After a library workshop for the Honors Invitation to Inquiry Seminar last week, the honors librarian, Jen Klaudinyi, sent me a link to an article by Marc Bousquet in The Chronicle of Higher Education, “Keep the Research, Ditch the Paper.” Jen said it resonated with the approach to research we were taking in the honors seminar. It did, and I agreed with many of Bousquet’s points. He encourages faculty to have students “address real research questions, and to compose in the same wide range of media actually used by scholars and professional writers.” He also notes that, while this doesn’t require throwing out the research paper altogether, it “might mean elbowing it to the side, and reimagining it as part of a broad band of complex, carefully composed professional communications.” This certainly is consistent with the approach we are taking in our honors seminars.
While the seminar students do pose research questions, write prospectuses, find and evaluate sources, create annotated bibliographies, and ultimately answer their research questions, they do not write a research paper. Instead, they write a thesis-driven reflective essay and participate in a two-hour round table discussion. In both of these activities, they address not only the research process but ALSO the critical thinking they engaged in while undertaking academic research.
Much of Bousquet’s article is actually his response to a piece published last December by Rebecca Schuman on Slate, “The End of the College Essay, An Essay.” Schuman (who it turns out is the daughter of my former Clark Honors College colleague, Sharon Schuman, and the niece of honors educator, Samuel Schuman, whose work informed the design of the Lane Honors Program) satirically argues that we should throw out the traditional college paper: “We don’t have to assign papers (emphasis hers), and we should stop. We need to admit that the required-course college essay is a failure.” Instead of papers, Schuman argues for a “return to old-school, hardcore exams, written and oral (emphasis hers).” She states that students plagiarize, buy their papers, or write papers with a focus on page count rather than on constructing thoughtful arguments. According to Bousquet, Schuman’s ideas so outraged academics around the country that many of them began calling for her termination from her position as an adjunct instructor.
I have to say that not every instructor or program takes the approach to writing Schuman criticizes, and Bousquet accurately points out that the fields of rhetoric and composition are ahead of many other fields in designing new approaches to the college research paper.
In terms of honors education, rethinking how to teach research without the traditional paper is an area in which honors classes can and should make a contribution. Honors classes are places where faculty can try out new pedagogical approaches and engage students in discussions about the old and new approaches. We’ve taken that step in our honors seminars by creating interdisciplinary research classes that, without the traditional paper, contribute to students’ ability to meet Lane’s five Core Learning Outcomes: Think Critically, Engage Diverse Values with Civic and Ethical Awareness, Create Ideas and Solutions, Communicate Effectively, and Apply Learning. They also engage the students in conversations exactly like the ones taking place on Slate and The Chronicle, which is why the Invitation to Inquiry students will be reading both the Schuman and the Bousquet pieces next week. If the ensuing discussion goes the way of our past discussions, I suspect they will have some pretty cogent ideas about how our future seminars might want to approach scholarly research, ways that will probably build on and diverge from what we’ve asked them to do this term.