Finding Worth in Work: The Motivation Behind a Profession in the Humanities

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Finding Worth in Work: The Motivation Behind a Profession in the Humanities Gateway Study of Leadership 2014-2015 Cathy Hu, Tanya Rajan, Aaron Huang, Neeti Metha, Adam Cleland, Kevin Pang, Hanna Downing, Sai Chilakapati

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Introduction Universities create an atmosphere in which students cultivate their interests and gain skills that translate into the professional world, and the efficacy of a university is a function of its professors. In order for professors to make the greatest impact through their work, it is essential that they are motivated and able to find value and meaning in their jobs. At natural science and engineering-focused institutions such as Rice, professors in the School of Humanities play an important role in maintaining a level of academic and ideological diversity. Though professors in the Humanities are often underappreciated in contemporary academic society, these scholars still find worth and gratification in their work.

Our paper seeks to understand the manner in which Humanities professors ascribe value to their research and teaching.

Through interviews with faculty in the School of Humanities at Rice University, we investigate how professors find worth in their work through mentorship, the institutional environment at Rice, and their academic impact on society. Worth is often defined through a societal perspective: individuals find self-worth through affirmation by others. In an academic context, finding worth in work is a measure of self-fulfillment and results from the alignment of professional and personal values.

Mentorship of students plays an important role in students’ and professors’ experiences at a university. Different styles of mentorship can build unique institutional

cultures that impact how professors understand their role within the university.

In essence, there is a feedback loop between institutional culture and mentorship that can greatly affect a professor’s perception of professional worth (Bova & Phillips). By questioning how professors choose to mentor their students, we aim to gain insight into the institutional culture of Rice and the School of Humanities, as well as how professors see themselves fitting into these institutions.

Measuring job satisfaction is difficult.

Studies often look at the relationship between productivity and job satisfaction by measuring attributes such as student contact hours (or how much time professors spend interacting with students) or the number of journal articles published (Mamiseishvili). These quantitative measures of productivity do not necessarily reflect the quality of instruction or research.

We argue that job satisfaction is more than just having the freedom to follow academic passions and has largely to do with the institutional environment. Thus, rather than looking at job satisfaction solely through a lens of productivity, we look at it through professors’ opinions on institutional transparency, academic freedom, the quality of professor-student interactions, and the university atmosphere.

Academia is a career that favors pursuing personal passions. It also offers opportunities to make an impact on society, an important way in which professors can find fulfillment in their career. The Humanities is often seen as somewhat disconnected from society and having less tangible impact than other fields such as 1

engineering. However, recent research has shown the value of both intangible skills and economic benefits that the field of Humanities contributes (NEH). This paper delves into how Humanities professors evaluate their own impact and interaction with society.

The literature notes the importance of mentorship, a positive institutional environment, and societal impact in an academic’s professional life. Our paper further explores these three factors and hypothesizes that they are the main structures that enable professors, especially in mistakenly undervalued fields like the Humanities, find fulfillment and worth in their careers.

Methods This study was conducted using qualitative research methods of in-depth interviews and bolstered with quantitative data collected through surveys. This mixedmethods approach allows us to explore in depth the nuances of the motivations and passions of specific Humanities professors.

First, we developed an interview guide that investigated three aspects of professors’ experiences: background, research, and reflections. This is a guide we have used for the past three years to conduct our yearly research projects. This year, we tailored the guide to the Humanities and specific themes we hoped to explore. See Appendix A for the interview guide.

We received a list of professors in the School of Humanities from the Dean of Humanities and checked the accuracy of

this list by confirming with individual department web pages. We then contacted these professors to introduce the Gateway Study of Leadership and our research project this year. Research fellows were then assigned a subset of professors to contact individually in order to request an interview. The 28% of professors who responded were interviewed.

Each interview began with interviewers obtaining verbal consent from the professors. Professors were notified that the interview would be audio recorded and that they had the option to review and edit the final versions of their transcribed interviews. Each interview was conducted according to our standardized interview guide and lasted approximately 30-45 minutes.

Each research fellow interviewed three professors and transcribed the interviews of three other professors. This introduced each fellow to a broader variety of viewpoints from within the School of Humanities. Fellows then transcribed the entire interview and made minimal edits for readability.

Fellows were divided into coding groups that looked at sets of 10 interviews at a time and searched for patterns, themes, and significant quotes. Groups rotated so that multiple coding groups reviewed the same transcripts in order to decrease bias, identify the most salient codes from the data, and attain high inter-coder reliability.

Codes and subcodes were entered into a database that was then used for our analysis.

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We developed a survey to further measure professors’ opinions and perceptions of academia. The survey contained both demographic and topical questions. The survey was sent out to all departments in the School of Humanities. Research fellows were assigned to individually contact professors in order to increase the survey response rate. See Appendix B for the survey.

Both interview codes and survey data were utilized to explore the topics of finding professional worth through mentorship, job satisfaction, and impact on society.

Mentorship Many professors in the School of Humanities highlighted the importance of mentorship to their role as a professor. For these faculty members, being both a mentee and a mentor has made a significant contribution to their sense of self-fulfillment. Specifically, having mentors throughout their academic years helped them pursue and navigate the fields that they were interested in. These positive relationships with their own mentors have allowed them to serve as valuable mentors for their students.

A number of studies have looked at the impact of mentor relationships in academia.

One study in particular (Bova and Phillips) asked both mentors and protégés about their mentorship relationships and found that both mentors and mentees found their mentorship experiences to be beneficial to their overall success. Additionally, the mentees’ positive experiences with their

mentors often led them to act as mentors for other students (as peer mentors), which further advanced their individual and career success. This motivates us to study how such beneficial effects of mentorship take form, specifically for mentors within the Humanities. Utilizing criteria set forth by the literature, we found that Humanities professors found professional and personal fulfillment through imparting knowledge to students, and helping them succeed.

To explore why Humanities professors find their worth in mentorship, we must first demonstrate that they importance on it.

Survey responses indicated that Humanities professors at Rice value their mentoring relationships with their students. 16% of respondents answered that mentorship outside of class was the most gratifying part of their job. Though this is less than teaching and research, it is a significant result since mentorship outside of class is as clearly a job criteria, as tenure most often is attained through research productivity.

Teaching often includes a level of mentorship since it involves “supporting a student’s development” and “expanding their knowledge” (Gutierrez). Thus the majority of respondents picked an option that valued interacting with students and passing on knowledge.

Passing on knowledge Professors emphasized the importance of having their own mentors who pushed them to pursue their interests and their passions. In fact, some of these professors recognize that they may not have even entered the field they are currently in if it hadn’t been for a specific mentor who 3

noticed their interest and potential in a particular field and encouraged them.

According to Dr. Luziris Turi, a professor in the Center for Languages and Intercultural Communication, it was her mentor who motivated and affirmed her on what she already loved. It was the support that helped her with find worth in what she does now. Her interest in studying and teaching Spanish would not have been realized if it were not for her junior year Spanish teacher, who saw a “natural ability” in her.

In her own words, Dr. Turi explained, “It took one professor to notice something that I already loved doing.” Similarly, according to Dr. Maya Irish, an assistant professor in the History Department, her mentor strengthened her resolve on pursuing Medieval History. Dr. Irish describes her experiences with her mentor as a formative experience: “I took all of his courses and I wrote my undergraduate senior thesis under his guidance. He encouraged me and made me believe in myself. I also went on to get my master's degree from the same place. This is when the idea [to enter academia] took shape in my mind.” Her mentor thus played a major part in her career choice and shaped her long-term ambitions.

Professors credited their mentors as their main motivators, people who encouraged them to strive for the things they love and the things they find worth in now. More importantly, these mentors inspired them to become the academics that they are today. In our research, we found that many of the same professors mentor their students now as a way of passing on the advice and knowledge they received from their own mentors. Our survey shows that

an overwhelming majority of professors agree that they once had a mentor that significantly influenced their career and are now mentors impacting their own students' career paths.

Dr. Geoffrey Winningham, a professor of the Visual and Dramatic Arts explains how interacting with students and talking with them about her knowledge and passions motivates her to continue teaching. As she describes it, “passing my knowledge along, or sharing my excitement about photography with students, that's very motivating and very, very invigorating to me. I'm not only doing it myself, I'm passing along my interest and my passion.”

The role of mentorship as a motivator cannot be understated. Dr. Nicolas Shumway, Dean of the Rice Humanities Department, expressed similar sentiments as well. He articulated the two things that encompass his mission as an academic: “First creating citizens, but also helping nurture individuals to really enjoy the variety of life.” Imparting wisdom about life outside the realm of academics is a way to build stronger and deeper bonds. For students, this sort of relationship gives them not only hard skills in their field, but also more adaptable soft skills that apply in many different situations.

Helping students succeed In addition, many Rice professors identified that helping students succeed is one of the most rewarding aspects of their role as teachers and mentors. Professor Christina Keefe of the Department of Visual and Dramatic Arts explains that she wants to help students by giving them an 4

opportunity to learn how to deal with failures and succeed in the future. She wants her classes to be “a safe place for you to fail. This is a place where you can fall down, make a total mess, and then we’ll put you back together again.” She wants her students to be able to distance themselves from the criticism they will face by understanding that “this is not about me.

This is about the work I am doing.” Ideas such as this suggest that professors see themselves as key players in students’ future success. They envision very specific roles for themselves and know how they can best help students. When their efforts pay off, they see the fruits of their labor in the success of their students and feel validated.

Further, Dr. Elora Shehabuddin and Dr. Luziris Turi emphasized that their impact as educators lies in their ability to teach and mentor their students, so that they can be successful and make meaningful contributions to society. Dr. Shehabuddin, an associate professor of Humanities and Political Science, describes her criteria for successfully teaching students. She says she considers it a success if she has “made them think differently about something or the other, maybe even not the things you meant. Something changed while they were in your class.” Dr. Turi echoes a similar sentiment, saying she wants “to create good citizens that make good things happen.” What is interesting is that many of these professors define their own worth and value as a professor through their students’ impact on the world. Though professors obviously take pride in their own work, they also place huge importance in

seeing their students succeed and, in a way, carry on their own legacy.

Given our analyses with interview and survey data, we conclude that Humanities professors indeed find worth in their work through their role as mentors for their students. More specifically, in these mentorship experiences, professors found worth through the mentorship chain, through imparting and receiving knowledge, perspective, and experience from their interactions with students, and through helping students achieve their potential.

Many of these results echo the ideas proposed in the literature. However, Rice University Humanities professors did not seem to find worth in the mentorship relationship that focused on gathering students for their personal research.

Instead, they focused on creating meaningful personal relationships that could shape students into future leaders and thinkers.

Institutional Environment Professors at Rice University appear to define job satisfaction differently than other professors around the country. A research study conducted by Johns Hopkins University in April 2011 studied factors such as salary, respect in their field, and the level of industry involvement as elements that may factor into a high job satisfaction rating (Boozman). They found that faculty members are more satisfied with their jobs when two factors are present: one, they perceive that their colleagues respect their research work and two, they are paid what they are worth. These were trends shown 5

to be present in professors across the United States. Yet at Rice, Humanities professors hardly mentioned these topics.

Dr. Harvey Yunis of the Classical Studies department notes that “Rice is a good place for me and most of my colleagues...to work, to do research, and [to teach].� While salary is briefly mentioned in a few interviews, what stands out about Rice professors is that they find value in the less addressed aspects of their profession. Professors like Dr. Yunis characterize their job satisfaction with how much they enjoy the environment of Rice rather than how much research they are doing or how much they are involved in industry.

This nuanced qualitative aspect of the profession that appears to be of value to Rice professors in addition to the more tangible quantitative aspects such as salary and statistical likelihood of tenure.

Professors cited numerous reasons such as this as to why they were satisfied with their academic and intellectual life at Rice specifically, focusing on aspects of the institutional environment including accessible and approachable administration, few restrictions on curriculum development, and the close and personal interactions between professors and students fostered at Rice.

Access to administration Many of the professors who we interviewed described flexible, convenient, and productive access to the administration as one of the key components of their job satisfaction at Rice. One of the sources of debate in the realm of academia today is

the apparent disconnect between administrative levels and bodies in the university. This discourse hinges on the idea that academic administration, faculty, and students are out of touch with each other in terms of needs, wants, and goals. This institutional misalignment can lead to issues with the success of the university and all its constituents. However, based on our respondents’ interviews, we see that the relationships between administration, faculty, and students appear to be healthy and generally unproblematic.

One professor noted that even President David Leebron makes time to sit down with Rice professors for coffee to discuss their questions or concerns. It is evident that there are few barriers inhibiting freedom of communication between faculty and administration. Professors appear unafraid to ask for help when needed and do not view it as a weakness to approach administration for guidance. The interpersonal relationships between professors and administration that we have discovered not only foster teamwork within the faculty, but also improve the quality of classes for students. This is essentially a trickle-down effect. Because of the generally open and inviting nature of the relationship between faculty and administration, there is room for professors to tailor their work and classes to in turn best benefit the students in their academic endeavors as well.

This open communication permits professors to obtain resources for research, personalize their lectures, and customize their curricula based on student needs.

According to Dr. Christian Emden, an 6

assistant professor in the German Studies department, any faculty member can set up an appointment with the president and discuss creative ideas or initiatives. He also points out that “at most other American universities… [a meeting with the president]... would not be possible.”

Professors like Dr. Emden collectively emphasize that while Rice possesses many qualities that make teaching at the institution unique, one element in particular that advances job satisfaction is the rooted and edifying relationship professors share with those holding administrative positions. The encouragement that the administration provides to professors-is exactly what professors seek when looking to find value in their work on a day-to-day basis. An approving conversation or even brief interchange from a university president is definitely a “worthy” affair.

Freedom of curriculum development Professors at Rice also spoke about the freedom they possess in determining their own curriculum. They have a high level of agency in making decisions on what methods of teaching to use, what material to cover, and what goals to accomplish through the courses they teach. These decisions, whether made on an individual or collective basis, are often at their own discretion.

Dr. Leo Costello of the Art History Department comments, “You're an individual. Students do what they’re going to do, and we're going to help them do it when they need us to, but otherwise we're not going to put a lot of stuff in the way of

them doing it.” Costello solidifies how professors have the freedom and are encouraged to bolster a sense of individualism and independence in their classroom, thus improving the quality of classes at Rice as a result. Dr. Maya Irish of the History Department claims that her colleagues “have a lot of freedom. Even in terms of teaching we have a lot of freedom.

I am the resident medievalist, I am expected to teach medieval history, but no one tells me what to do.” With such a claim, it is evident Humanities professors are able to adapt their lecture, lesson plan, or class goals to the class of students they are presented with.

This flexibility and personalization is critical to maintaining a freedom of curriculum that Rice professors value so much. To find that such a personal, caring, invested touch is placed on the curriculums of Humanities classes is not just rewarding for the students; professors value this as well, as evidenced by Dr. Irish’s claim above. The value that professors place on the creation of their adaptable, personalizable curriculum is noteworthy, partly because it is an element that makes Rice unique, but even more so because it demonstrates that professors here at Rice really do find worth in their work.

Personalized interaction with students Finally, professors at Rice find value in the institutional environment when they interact with intellectually curious and engaged students. These professors are open to holding office hours that allow professors and students to bond. Within the Philosophy department, Dr. Steve Crowell 7

emphasizes that, “There's a real intimacy that fosters...intellectual growth and development both on the part of students and faculty." Such a close bond between professors and students leads to incredibly high job satisfaction amongst the professors at Rice, and through this close interaction, Rice professors can find worth in their work.

There are many different ways professors find worth in a close interaction with their students. Many professors in the Humanities desire to engage with their students on subjects that are extremely specialized. Others find worth in being surprised as much as possible. Dr. Dennis Huston, Professor of English, commented, “For me, the whole joy of teaching is the kind of interaction that happens between me and the students. They give me answers that are either what I ask... or they give me an answer that I didn't expect. And then I go where they have given me an answer and I play with that answer.” There is just as much for a professor to learn from the students as there is for the students to learn from the professor. With this mentality, professors are more inclined to enjoy the job of teaching, anticipate coming into work each day, and get excited about speaking with students one-on-one.

This, they attribute to the institutional environment of Rice. The mission of promoting and achieving “unconventional wisdom” truly guides both faculty and students alike. For many professors in the school of Humanities, finding worth in their work is as simple as a question regarding their specialized research or maybe just a simple unexpected question from an interested student. The value of teaching,

for many professors, can only be found in an environment where students and faculty are intimately linked by not only research and academic interests, but ways of thinking, and fruitful conversations.

Impact on Society There is a contested public opinion that academia is an ‘Ivory Tower’, and that it is increasingly removed from society in an age of technology and practicality.

This idea implies that academics are distant from the needs and state of society today and that the work they do and topics they study do not have a link to or impact on the world outside of academia. In particular, this term holds a negative connotation in reference to fields such as the Humanities. Here, people may perceive a willful disconnect between academics’ extremely nuanced and specialized fields and the practical concerns of everyday life. This stigma has been fueled by the public misunderstanding of the Humanities and the reiteration of such discourse over time.

The apparent lack of interaction between the Humanities and the public has led to a decreased appreciation of the field of study, and academics are well aware of it. Dr. Nelson-Campbell of the French Studies department notes “I’m hearing more and more that in the number of majors in the Humanities is declining horrendously.” According to one report we see the number of Humanities majors decrease by 11% from 1997 to 2007. With this trend, we sought to understand how professors at 8

Rice found value in educating the rising generation during a time of declining interest in the Humanities.

Particularly at an institution such as Rice which places a great deal of importance on hard sciences and engineering which have a more tangible societal impact, we were interested to see where the Humanities stands in the discussion of the Ivory Tower. Are professors aware of this stigma present in their field of study, do they believe it has merit, and how do they reconcile the nature of their work with its role in society at large? Overall, we found that Rice Humanities professors are highly cognizant of the ‘Ivory Tower’ stigma but do not find it to be true. In fact, respondents explained how they find worth in their work through their impact on society. This impact takes form in two major ways: the tangible skills of Humanities graduates that they teach and the intrinsic value of knowledge that they create and preserve through their work.

Tangible skills of Humanities graduates In the literature, we find that there is a great amount of value in the Humanities.

According to The Humanities World Report, 93% of employers feel that “a [job] candidate's” ability to “think critically, communicate clearly, and solve complex problems is more important than their undergraduate major." Fields in the Humanities focus on precisely these skills. Although students graduating with degrees in the Humanities do not necessarily go on to academia and continue work in their

immediate fields of study, they are able to apply the skills that they garner and develop through their undergraduate studies in their respective areas of profession later on. Thus the Humanities facilitate the development of crucial skills that are highly valued in the job market.

Many agree that to dispel the myth of the Humanities being an ‘Ivory Tower’, changes must first take form in the classroom.

Professors emphasized promoting the value of writing to students. Dr. Terrence Doody, a professor in the department of English, argues that in order to develop a “broader sense of history and culture” students must partake in courses that emphasize writing and reading. He believes that if this happens, students will appreciate the Humanities more. Dr. Richard Smith, a professor of History, notes that while society may view academics as “marginal people,” the Humanities gives people the tools they need to think critically. He posits that it is this ability that provides meaning in his students’ lives, regardless of their specific professional and academic engagements.

The worth that Humanities professors find in their work is educating this next generation and instilling in their students tangible skills that they can carry with them throughout life. These skills are not only useful in procuring employment and thriving in the workplace, but are valuable in everyday life as well. The ability to read, think, write, discuss, and analyze any situation critically is what professors such as Dr. Smith see as providing meaning in people’s lives. This measure of impact on 9

society is not as direct as perhaps introducing new forms of technology, but is just as important and meaningful.

Intrinsic value of knowledge Along with their impact on students’ job acquisition, professors also make valuable contributions to society as a whole through building upon the existing base of knowledge. There is a dichotomy present between learning for its own intrinsic pleasure and learning directed towards attaining vocational or technical skills. Some believe that fields such as the Humanities are characterized by an interest-driven pursuit for preservation of knowledge that is becoming more and more of a luxury in society today.

However, this does not undermine the intrinsic value of knowledge itself and the importance of preserving it.

Dr. Claire Fanger from the department of Religious Studies plays a direct role in “preserving archives” and making sure that “old information is not destroyed.”

She does this because she strongly believes that the past informs the present. Such knowledge can then go on to be applied to current day events and situations. German Studies professor, Dr. Emden, underlines the importance of the Humanities and its enrichment of society by stating that earning an education in the Humanities helps students develop “political, social, and economic responsibility.” Here we can see that the value of knowledge in this field is not only in that it preserves the past, but

that it can be taken and transposed to better understand the present and approach the future.

Conclusion The Humanities provide a unique perspective of the world by cataloguing, critiquing, and curating works of history, literature, art and more. Yet the work of professors in this field is overlooked and undervalued by society in favor of research that has a more immediate and visible impact. In the STEM-focused environment of Rice University it would be easy to assume that the Humanities are similarly neglected, but this is far from the truth. Humanities professors at Rice are fulfilled and happy with their professional life and work. Their relationships with students as mentors allow them to pass on knowledge and see their students succeed. Furthermore, the institutional environment at Rice encourages flexibility and accessibility in a way that gives professors the freedom to create curriculums and interact with students on their own terms. Finally, though Humanities research may not always result in a tangible end product, the field gives its students useful professional skills and contributes to the maintenance and growth of the knowledge base, an aspect that professors find extremely fulfilling.

Rather than measuring their worth through societal standards, Humanities professors at Rice find worth through their work in a field of study that is in turns important, rewarding, and inspiring.

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References Bova, Murphy, and Rebecca R. Phillips. “The Mentor Relationship. A Study of Mentors and Proteges in Business and Academia.” (1981): n. pag. eric.ed.gov. Web. 17 Apr. 2015.

Bozeman, Barry. "Job Satisfaction Among University Faculty." Project Muse - The Johns Hopkins University. The Journal of Higher Education, Apr. 2011. Web. 20 Mar. 2014 Gutiérrez, Lorraine M. “Recognizing and Valuing Our Roles as Mentors.” Journal of Social Work Education 48.1 (2012): 1–4. EBSCOhost. Web. 17 Apr. 2015.

Holm, Jarrick, and Scott. “Humanities World Report 2015.” Palgrave Macmillan Publishing, 2014. Print.

Mamiseishvili, Ketevan, and Vicki J. Rosser. "International and citizen faculty in the United States: An examination of their productivity at research universities." Research in Higher Education 51.1 (2010): 88-107.

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Appendix A – Interview Guide Project explanation: A group of Rice University students in the School of Social Sciences have been leading an interview-based project since 2011 that examines how professors develop their careers, research interests, and view creativity, leadership, and role of academia in society. A selection of excerpts from these interviews are published in the annual book series, Turning Points, and showcased in a poster presentation at RURS. When starting the interview: A. Make sure to have them say their name and official title B. Introduce the program, give short one-liner(different than project explanation) C. Ask for verbal consent to participate in the study; remind interviewee that they have the option of final review over their transcript.

1. Focus I: Life and career history A. Everyone’s family, community, or life circumstances create an initial role for them in the society. What was expected of you in terms of academics or your career? Did you adhere to it or stray from those expectations?

[Make sure to ask this question first.]

B. At what point in your educational career did you become first interested in pursuing your academic interests?

C. Did you have someone who acted as a mentor, who further cultivated your interests?

D. How do you keep yourself motivated to pursue your career goals and research?

E. Think of a moment of failure or disappointment related to your career or professional development. What were your thoughts or feelings, and how did you overcome that setback?

2. Focus II: Research and ambitions A. In your own words, please briefly outline your main research interest. (Try to keep responses down to 30 seconds) B. What inspired you to pursue your research, and what maintains your inspiration?

C. How much freedom do you feel you have to pursue your specific research interests?

D. What do you see as the [potential] impact of your research on society?

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E. How frequently do you meet with your research team? With the administration at Rice? With graduate/undergraduate students you teach? What do you discuss with them?

F. How do you tend to respond to criticism of your research or of your leadership in your field? How has that changed over the course of your career?

G. (If department chair or dean) What are some of the biggest differences in being a professor and serving in the administration? How did that affect your leadership style?

3. Focus III: Reflections and Opinions A. In general, what do you think is the role of academia in society?

B. How does society view your academic field? How does society perceive academics pursuing careers in this field?

C. What is the importance of creativity in your work? Can you give an example?

D. What is the role of leadership in innovation within your field?

E. What connections do you see between your field and other disciplines? Do you pursue interdisciplinary work and collaborations with other departments?

F. What unique characteristics does Rice (or Koc) have, and how do these characteristics affect the students and faculty?

4. Is there anything else you wanted to mention that I didn’t ask regarding your research, leadership, or anything else?

Thank you for giving this interview, and I appreciate your valuable time and insights!

REQUIRED FIELDS TO SUBMIT WITH THE TRANSCRIPT: 1. Full name of professor 2. Position title 3. The university he/she teaches 4. Email address (very important and absolutely necessary for us to inquire about approval for publishing later.)

5. A mini bio. (About 5-6 sentences about their educational background including degrees earned and location.)

6. Interviewer (student) name 7. Interview date (if available) 8. Transcriber (student) name 9. Transcription date.

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Appendix B – Survey

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