Summary
In Chapter 9, ‘Research that Inspires Creativity,’ Cathy N. Davidson and Christina Katopodis present their exhaustive, well-researched ideas, thoughts, and recommendations on research design and methodology.
Research as a Creative, Knowledge-Seeking Pursuit
In Chapter 9, titled “Research that Inspires Creativity,” authors Cathy N. Davidson and Christina Katopodis present their exhaustive, well-researched ideas, thoughts, and recommendations on research design and methodology. The authors articulate their arguments with remarkable clarity and depth. This chapter is primarily intended for research supervisors and instructors who are to assign, evaluate, and oversee student capstone projects. It is perfect as an introductory research instructional material and comprehensively adds to our existing knowledge. The chapter is structured and subdivided into the following sections:
- Research That Matters
- Helping Students Choose (and Narrow) a Topic
- Keeping Students Motivated
- Students Will Get Stuck (We All Do): Scheduling Check-Ins
- Sticking to Schedules
- A Public Contribution to Knowledge
As a student, I appreciate the vast variety of practical, real-world examples of research projects undertaken by students, which Cathy and Christina cite—not just from their personal experiences with research, but also from instructors at educational institutions across the world. This helps readers recognize that undertaking a research project is, in fact, an active learning process, a creative pursuit, and an inventive exploration of ideas, and that it need not merely be another assignment.
As a fourth-year student in the five-year Integrated Master’s Program in English Language and Literature at Amrita Vishwa Vidyapeetham, India, I am actively trying to incorporate this approach into my own final-year project. I love digital media, media psychology, and digital culture, and I have been thinking of creative ways to fuse digital media and literature together in my project.
The authors make it a point to emphasize that the research process isn’t “busywork” or just another requirement for course completion. Rather, the research process is “a way of gaining tools that will help throughout one’s career,” aiding students in acquiring higher-order thinking skills as they work through the challenges surrounding their research projects.
In the best instances, the research project helps students move closer to shaping themselves as credible, responsible individuals in response to the never-ending, always evolving life question: “Who are you?” (169)
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The most notable aspect of the chapter is the inclusion of COVID-19 pandemic-related experiences and the adaptations to remote/online/hybrid research methodologies, as textbooks traditionally focus on experiences within in-person settings.
Additionally, later in the chapter, there is a section titled “Four Ways to Model How to Do Serious Research,” which presents four concrete, real-life illustrations of how research can be modeled. The emphasis is on transforming the students’ research process into a creative, experiential, explorative, stimulating, and memorable experience—one that fosters and nurtures creativity.
Ideally, the research process represents a student’s unique and independent contribution. The authors emphasize making this an opportunity for students to shape themselves as individuals and grow personally, cultivating an inquiry-based curiosity that opens up multiple possibilities.
All of the methods for guiding research projects suggested in this chapter are based on the idea that intellectual curiosity is a quality to be nourished and respected. Students matter, and their research matters. We also know that when students present their original research to their peers, they learn even more. Learning-by-teaching is a well-researched subject and has long been used in medical training as an exceptionally effective and efficient method for learning. If students know their hard work will make a difference in the world and will be read by someone and taken seriously, it inspires them, even at the end of a course, a semester, or a frazzled senior year of college or the final year in a graduate or professional program. (194)
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I also appreciate the chapter’s focus on participatory learning. As a student, I have greatly benefited from the participatory learning opportunities provided by HASTAC as an organization, such as the annual HASTAC Collaborative Book Reviews, in which I participated last year, in addition to the HASTAC interviews with authors.
When basic statistics students in the Open Space Lab at Ca’ Foscari University of Venice model the probability of Venice being underwater by 2050, they have not just the tools but the motivation for research across many disciplines that might help their beloved city stay above water—a metaphor and model for research that matters. (173)
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Research as a Public Contribution to Knowledge
The authors argue that with the right framing, it is entirely feasible to adapt and develop research projects that address the complexities of today’s interconnected, networked world, mapping the connections and associations between what is known and what is novel, and yet to be discovered.
They also acknowledge that instructors are consistently multitaskers, and that this skill is something they can model for students, helping them with project management and staying organized.
All instructors wear multiple hats, especially adjuncts who sometimes teach at more than one institution, with different term schedules and deadlines. Given our experiences managing our multiple roles as teachers, researchers, and university citizens, we can be excellent models for our students when we show them the tools we use to stay organized (and sane). (185)
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The authors reference the insights of architect Ann M. Pendleton-Jullian and computer scientist and entrepreneur John Seely Brown from their work:
In Design Unbound: Designing for Emergence in a White Water World, architect Ann M. Pendleton-Jullian and computer scientist and entrepreneur John Seely Brown raise the stakes, arguing that we need new ways of teaching if we are going to prepare students for what they call a “white water world” that is in constant rapid change and complexly connected. They write: “We all recognize that we are becoming much more global and urban, meaning there is greater diversity in closer proximity. And we are increasingly vying for resources that are more limited every day. . . . The result is we are engaged in a whole new set of issues and conflicts that are without a clear resolution or end state.” They argue that we need new ways of learning to imbue students with the confidence to tackle increasingly complex and fraught conditions. (176)
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The emphasis in this chapter is on research as a public contribution to knowledge—something that is both consequential and meaningful, rather than perfunctory.
We believe the purpose of higher education goes beyond students earning grades that add up to a diploma. Their hard work on research that matters deserves a better audience, as does our constructive feedback. We strongly advocate for research that has an audience beyond the instructor, research that makes a contribution to the public in some way. (187)
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Another notable aspect of this chapter is the inclusion of examples of multimodality, particularly when the authors cite various instances to illustrate how innovation—especially in today’s digital age—can be modeled using multimodal public tools such as ArcGIS.
We can model innovation by using multimodal public tools as well. K–12 and higher ed teachers from all over the world use the technology provided by the Finnish education and media company ThingLink to create an unlimited number of interactive lesson plans for free. Instructional technology coach Ornella Cappuccini created a virtual house tour at the Istituto Comprensivo Rovereto Est in Italy to teach her students German. Professor Barbara Antoniel at the Andrea Scotton Technical Institute in Bassano designed a virtual tour based on the novel Siddhartha by Hermann Hesse to immerse her literature students in a flipped classroom experience. Proving that online learning materials do not need to be dull, difficult, or expensive, these educators break the mold when it comes to presenting their lessons online, providing a perfect model for students to do the same. Students can design StoryMaps using Esri’s ArcGIS or create other interactive presentations using Neatline. Ideally, they will have an example to follow from their professor’s multimodal presentations. (188)
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However, I would like to note that I would have appreciated more examples of international collaborations between research groups, particularly those that occurred during the pandemic, a time when the entire world transitioned to remote learning and teaching. It would have been insightful to see the collaborative and innovative methods adopted by educators worldwide in response to online learning. Additionally, I would have liked to see more examples of student-led programs, particularly those supported by universities, such as virtual collaborations, which offer students the opportunity to engage in cross-cultural, interdisciplinary research.
Supporting Healthy Research Practices: Some Practical Recommendations
Sections such as “Keeping Students Motivated,” “Students Will Get Stuck (We All Do): Scheduling Check-Ins,” and “Sticking to Schedules” outline how instructors can demonstrate care and provide support to students. Students engage in and produce the best research when they are motivated and feel adequately supported.
The research project is a time when care is especially important. It is all too easy for students to become overwhelmed, lost, or paralyzed by the thought of an original research project. This all-important final capstone project (whether research paper, thesis, or dissertation) often comes at a monumental time of personal transition, right as students are thinking ahead to moving from the ordered world of college, graduate school, or professional school to the open-ended and anxiety producing challenges of finding a first (or next) job or taking a step toward promotion in their chosen career. (182)
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For instructors, mentoring students on projects involves guiding them to focus on the research process itself, rather than solely on the end product. The authors emphasize the pivotal role of instructors in supporting students by promoting best practices in project management, such as using Gantt charts for time and task management, alongside effective progress tracking. They also offer other valuable strategies, such as providing constructive feedback, to help students manage their projects. Acknowledging each milestone achieved helps students feel supported and valued, boosting their confidence. Collaborative teams can be particularly beneficial, as they allow students to recognize each other’s strengths, appreciate differences, and leverage these differences for optimal outcomes. To help students build on prior work and develop their research arguments, instructors can provide a list of prompts. Peer-to-peer collaboration, interviews, and office hours can further support students in creating, ideating, and progressing toward building a research proposal.
The authors also share their individual classroom experiences with research. Cathy explains how using “the traditional journalistic template” of “5Ws+H” (Who, What, Where, Why, When, and How) before pitch meetings helps students refine their research arguments. Christina, on the other hand, describes how the STAR method (Situation, Task, Action, Result), drawn from business and finance, helps students narrow their topics while establishing the stakes for their projects.
Overall, this chapter presents an invaluable array of recommendations for fostering effective and passionate research practices. Cathy and Christina’s dedication to research is clearly evident in their writing, making this chapter an essential read for learners, offering a wealth of insights, suggestions, and key takeaways.
In conclusion, the review provides a comprehensive and thoughtful analysis of the chapter, highlighting key aspects that make it valuable for both students and instructors. The emphasis on research as a creative and public contribution to knowledge, along with the practical recommendations for supporting healthy research practices, demonstrates the authors’ commitment to fostering a supportive and motivating learning environment. The review also effectively underscores the importance of collaborative learning, both within research teams and through global partnerships, while acknowledging the impact of the pandemic on educational practices. The inclusion of examples from the authors’ own teaching experiences further strengthens the chapter’s relevance and applicability. Ultimately, this review reflects the chapter’s significance in guiding students and educators toward more effective, innovative, and meaningful research practices.
(Peer Reviewed by Ian Williams and Sidney Turner)
Works Cited
Davidson, Cathy N., and Christina Katopodis. The New College Classroom. Harvard University Press, 2022.