transition for those who wish to pursue employment outside of the academy. As the meeting stressed, transparency and accountability must still be maintained in the process of implementing and growing these new networks. However, it is already apparent that we are not building an altogether different “alt-ac” route for the Next Generation of UI PhDs to travel upon, so much as repaving the current road system so that our students can better communicate with their students and with the public.

The Next Gen PhD from a Faculty Perspective


Russ Ganim

In this second of three posts in which members of the UI Next Gen Core Planning Committee take stock at mid-year, Russell Ganim, Director of the Division of World Languages, weighs in. Russ is also the Co-Director of the UI Humanities Advisory Board.

The most exciting part of the grant is the high level of communication and collaboration between groups who previously had little to no interaction. Graduate students from various disciplines in the humanities—English, History, Classics, World Languages, and others—are going to presentations, attending workshops, and talking to each other. Many of these discussions focus on how graduate students can take a more entrepreneurial approach both to planning their individual programs of study and their professional futures.

The grant has brought students and departmental directors of graduate studies in closer contact with career initiatives sponsored by the Graduate College, as well as with resources offered by the Digital Scholarship & Publishing Studio. Conversations about creativity and partnerships are now—finally—starting to command equal time with those concerning distribution requirements, exam schedules, and time-to-degree pressures.

This grant generates a buzz that has helped unite a number of graduate students, faculty, and administrators around a common purpose grounded in the humanities. Challenges remain—writing across different forms and across different audiences needs more emphasis, and new courses related to the objectives of the grant need to be developed. Still, the grant has piqued strong interest in influential circles and has shown that the humanities are a hot topic on campus.

The role of generosity in best practices for digital humanities advisors


img_0959Dr. Amanda Visconti reflects on her dissertation experience at Next Gen Humanities PhD Symposium

Post by Amy Chen, Special Collections Instruction Librarian, U of Iowa

What struck me as I listened to Amanda Visconti’s question and answer  session last Wednesday is that the generosity of Visconti’s mentors helped enable her success in academia as an Assistant Professor in the Humanities, Social Sciences, Education and Business division of Purdue University Libraries. I focus on the word “generosity” because it indicates that the mentorship Visconti received went beyond what traditionally is given in an academic setting. The exceptional support her committee provided highlights two examples of best practices that could be adapted by future digital humanities advisors to make Visconti’s experience more universal.

First, Visconti’s committee members prepared her to answer negative feedback that would misinterpret the value of her digital humanities work. In so doing, they viewed themselves as advocates of their unconventional student rather than as traditional certifiers of disciplinary expertise. As the author of the first fully digital dissertation, Visconti needed to anticipate how textual studies scholars would perceive Infinite Ulysses. Although her committee—Matthew Kirschenbaum, Neil Fraistat, Melanie Kill, Kari Kraus, and Brian Richardson—was fully supportive of her approach, they recognized Infinite Ulysses could be perceived as just an edited digital edition of Joyce’s masterwork. Then, the question would be if editorial work was sufficient for obtaining a doctorate. But Visconti did not shy away from this critique because she was able to engage with it early in her project’s development. Therefore, doctoral committees need to view their role as not only grounding graduate students in the extant scholarship, but also helping them anticipate how these modes of scholarship will view digital approaches.

Second, Visconti’s entire committee met every semester. In contrast, many graduate students only are able to get their committees in one room in person at critical moments in their graduate careers, such as at their exam or defense meetings. The collective approach taken by Visconti’s committee did not replace individual relationships; rather it bolstered those one-on-one meetings by helping Visconti to discuss Infinite Ulysses in both settings. However, to make biannual committee meetings possible for graduate students, faculty may need to formally revise their expectations for mentoring. Otherwise, as Visconti’s use of the word “generosity” recognizes, the majority of faculty will not find the time for these additional recommended meetings.

September 22 planning meeting and how it flew

mock-airplane-mecca-dayMock airplane, University of Iowa, 1919

Our September 21 Core Planning Group meeting—which was attended by a lecturer, a recent English PhD, two librarians (both with recent PhDs), and two faculty members—settled into air traffic control mode. Most of the work we did during this meeting had to do with drafting the basic structure of future grant activities, most pressingly the upcoming visits (hurray!) of Amanda Visconti, creator of the innovative dissertation, and Nick Sousanis, creator of the comics dissertation Unflattening.

Although our original grant proposal described separate symposia organized around discussions of (among other topics) the dissertation (e.g., the tasks it performs, the way these tasks might serve as training for careers beyond the academy) and citation (e.g., new citational practices, Orcid IDs, impact metrics, etc.), we could see how the dissertation work of both Visconti and Sousanis would animate discussions in both areas, so we will keep all these topics in the air during both of their visits.

We also made plans to take an incremental approach to the final requested white paper by composing a draft action list after each symposium. This future-looking summary would showcase the most interesting ideas that came out of each symposium’s gatherings, and concretize how they might be turned into specific actions or ways of achieving the planning process goals (most importantly, the empowering of graduate students to pursue a variety of careers).

Finally, we discussed the welcome development that graduate students on campus, hearing about our planning process, are coming forward to talk about their in-process or imagined future dissertations. Thinking about the specific hopes and dreams of individual students who are just starting to imagine innovative dissertation formats, or who, like Erica Damman (see last post) are already enacting them, allowed us to talk about institutional structures that would encourage or impede such work.

Our next two meetings will bring together Core Planning Group members and members of the Dissertation and Citation working groups. As always, all interested parties, whether part of the planning committee or not, will be welcome to join us.

Looking for innovative, consequential dissertations


Dancers, University of Iowa, 1928

At the September 13 core planning group meeting, we celebrated the news that Amanda Visconti, creator of Infinite Ulysses (an award-winning dissertation project which encourages readers from all walks of life to read James Joyce’s masterwork and to participate in the annotation of its elusive twists and turns), will be participating in our symposium on the dissertation. We discussed what will likely become the basic structure for each of our Newly Composed PhD symposia: a lunch discussion at which the guest will talk to graduate students, a larger conversational gathering at which the guest’s innovative contribution will be (swiftly) showcased before we (the entire Next Gen PhD planning committee, along with members of the larger community, especially Directors of Graduate Studies, current graduate students, and members of the Humanities Advisory Committee) zero in on issues related to transforming graduate education so that graduate students are better prepared for future careers both within and beyond the academy. After each of our symposia, a Next Gen working group will create a document in which they list the best strategies broached by the symposium participants, and brainstorm about how they might be implemented, this as a rough draft contribution to the action plan we plan to write at the end of the planning year.

One of our graduate student committee members mentioned that she entered her PhD program knowing that she is not interested in a career as a college professor—she looks forward to working in a library, and is excited about using mapping tools both as means to visualize arguments and to reveal patterns in data. Another graduate student visitor to our planning meeting, a PhD candidate in the University of Iowa’s Interdisciplinary PhD program (a student about which we will say more in a future posting), is developing a game as part of her dissertation work.

We also made tentative plans to curate a list of innovative, consequential dissertations to serve as inspirational models. Nominations? (leave a comment or send suggestions to

If there’s a way we can indoctrinate people not to be indoctrinated . . .


A Medievalist and a Management specialist were both drawn to Sidonie Smith’s phrase “intellectually nimble” during the third preliminary meeting of UI’s NEH Next Generation PhD planning committee. (Committee members, Directors of Graduate Studies, and Humanities Advisory Board members were invited to discuss excerpts from Sidonie Smith’s Manifesto for the Humanities and also Alexandria Agloro, Johanna Taylor, and Elyse Gordon’s showcasing of innovative dissertations in “What’s the Point: The Dissertation as Process and Not Product.”) “If there’s a way we can indoctrinate people not to be indoctrinated,” that would be optimal, suggested one participant.

day 3 no 2

A Chemist pointed to the way in which graduate students in the sciences sometimes spend their first year doing short stints in a wide variety of labs, a practice that, if it could be adapted for the humanities, might ease the isolation humanities graduate students sometimes feel, as well as introducing them to a wider range of methodologies at an early point in their training. A specialist in graduate development noted that when students feel anxious and depressed they get more rigid and so are less able to see a wide range of paths forward.


Several people were interested in Smith’s suggestion that a dissertation might take the form of a “suite” of writings, possibly of different lengths and/or pitched at different audiences. A Historian, who had had a previous career in a foreign policy think tank, thought that completing a suite of different kinds of writing would beautifully prepare students for this kind of alternate career.  A research center director noted that the UI Rhetoric department has offered a course in which students are asked to write in different modes each week (e.g., spending one week writing cover letters). A participant from the School of Business noted another model could be found in Economics, where students produced a “bundling of meaningful products that could be meaningfully applied.”

day 3

The group circled back several times to talking about Nick Sousanis’s innovative comic book dissertation, published by Harvard University Press. Threaded into this discussion were considerations of teaching (a Rhetoric Lecturer mentioned Cathy Davidson’s advocacy of a radically democratic classroom), of comprehensive exams (a French professor asked whether the ways in which reading lists are composed make the traditional dissertation a foregone conclusion), and of graduate student mentoring (a Librarian/game developer emphasized the importance of having mentors from alternative career paths).


Participants wrote some of their ideas, priorities, and questions on index cards, some of which are included in this post.