It is a dimension as vast as space and as timeless as infinity. It is the middle ground between light and shadow, between science and superstition, and it lies between the pit of man’s fears and the summit of his knowledge. This is the dimension of the imagination. It is an area which we call “the second-floor stacks of the Davidson College Library.”
I stumbled into this dimension on a rainy day during the fall of my freshman year and fell headfirst into the depths of a mystery which would haunt me for the following three years of my collegiate career. The mystery manifests itself within the front cover of the autobiography of Paul Poiret, entitled King of Fashion. Paul Poiret was a notable nineteen twenties French fashion designer whose revolutionary designs inspired the conventionalized “flapper girl” aesthetic. Poiret’s legacy altered the course of twentieth century fashion history and his unique vision inspired a multitude of twentieth century designers—Coco Chanel, Hubert de Givenchy, and Christian Dior among them.
It just so happens that Davidson College’s 1931 edition of Poiret’s autobiography bears the signature of his most mysterious predecessor—a man by the name of Maxwell Shieff.
In the weeks following the discovery, I conducted as much research as I could on the man behind the mysterious autograph. Determined that Maxwell Shieff wasn’t just your average Joe, I unpacked every detail of the signature (which also features a date and address) and scoured the internet for traces of Shieff.
My suspicions turned out to be correct.
Maxwell Shieff wasn’t just any old dude.
I found out that he was a famous American fashion designer who designed decadent evening wear during the nineteen fifties and sixties.
I also found out that he worked as a costume designer in Hollywood where he clothed Zsa Zsa Gabor.
I found a few of his garments which still exist, listed as “rare” by a handful of vintage sellers.
(I noticed that few of these appear to be nearly identical copies of garments designed by Paul Poiret which introduces juicy questions concerning *cough* scandal and fraudulence *caugh*)
I also found an image of the label he affixed to his garments which features a signature identical to the one scrawled in the front cover of the book I found.
So obviously I had some questions…
Who was Maxwell Shieff?
Why is he forgotten and generally unknown?
How did his book end up at Davidson?
These questions remain unanswered.
I propose a comprehensive investigation of this question within a public, interactive DH platform. This investigation will examine Davidson’s possible link to Shieff’s career as well as uncover Shieff’s identity, career, and legacy. This investigation is critical because it suggests a previously unknown link between Davidson College and a notable figure within the history of art and fashion design. It is also important because it introduces the opportunity to re-discover a forgotten historical figure. As researchers, we are responsible for telling stories which have yet to be told. I want to tell the story of Maxwell Shieff.
I will tell this story within an academic, literary context by utilizing scholarship surrounding fashion history and art history. The investigation is largely historical and will focus on uncovering Poiret’s career with the help of historical contextualization. We will utilize primary documents and artifacts such as the signature I found in the book and the one photograph I managed to unearth of Maxwell Shieff himself (yes! Only one!) Primary and secondary accounts and interviews taken from people who knew Shieff or were connected to him in any way would also be invaluable to our investigation. Similarly, gaingiving primary and secondary source interviews/information from people who may know the details of how the book ended up at Davidson will also be critical. Archival information will be crucial to our research process and our ability to track Poiret’s career and the book’s journey to Davidson. Interactive timelines are an ideal way to display this information within the respective DH platform.
Pros: This topic is sensational! I mean, really!! This is an actual Davidson College mystery which remains unsolved. If you’re into true crime, this is the project for you. If you read Nancy Drew or the Hardy Boys as a child, this is also the project for you. If you’re interested in fashion, art, film, or history, this is right up your alley. This is a great opportunity to check the “solve a mystery” box off your bucket-list.
Cons: Not much information seems to be publicly available regarding Maxwell Shieff, so we’re going to have to do some serious digging á la the 2003 cult-favorite Holes.
Currently, the main source which exists is the book which provides the signature:
Poiret, Paul. King of Fashion. Philadelphia & London, J.B. Lippincott, 1931.
Intro to this post quoted from the Intro to the TV show The Twilight Zone.
I want to propose an investigation of how art appropriation has manifested in the last ten years. The use of pre-existing work as a way that artists can derive inspiration from, with little transformation, is especially unique to the world of art. I want to analyze in what ways appropriation has become a driving force for artists, the limitations of ownership, and the ways in which the repurposing of artwork can provide a space for both innovation and criticism. Krzysztof Wodiczko, a Polish conceptual artist was recently featured in the New York Times, manipulated memorials around the world, to facilitate a new way of thinking, “making monuments into megaphones for the powerless in society” (Sheets). Ursula Anna Frohne writes, “‘The cult of the original’, once mandatory for the formation of Western art, has been consequently transformed by recordings of culturally accepted visual formulas” (Baselitz). I question arts ability to glorify forgery and theft as a driving force for creativity, and how definitions of such an operation has developed based on various artists and work that has come to light. Criticism lies where plagiarism meets appropriation, where an artist work becomes another piece entirely. In a digital age, borrowing has become that much more accessible, and artists are no longer limited to the work they come across, but effectively can draw from all corners of the artistic world. An artist becomes scrutinized when their creativity comes into question, having their template be another artists work, rather than their own initial impression. Does considering changing how a work is presented change the essence of its meaning, and in what ways can that be presented as just as noteworthy as the original maker? How has the appropriation of art effected various effected the fiscal stability and disparity in art of various cultures and regions? In other words, how has the use of borrowing art allowed for different cultures and different minority groups to be featured and how has this further changed the world of art entirely?
I hope to investigate some of these questions through primary sources, scholarly articles, and case studies on the effect of artist appropriation in certain areas and societies. The primary sources that I will include are pieces of artwork that best exemplify appropriation as its own art form. I hope to further do a digital representation of the various instances where appropriation has become a platform for success through virtual tours. I plan to draw on archival materials in art databases, including various art museum websites. Regarding secondary sources and scholarly articles, I will draw on criticisms that work to investigate how appropriation has transformed, the types of artists most renowned for their exploration in borrowing and repurposing of art, and how the art industry views repurposing pre-existing works of art.
I think investigating this topic as a Digital Humanities project, provides a platform to recognize the intricacies of representation, how ownership has evolved within a digital sphere, and how these digital tools and methods can be a platform to enhance appropriation within the arts. There is a fine line that we all face when reintroducing already explored ideas and pieces of scholarly work, as your own stance. There is an anxiety to insure your own unique opinion and position is your own. Though, by purposefully exploring the way plagiarism can drive creativity, there develops a paradox between the content and what its platform represents. I think this could be fascinating to consider in what ways has our society been stricken by fears of theft and stealing, and how artists have been able to instead prove it to be ingenious and instead original. This project is viable because art is accessible, and allows for audiences of all backgrounds to enter such a space of inquiry. My greatest challenge I predict is the magnitude of artwork that can be considered repurposed or borrowed, as well as determining what success looks like with relation to an artist’s popularity and prominence.
“A Break in Transmission: Art, Appropriation and Accumulation.” Avoiding the Subject: Media, Culture and the Object, by Justin Clemens and Dominic Pettman, Amsterdam University Press, Amsterdam, 2004, pp. 23–36. JSTOR, www.jstor.org/stable/j.ctt46n1c6.5. Accessed 27 Jan. 2020.
Beidelman, T. O. “Authenticity and Appropriation.” African Arts, vol. 25, no. 3, 1992, pp. 24–26. JSTOR, www.jstor.org/stable/3336992. Accessed 27 Jan. 2020.
Baselitz, Georg, et al. “NOTES FROM THE FIELD: Appropriation: Back Then, In Between, and Today.” The Art Bulletin, vol. 94, no. 2, 2012, pp. 166–186. JSTOR, www.jstor.org/stable/23268310. Accessed 27 Jan. 2020.
Linden, Liz. “Reframing Pictures: Reading the Art of Appropriation.” Art Journal, vol. 75, no. 4, 2016, pp. 40–57. JSTOR, www.jstor.org/stable/45142821. Accessed 27 Jan. 2020.
McKervey, Henri, and Declan Long. “Makers and Takers: Art and the Appropriation of Ideas.” Circa, no. 101, 2002, pp. 32–35. JSTOR, www.jstor.org/stable/25563844. Accessed 27 Jan. 2020.
Sheets, Hilarie M. “A Monument Man Gives Memorials New Stories to Tell.” The New York Times, The New York Times, 23 Jan. 2020, www.nytimes.com/2020/01/23/arts/design/Krzysztof-Wodiczko.html.
Intergenerational programs are organized events, where the elderly and youth spend time together and share an experience (Giles). According to a Stanford report, “when older adults contribute to the well-being of youth, it cultivates a sense of purpose and extends benefits both ways” (Parker). For the elderly, this can include a greater sense of fulfillment, reduced risk of depression and feelings of isolation (“The 10 Benefits”). For children, spending time with elderly people can alleviate their fears of them, as well as aging themselves (“The 10 Benefits”). This programming provides cognitive stimulation for both parties, and it keeps personal stories and history alive. From the articles and scholarship I have seen thus far, the general consensus is that intergenerational programs are beneficial. Therefore, I am interested in studying how intergenerational programming can or has impacted the Davidson community. My plan is to create a website that will compile research surrounding intergenerational programming, program ideas and personal accounts from Davidson College students of past experiences with the elderly/grandparents. Additionally, I plan to help facilitate an intergenerational event between a local preschool/elementary school and a nursing/retirement home, which will also be documented on the website. I seek to understand the impact of intergenerational programming because I like how it appears to benefit both groups of people and facilitate understanding across generations. Additionally, I would like to explore how varying cultural and socioeconomic factors affect the impact of intergenerational programming.
This project will require case studies and scholarly articles which can be found from online databases and journals. Furthermore, Davidson Community specific research will be required such as age distribution and other statistics found from public records or past censuses. Personal accounts from created Qualtrics surveys will need to be acquired from Davidson College students. All data will be cited and permission granted for personal accounts and photos to be posted on the website. Lastly, I will need to get into contact with teachers and event coordinators from a local school and nursing home in order to plan an intergenerational event.
Some of my fondest childhood memories are from times spent with my grandparents. Generations both young and old can learn from one another. Also, with a growing elderly population due to the Baby Boomer generation, there is a concern for increased need in geriatric care. There are various components of care: mental, emotional and physical, and I believe that if one is strong then the others can only benefit. Framing this project within a community-based focus will help make it more manageable. However, I do foresee challenges in terms of finding resources to plan and host an event, as well as finding a quantitative way to measure the impact of intergenerational programming. Lastly, I look forward to the project possibilities that will take form through the use of Design Thinking.
Dyer-Chamberlain, Margaret and Lincoln Caplan. Pass It On: Mobilizing Encore Talent to Transform the Prospects of Vulnerable Children and Youth, Stanford University, 24-25 June 2014.
Freedman, Marc. How to Live Forever: The Enduring Power of Connecting the Generations. PublicAffairs, 2018.
Giles, Gary. “Intergenerational Programs: Keeping Seniors Young, Making Youth Wiser.” MentalHelp.net, Recovery Brands, LLC, n.d., https://www.mentalhelp.net/blogs/intergenerational-programs-keeping-seniors-young-mking-youth-wiser/. Accessed 26 Jan 2020.
Parker, Clifton. “Older people offer resources that children need, Stanford report says.” Stanford News, Stanford University Communications, 8 Sept. 2016, https://news.stanford.edu/2016/09/08/older-people-offer-resource-children-need-stanfordreport-says/. Accessed 26 Jan 2020.
“The 10 Benefits of Connecting Youth and Seniors.” Bayshore Home Care, Website American Creative, 10 Feb 2017, https://www.bayshorehomecare.com/10-benefits-connecting-youth-seniors/. Accessed 26 Jan 2020.
What are you doing & why?
According to The Bureau of Independent Journalism, as many as 1,060 people were killed by drones in Afghanistan in 2018. Of those killed, as few as 92 or as many as 163 were civilians (Serle, Purkiss). That the brutal deaths of innocent people are routine features of the U.S. counterterrorism program seems an immutable fact that at best exists outside of everyday awareness and at worst is known generally but unchallenged. In my project, I intend to explore the question of how sight in all its forms – visibility, obscurity, awareness, ignorance, presence, absence – is weaponized by the U.S. drone program which (1) exposes communities where airstrikes are carried out against jihadist militants to constant surveillance while (2) minimizing the loss of innocent lives inextricably tied to the program. When I say “minimize,” I am not arguing that civilian deaths are hidden, rather that the continuation of the drone program indicates their presence is not the priority. Civilians caught in the destructive gaze of drones are rarely the point of view.
This interactive project has two parts that work in concert, presented through Twine. The primary text will be an analytical report presenting the claim that the drone program weaponizes point of view, communicated through 20 web pages of short text including data and quotations from the intelligence community, the government, experts and academics, and from the point of view often missing from official discourse: the civilians who live under the constant threat of airstrikes. Within each of the 20 analysis pages will be a prompt linking the user to a scenario page that puts them in the perspective of a person in the chain of command deciding whether to approve or oppose a targeted killing. An example of a scenario page appears below.
“Submitted for your approval: Intelligence sources in the area report a target suspected to manage communications between members of a militant group is hiding in a village 156 miles from a U.S. base. This targeted strike could save the agency $14,000 that would otherwise go toward capturing the target alive. Our sources in the C.I.A. tell us that it is doubtful the target has any useful information. What will you do?”
(1) Approve strike OR (2) Call off strike
After making their decision, the user will be presented with the data: how many militants versus civilians killed, tradeoff of money lost or saved, or intelligence opportunities lost or saved. Scenarios may be based off reported strikes, and that information will appear on the results page following the decision. While the user will not be playacting the actual decision leading to the loss of innocent life, the scenarios will necessitate that the user evaluates whether their choice is justified. The result screen will include a link that takes the reader back to the page of the report, allowing them to click and progress to the next analysis page. The project’s aim is presenting information that is publicly available but is not public knowledge in a way that raises questions about the reader’s agency and participation – as taxpayer or bystander – in the U.S. global counterterrorism program.
A foundational source will be the Bureau of Investigative Journalism, an independent organization which has an ongoing project tracking civilian casualties (CIVCAS) from drone strikes in Afghanistan, Yemen, Somalia, and Pakistan. Data from the Bureau will be the basis for claims made in the analytical report as well as the basis for the interactive scenarios. Other investigative sources compiling drone CIVCAS data may be included, namely New America Foundation, which covers U.S. airstrikes in Pakistan, Yemen, and Somalia and the Foundation for the Defense of Democracies’ Long War Journal, which tracks airstrikes in Pakistan, Yemen, Somalia, and Libya. Before use, data from the Bureau and other investigative sources will be compared to the annual Department of Defense civilian casualties (CIVCAS) report, and all numbers will be reported where there is a discrepancy.
Other important sources will be The Intercept’s Drone Papers reporting project, which includes useful explanations of military terminology for drone airstrikes. Another potential source will be Reprieve, a human-rights organization that records the stories of civilians caught in the crossfire of global counterterrorism. The analytical report may also draw from other journalistic sources to help frame how the conversation about drones and CIVCAS has developed since the program’s inception.
Scholarly sources will be especially relevant for the analytical report, notably chapter eight of Johnathan Beller’s 2018 book The Message is Murder: Substrates of Computational Capital, entitled “Prosthetics of Whiteness: Drone Psychosis.” Beller argues the automated decision-making process of the drone “effectively cuts the “human” decision making out of the equation through its own autonomous operation,” a question of autonomy that the interactive portion of the project will explore (143). Another possible scholarly source will be Grégoire Chamayou and Janet Lloyd’s A Theory of the Drone, which asserts that the development and deployment of the hunter-killer drone is the history of an eye “turned into a weapon” (Chamayou, Lloyd 11). All sources will be credited following MLA format and will be linked individually to a bibliography page that will, where possible, take the reader directly to an online source.
Strengths & Challenges
One strength of this project is that the information easy to access. There is a robust community dedicated to making information around drones and CIVCAS public. Additionally, the visual medium of Twine should be an appropriate platform for illustrating the project’s theme of weaponized sight. The inclusion of Twine could also be a challenge considering my inexperience. However, mastering all Twine’s features will not be necessary, since the project will be interactive but relatively linear with little need for any complexity beyond appropriate transitions between links. Giving the reader enough agency in the experience so that the project is not just a slide show essay is also a potential challenge. Perhaps the greatest difficulty will be presenting an uncompromising look at the U.S. drone program and its effects without gamifying the experience. While the drone’s uncanny kinship with the modern first-person shooter videogame should be a parallel of which we are aware and uncomfortable, the purpose of this project is not to trivialize targeted killings done in the name of counterterrorism. Placing the user in the decision-making seat is only the first step; the rest of the experience of conveying the information in a form that is serious, respectful, and engaging will be an ongoing challenge.
A note on content warnings:
Respecting the victims of targeted killings as well as the differing levels of tolerance for descriptions of violence within the audience is a priority. Graphic descriptions of the targeted killings will not appear in the analysis or scenarios, and the introduction page of the project will include a content warning for the discussion (not depiction) of the deaths of adults and children. The content warning will also extend to the links included in the bibliography, where it will be emphasized that the sources may include graphic content.
Beller, Johnathan. The Message is Murder: Substrates of Computational Capital. E-book,Pluto Press, 2017. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1810514&site=ehost-live.
Chamayou, Grégoire. A Theory of the Drone. 2013. Translated by Janet Lloyd, E-book, The New Press, 2015. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=891716&site=ehost-live.
“Drones and Assassinations.” Reprieve, reprieve.org.uk/topic/drones/
Serle, Jack, and Jessica Purkiss. “Drone Wars: The Full Data.” Bureau of Investigative Journalism, 1 January 2017, www.thebureauinvestigates.com/stories/2017-01-01/drone-wars-the-full-data.
Scahill, Jeremy, et al. The Drone Papers. The Intercept, 15 October 2015, theintercept.com/drone-papers.
“U.S. Airstrikes in the Long War.” Long War Journal, www.longwarjournal.org/us-airstrikes-in-the-long-war.
Scholars including Jeo R. Feagin, in the article “The Continuing Significance of Racism Discrimination Against Students in White Colleges,” report an sustained feeling of alienation experienced by Black students, and students of color in other minority groups. The general assumption assumes tokenism impacts the experiences of students of color but do not address 1) the mental health resources (or lack of) available to students of color and 2) the accessibility or reliability of mental health tools for the various intersections of minority identifiers. I am studying/working on the implementation of a creative, community narrative project that assists students of color in combating tokenism on predominantly white college and universities. I argue that by using artistic, qualitative research, and digital humanities methodologies it becomes possible to deterritorialize and defamiliarize predominantly white spaces, while empowering students of color through emotional social support.
The primary sources I will be studying include the archival data preserved in Project: Token: oral narrative interviews (both previous and continued) from 17 students of color at Davidson College, and photographs. Alongside, I will develop a critical framework for understanding 1) the impact of art as a mental health practice, 2) deterritorializing/defamiliarizing spaces through language, and 3) innovative, ethical community building through digital humanities. I will rely on my personal archive and scholarly databases.
I am interested in continuing to make predominantly white spaces, rooted in colonial legacies, safer for the people of color. Colleges and universities harbor students of color for four years, yet may not be equipped with the necessary tools for that student’s healthy, and safe, racial development. As a black male, my racial learning has occurred through a series of physically and emotionally violent moments. Microaggressions manifest through subtle acts and language that cumulatively chip away at a student’s mental integrity. I cannot promise a cure to racial tensions, but can develop a tool for students of color to rely on for additional support. Others would be interested in a community platform that benefits the campuses most marginalized student groups. Currently, I have already gathered the first leg of qualitative research, and need a more intentional focus on synthesizing data into creative, digital mediums. Therefore, the project becomes viable in its expansion and will focus on curating participant stories into forms representative of their personalities and agency. The greatest challenges including 1) the intellectual and creative labor of synthesizing oral narrative interviews, 2) creating an evocative digital presence.
Toward a Theory of Minority Student Participation in Predominantly White Colleges and Universities by Kenneth P. Gonzalez
Affective Personality and the Content of Emotional Social Support: Coping in Organizations
Art for mental health’s sake by Helen Spandler
The Continuing Significance of Racism Discrimination Against Black Students in White Colleges by Joe R. Feagin
Creative Recovery: Art for mental health’s sake by Geraldine Dyer and Ernest Hunter
Emotional, Social, and Academic Adjustment of College Students: A Longitudinal Study of Retention by Hilary Gerdes and Brent Mallinckrodt
Research on Race and Ethic Relations Among Community College Students by William Maxwell
The Implementation of Diversity in Predominantly White Colleges and Universities by Bryan McKinley Jones Brayboy
26 Jan 2020
What Should I Do With All My Clothes?: A Study of Fast Fashion and Its Global Impact
With the rise of social media, there has become an increased need for fast fashion brands. Instead of wearing our clothes multiple times, people are more likely to wear a dress once and post a picture in it. Then, because the dress has already been seen, they leave it in their closet collecting dust until its either given away or thrown away. This need for new looks and Instagram’s fancy new ability to buy clothes directly from the app, make consuming cheap clothing easier than ever. But what are the costs of this new form of consumerism? The fast fashion movement has emphasized the customer without regarding the garment being made. Fast fashion companies are under severe scrutiny from both sustainability organizations and human rights protection organizations. While they produce cheap clothes for customers, they make clothes and accessories with fabrics that cannot be recycled, they are made by people who are not paid a living wage, and they are transported internationally unsustainably. This is a hard issue to combat, because to be able to make real change you have to ask consumers to spend more money one clothes and go against fashion norms of wearing the same things more frequently. I believe the general public is not aware of the true environmental and human impact of fast fashion. Thus, my hypothesis is that if more people were aware of the true negative impacts of the fast fashion industry, sustainable fashion brands would be more popular, and people would be more willing to be sustainable consumers. My goal is to create an interactive project that brings awareness to the need for the sustainable fashion industry. I will do this by creating an interactive world map. A user will be able to select one of four garments or accessories, and then starting with the production of the textiles, the user will be able to follow the creation, transportation, and selling of the garment across a world map. With each step there will be a small explanation of what is wrong for the environment or the people making the item to bring awareness to the issues. At the end of the cycle the user will be asked on average how long someone keeps that garment and what they do with it when they decide to remove it from their closet. Hopefully the information from this interactive map will help users understand the importance of supporting sustainable fashion brands and the sustainability movement in general.
Recently, many scholars have been writing about the benefits of sustainable fashion and social entrepreneurship as ways to combat this issue. I will be mainly pulling from sources found in academic journals or books, accessed through the Davidson library. Many companies fear moving to a “values-driven industry” comes from their worry of “financial uncertainty” (Batist). But many companies are starting in employ intrapreneurs, people who work within a company to bring change (like a sustainability initiative, for example), rather than starting a new company from scratch. Scholars like Henninger study the success of the slow fashion movement, the response to the unsustainable growth of the fast fashion market. Henninger finds that the concept of sustainable fashion is subjective to both the brand and the buyer, making it hard to define but also broad enough to apply to a vast audience. Niinimaki explores the ethical foundations of sustainable fashion, asking what ethics all brands must follow and what ethics are up to interpretation. There is enough scholarly research on this topic to be able to put together a comprehensive research project.
This is not an easy project proposal. I do not have vast experience with web design or interactive website creation, making the work more extensive because there will be a research component too. There is a possibility that this project will not attract many viewers on its own, but if I feel it is a successful project, I will send it to organizations like the Fashion Transparency Index and Good on You (in hopes that they will promote it!). Both of those organizations judge the sustainability of fashion brands, but their grading systems are very different. They both have large social media followings, showing that there is an interested group who cares about this issue as much as I do. This is a problem worth working on, I feel the project will be finished when it helps change people’s fashion consumption habits, even if that just means making someone think twice before purchasing something from Forever21, for example. I am interested because I, a fashion-conscious college student addicted to social media, am the perfect target for the fast fashion industry, and I know how truly easy it is to get suck. But, there is a point where we as humans need to take responsibility and acknowledge that there are more ways that we can help save the environment than just using metal straws. Time to practice what we preach!
Batist, Danielle. Incentivizing Sustainable Fashion: Lessons From Social Entrepreneurs. 28 Feb. 2017, https://www.forbes.com/sites/ashoka/2017/02/28/incentivizing-sustainable-fashion-lessons-from-social-entrepreneurs/#1a7a66227d3e.
Bly, Sarah, et al. “Exit from the High Street: An Exploratory Study of Sustainable Fashion Consumption Pioneers.”International Journal of Consumer Studies, vol. 39, no. 2, 2015, pp. 125–135. davidson.primo.exlibrisgroup.com, doi:10.1111/ijcs.12159.
—. “Exit from the High Street: An Exploratory Study of Sustainable Fashion Consumption Pioneers.” International Journal of Consumer Studies, vol. 39, no. 2, 2015, pp. 125–35. Wiley Online Library, doi:10.1111/ijcs.12159.
Choi, Tsan-Ming, and T. C. Edwin Cheng. Sustainable Fashion Supply Chain Management From Sourcing to Retailing. Springer International Publishing, 2015.
D’Anolfo, Marco, et al. “Luxury, Sustainability, and Corporate Social Responsibility: Insights from Fashion Luxury Case Studies and Consumers’ Perceptions.” Sustainable Management of Luxury, edited by Miguel Angel Gardetti, Springer, 2017, pp. 427–48. Springer Link, doi:10.1007/978-981-10-2917-2_20.
Gardetti, Miguel Angel, and Rachida Justo. “Sustainable Luxury Fashion: The Entrepreneurs’ Vision.” Sustainable Management of Luxury, edited by Miguel Angel Gardetti, Springer, 2017, pp. 347–60. Springer Link, doi:10.1007/978-981-10-2917-2_16.
Giacosa, Elisa. “The Family Business Phenomenon as a Means for a Sustainable Business in the Clothing Luxury Business.” Sustainable Management of Luxury, edited by Miguel Angel Gardetti, Springer, 2017, pp. 361–85. Springer Link, doi:10.1007/978-981-10-2917-2_17.
Glausiusz, Josie. “Sustainable Fashion.” Nature, vol. 459, no. 7249, 2009, p. 915. davidson.primo.exlibrisgroup.com, doi:10.1038/459915a.
Henninger, Claudia E., et al. “What Is Sustainable Fashion?” Journal of Fashion Marketing and Management; Bradford, vol. 20, no. 4, 2016, pp. 400–16. ProQuest, doi:http://dx.doi.org/10.1108/JFMM-07-2015-0052.
Muthu, Subramanian Senthilkannan. Textiles and Clothing Sustainability Sustainable Fashion and Consumption. Springer Singapore, 2017.
Niinimäki, Kirsi. “Ethical Foundations in Sustainable Fashion.” Textiles and Clothing Sustainability, vol. 1, no. 1, 2015, pp. 1–11. davidson.primo.exlibrisgroup.com, doi:10.1186/s40689-015-0002-1.
—. “Ethical Foundations in Sustainable Fashion.” Textiles and Clothing Sustainability, vol. 1, no. 1, Dec. 2015, p. 3. DOI.org (Crossref), doi:10.1186/s40689-015-0002-1.
Park, Hyejune, and Youn-kyung Kim. “An Empirical Test of the Triple Bottom Line of Customer-Centric Sustainability: The Case of Fast Fashion.” Fashion and Textiles; Heidelberg, vol. 3, no. 1, Dec. 2016, pp. 1–18. ProQuest, doi:http://dx.doi.org/10.1186/s40691-016-0077-6.
Perkins, Lewis. “Running Circles Around Unsustainable Textile Practices.” WWD: Women’s Wear Daily; Los Angeles, vol. 211, no. 25, June 2016, p. 66.
Shen, Bin. “Sustainable Fashion Supply Chain: Lessons from H&M.” Sustainability, vol. 6, no. 9, 2014, pp. 6236–6249. davidson.primo.exlibrisgroup.com, doi:10.3390/su6096236.
Shilpa, V., and C. Madhavaiah. “Luxury Fashion Goods and Sustainable Consumption Behaviour.” Journal of Marketing Vistas; Hyderabad, vol. 7, no. 2, Dec. 2017, pp. 60–66.
Turker, Duygu, and Ceren Altuntas. “Sustainable Supply Chain Management in the Fast Fashion Industry: An Analysis of Corporate Reports.” European Management Journal; Oxford, vol. 32, no. 5, Oct. 2014, p. 837.
I’m interested in exploring mental health in the United States in the digital age, focusing on 2000 to 2020. As we enter the new decade, I think that it is important to reevaluate where we are as a country in terms of diagnosing, treating, and spreading awareness about mental illness, and why efforts toward acceptance and destigmatization of various mental illnesses have not lead to definitive solutions for this public health issue. In terms of physical ailments and diseases, effective treatment is more straightforward and feasible (although not accessible to all) than treatment for mental ailments and diseases, even though at their core they are similar. Why is there this disconnect? Why is there less urgency to treat mental illness? We recognize it as a nation issue, yet so many people are not getting the treatment that they need, even though they have access to it. What is the missing link?
In a recent opinion article published by The New York Times, psychiatrist Richard A. Friedman comments on the severity of mental illness in teens and young adults in the U.S., restating a now fairly common statistic: that “suicide is now the second leading cause of death among young people, surpassed only by accidents.” This is shocking, but even more shocking is the lack of concrete solutions created to combat this. As Dr. Friedman succinctly states: “If thousands of teens were dying from a new infectious disease or a heart ailment, there would be a public outcry and a national call to action.” Where is this force? Although less taboo in society, the stigma around mental illness still lingers, making group action much more difficult. I am going to examine how we speak about mental health today compared to 20 years ago, and how technology has shaped both a positive and negative dialogue surrounding mental illness, specifically among young adults.
This project will most likely involve collecting and comparing data regarding mental health in the U.S. from 2000-2020: how many people are diagnosed, how diagnosis has changed, specific words that people use when talking about mental health/illness, what internet platforms people struggling with mental illness use, how the stigma surrounding it has and hasn’t evolved, and how support is disseminated now in the digital age. I will find these in online databases, as I want my information to be as up to date as possible. I also want to look into interviewing people both on and off campus about their experience with mental health, be it directly or indirectly. I think that it would also be interesting and useful to see how people express themselves in creative writing. I think that creative writing is an important way in which people can show their personalities, as well as what plagues them.
In terms of pros, I think that this is an incredibly prevalent and pressing topic that, although it is being addressed in the news, needs to be developed. Awareness needs to be spread. Solutions need to be considered. Concrete action is required, and I want to figure out what that looks like. It will help to be able to compare where we used to be (2000) to where we are now (2020) and how everything that happened in between led to mental health becoming an even bigger priority due to the related deaths. For cons, I am definitely working with a lot of information, and a lot of personal information that will be both difficult and emotional to gather. Also, not all demographics are represented equally online, which is important to take into consideration when collecting data and making claims about the U.S. population as a whole. There are many different populations within our country.
I think that there needs to be a more universal way in which we talk about and treat mental illness, and that starts with more awareness and understanding how we have gotten to this point where mental illness and its treatment is more pressing than ever. I want to examine what is keeping us from addressing this problem with full force, and what’s keeping our impact from being more widespread. Everyone deserves to feel safe in their mind. Everyone deserves that certainty.
Friedman, Richard A. “Why Are Young Americans Killing Themselves?” The New York Times [New York], 6 Jan. 2020. The New York Times, www.nytimes.com/2020/01/06/opinion/suicide-young-people.html. Accessed 26 Jan. 2020.
Kessler, Ronald C., et al. “Prevalence and Treatment of Mental Disorders, 1990 to 2003.” The New England Journal of Medicine, June 2005, www.nejm.org/doi/full/10.1056/NEJMsa043266?url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub%3Dpubmed. Accessed 26 Jan. 2020.
“Mental Health Action Plan 2013-2020.” WHO. World Health Organization, apps.who.int/iris/bitstream/handle/10665/89966/9789241506021_eng.pdf;jsessionid=195E83C91737E05AD0EB4D8A26104447?sequence=1. Accessed 26 Jan. 2020. Originally published in World Health Organization.
Slater, Lauren. “Three Spheres.” In Fact: The Best of Creative Nonfiction. New York: W.W. Norton &, 2005. 3-23.
What kind of stories are Davidson College students drawn to and why?
I am interested in collecting information from Davidson College students about what kind of stories in written word, visual or auditory experiences fascinate them. The stories must have a fictional basis. I am interested in the art of crafting novel stories. I would be looking for trends in certain genres or topics stand out and why. I would like to understand how the stories and narratives which students are attracted to reflect the way students prefer to receive information by way of medium and genre.
From the information which is collected, I would contextualize the preferences through research of the significance behind the collection of stories in film, television, literature, and other mediums. I would like to analyze specifically social issues which could be present in the works which are popular among the stories nominated by Davidson College students. Another approach to this project, is to begin the research from already known popular texts, and film released within the last year. Within those popular stories, it would then be easier to control what social concerns could be analyzed and further evaluated. Films released relatively recently including, Joker directed by Todd Phillips and Parasite directed by Bong Joon Ho directly address social injustice. Other films such as Little Women by Greta Gerwig and Marriage Story by Noah Baumbach, address more indirectly gender norms. Television shows which have grown in popularity relatively recently, such as You, Unbelievable, and The Politician tackle mental health and social injustice as well. The project could then take form in interviews of students, videos and images from the sources, and analysis in a written work.
I would in particular try to determine whether mediums such as visual narratives are more common over textual narratives. This could perhaps support my hypothesis that visual information has become more effective in attaining student attention. If this can be proven then I am interested in the portrayal of social issues in fictionalized mediums today. I believe that analysis of socio economic class structure, gender norms, and other social structures in these films, television shows, or texts could reveal a message about social injustice in our world and what people can redeem from their fictionalized representations. Choosing a couple of stories, whether that is through film, tv, or text which embodies popular interest on campus would be a challenge. However, analysis of these popular works could solidify an understanding of our student community’s interests bound by a love of the captivating art of storytelling.
Cooke, Anthony Carlton. Moral Panics, Mental Illness Stigma, and the Deinstitutionalization Movement in American Popular Culture. Springer International Publishing, 2017, doi:10.1007/978-3-319-47979-8.
Gaylie, Veronica. “Raising Awareness of Social Justice and War Through Film and Poetry.” Radical Teacher, vol. 113, no. 113, Center for Critical Education of NY, Jan. 2019, pp. 64–122, doi:10.5195/rt.2019.596.
Mccann, Edward, and Huntley-Moore, Sylvia. “Madness in the Movies: An Evaluation of the Use of Cinema to Explore Mental Health Issues in Nurse Education.” Nurse Education in Practice, vol. 21, Elsevier Ltd, Nov. 2016, pp. 37–43, doi:10.1016/j.nepr.2016.09.009.
Ortner, Sherry B. “Social Impact Without Social Justice: Film and Politics in the Neoliberal Landscape.” American Ethnologist, vol. 44, no. 3, Aug. 2017, pp. 528–39, doi:10.1111/amet.12527.
Peaslee, Robert Moses and Robert G. Weiner. The Joker: A Serious Study of the Clown Prince of Crime. University Press of Mississippi, 2015. Project MUSE muse.jhu.edu/book/39977.
Marketing is largely based on gendering products in order to target a certain group of consumers in advertising campaigns. This technique is based on the assumption that gender determines interest, which has been cause for public outcry in recent years. A well-known example of this is the pushback that Bic received for the company’s “For Her” pens, that were “designed to fit comfortably into a woman’s hand,” and were priced as 70% more expensive than the original pen (Ray, 2016). Some companies have accommodated this public demand, such as Axe deodorant company, who was once famous for its advertisements promoting masculine stereotypes. The brand has since released a “Find your magic” commercial that, while still marketing their product as “for men”, displayed individuality and non-conformity to stereotypes (Cooley, 2017). While modern adult consumers are “seeking brand experiences that are inclusive toward people of all gender identities and don’t judge their preferences based on stereotypes”, children’s products are becoming increasingly gendered (Powers, 2019). According to sociology professor Elizabeth Sweet, less than 2% of Sears children’s toys were marketed as gendered products in 1975 (Sweet, 2014). However, in 1995, half of all Sears toys were gendered in marketing, and this pattern has continued since (Sweet, 2014). Why is it that we hear public outcry against gendered adult products but turn a blind eye when they are directed towards children? As is stated by the multinational market research firm Kantar Millward Brown, “the toy industry is one of the first stops in the life cycle of a consumer, and it’s also an arena where gender stereotypes are built and internalized” (Powers, 2019). This project would be aiming to answer this question by building upon previous scholarly conversation, actual toy advertisements throughout the century, and through interviews with individuals about their consumer experience. Based upon my limited research thus far, I theorize that the de-gendering of toys in the 1970s is largely due to more women in the labor force and second-wave feminism coming to the national stage. Since then, a resurgence of children’s toy gendering can be seen.
What is particularly interesting about this project is that everyone is a consumer in our consumer-based culture, and can therefore be studied. It would be very interesting to create a gallery of photos of childhood photos from volunteers on the website to show gendering throughout time in a very dynamic way. We would collect their age, preferred gender pronouns, birth sex, and potentially one’s major/interests to examine the impact of early gendering on later life interests, as some experts, including Kantar Millward Brown, have claimed that the toys that one is exposed to in early childhood affect interest and the way in which one learns later in life (Powers, 2019). We will also interview about their experience as a consumer, both as a child and in present day: which media they were exposed to, what messages that media conveyed, what toy were you most excited about receiving or wish you’d received. All of these questions will be asked without revealing the intent of the interview. Finally, we will be examining toy advertisements throughout history in context of previous scholarly discussion on this topic. Some particularly interesting articles that I have found on this topic, in addition to the ones cited above, are Fine and Rush’s “’Why does all the girls have to buy pink stuff?’ The ethics and science of the gendered toy marketing debate”, Owen and Padron’s “The Language of toys: Gendered language in toy advertisements”, and Liben et al.’s “Cognitive consequences of gendered toy play”. The links to these can be found below:
This project is particularly relevant to the class because so much of modern marketing occurs within the digital and therefore can only be shared over a screen. Readers could therefore view the campaigns that we discuss on the website, create their own opinions, and share their thoughts. The internet is a place where people are constantly bombarded with marketing messages, and it would therefore be very interesting to critique these advertisements over the same medium. As someone who hopes to go into marketing, it is very important to engage with the assumptions and flaws of the business. I know that some others in the class are also hoping to enter the field after graduation, and so it is particularly relevant for them. However, it is also important for all consumers to be aware of the implicit messaging that they have been exposed to. This project will tie together history, feminist movements, gender stereotyping, and consumer culture all under the umbrella of marketing. On a campus full of consumers, it will be easy to recruit individuals for interviews and for the photo gallery. However, Davidson lacks diversity in age, education, and other demographically-relevant areas, and as such, the information gathered about this sample may not represent the overall population. I think the largest challenge of this project will be to reach and engage an audience/participant pool outside of the Davidson community. I do not know if we will come to an answer by the end of the project, but I hope to generate theories and, most importantly, raise dialogue about this issue.
Ray, B. (2016). Stylizing genderlect online for social action: A corpus analysis of ‘BIC Cristal for Her’ reviews. Written Communication, 33(1), 42-67.
Cooley, J. R. (2017). Disabling the Face of Advertising: Investigating Audience Response to Ability-Integrated Advertising (Doctoral dissertation, University of South Alabama).
Powers, K. (2019). Shattering Gendered Marketing. American Marketing Association. Retrieved from https://www.ama.org/marketing-news/shattering-gendered-marketing/
Sweet, E. (2014). Toys are more divided by gender now than they were 50 years ago. The Atlantic, 9, 2014.
Liben, L. S., Schroeder, K. M., Borriello, G. A., & Weisgram, E. S. (2018). Cognitive consequences of gendered toy play.
Owen, P. R., & Padron, M. (2016). The Language of toys: Gendered language in toy advertisements. Journal of Research on women and Gender, 6.
Fine, C., & Rush, E. (2018). “Why does all the girls have to buy pink stuff?” The ethics and science of the gendered toy marketing debate. Journal of Business Ethics, 149(4), 769, 784.
Stories about refugees have become a bit of a cliché. Journalists and other writers tend to stress the chaos and destruction of war and the trauma of flight facing refugees, but less often do they narrate the epilogue: resettling, rebuilding, picking up lives where they were left off (“Refugees Are Not the Crisis.”). While stories about conflict and escape can promote empathy, they also can have a distancing effect; the hardships which refugees encounter can feel so foreign to an average Western reader that they do not know how to engage with the issue or how to interact with their refugee neighbors. As a result, refugees can feel isolated and unsupported, often with detrimental effects on their physical and mental health (Kelly 9). In this project, I hope to develop a website which tells the epilogue to refugees’ narratives in the United States, specifically in DC and Charlotte, two major areas for refugee resettlement in the US (“Fact Sheet”). Through written stories, audio and video clips, and digitized art, this website will provide an interactive platform for refugees to share their stories. Not only will this project enable refugees to feel heard and supported, but it will also help American readers to better understand, empathize, and connect with their new neighbors.
This project will rely primarily upon interviews conducted over phone, Skype, or in person, as well as written and digitized pieces. Davidson’s T&I department has recording devices which can be checked out for interviews. I am connected with a refugee community in DC and could conduct interviews with my friends there over the phone. I would have to reach out to other programs in Charlotte such as Refugee Support Services in order to connect with refugees here. Other background information, such as facts about refugee populations or information about how state governments are helping out would come websites such as the National Immigration Forum or Refugee Support Services.
In 2017, I helped start a program to welcome Syrian refugees to DC. Through the program, I was able to hear refugees’ narratives firsthand, all of which were beautiful and moving. But just as powerful are the epilogues, the stories of acclamation to the US, the struggles and successes of learning English, raising children, learning to drive, looking for work, finding community. These are stories which the media often overlooks, but they are worth hearing because they are stories of incredible hope and resilience. I would find this project fascinating, and it would be a fairly feasible way to preserve and publicize refugees’ epilogues. In order to publish this information, however, this project will require an approval from Davidson’s IRB office, a process which may take about two weeks. All information will have to be presented in a way to protect participants and preserve anonymity if necessary. It may take time to collect stories from contributors, but I have a head start with connections in DC, and there are plenty of available resources to connect with more people in Charlotte. My dream for this epilogue project is that it will promote hope and empowerment for refugees in DC and Charlotte because they feel heard. I also hope that this project will help its American audience to better understand their new neighbors so that they can mutually learn from and support each other.
Altman, Tess. “Engaging Refugee Narratives.” Anthropology Today, vol 33, no. 5, Oct. 2017, pp. 32, https://rai.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8322.12383
“Fact Sheet: U.S. Refugee Resettlement.” National Immigration Forum, 25 Jan. 2019, immigrationforum.org/article/fact-sheet-u-s-refugee-resettlement/.
Ijeoma, Ekene. “The Refugee Project.” The Refugee Project, www.therefugeeproject.org/#/2018.
“Interactive Reporting.” Refugee Processing Center, ireports.wrapsnet.org/Interactive-Reporting/EnumType/Report?ItemPath=%2Frpt_WebArrivalsReports%2FMap%2B-%2BArrivals%2Bby%2BState%2Band%2BNationality.
“Refugee Info.” Refugee Support Services, www.refugeesupportservices.org/refugee-info/.
“Refugee Services.” NCDHHS, NC Department of Health and Human Services, www.ncdhhs.gov/assistance/refugee-services.
“Refugees Are Not the Crisis. It’s the Narratives We Tell about Them.” UNHCR Innovation, The UN Refugee Agency, 18 Jan. 2018, www.unhcr.org/innovation/refugees-are-not-the-crisis-its-the-narratives-we-tell-about-them/.
Kelly, Michael. “Welcome Home Rochester: Guiding Refugees through Life in America.” Order No. 10600602, Rochester Institute of Technology, 2017, https://ezproxy.lib.davidson.edu/login?url=https://search.proquest.com/docview/1936353806?accountid=10427.
I want to investigate how we go about ending the war on drugs in the era of the opioid epidemic and how to spread harm reduction principles in an accessible way to the masses. I feel like harm reduction is a policy/set of principles that needs to be more accessible to everyone in order for it to be more backed by people. I want to address this in the realm of literary studies because I have spent a lot of time looking at this problem through a public health lens, I have done research in it (both the drug war and harm reduction) and also had a summer internship at the health department in the opioid task force where I was able to learn more about it. Now I want to explore this through another lens. Scholars have said many things about this problem and there are many different layers to it. But for the most part, research that I have done in the past indicates at least on a public health level, that harm reduction is a positive movement when it comes to ending the opioid epidemic and important when working to end the drug war. Literature surrounding the drug war has many different layers and ideas surrounding it, but most of it talks about how it was founded on racism and is deeply racist, many people can agree with the fact that it needs to end. We are seeing a lot of public support for ending the war on drugs with marijuana becoming legalized increasingly more across more states. I think it is super important for these ideas to get out there in a super accessible way. What I have found doing research in this field is that there is a lot of information on this that is not trustworthy that people get their hands on and a lot of sensationalist articles published. At the health department for example, we would see direct effects of articles like these taking off. Educated people and scholars are usually easily able to sift through this stuff to get to the correct information. Unfortunately, a lot of people who need this information are not as well educated. I want this project to be a hub of important information that is user friendly so people want to look and read it. I think it is extremely important information for everyone to be familiar with. A brief hypothesis/thesis for this project would be that the war on drugs has to end because it is racist, leads to mass incarceration, is classist and also causes many public health issues (will have to go into more detail about these points post-research). The second part to this hypothesis is that harm reduction policies are realistic and sustainable ways to help end the war on drugs, and by doing all this in turn the opioid epidemic as well. I will use mostly online and print resources in order to craft this website.
I can access the majority of my sources on the internet as there are many scholarly articles and websites / nonprofits with research dedicated to this issue. I have a lot of familiarity with these sources as I have accessed a lot of them for past research. I also have the unique aspect of having my own personal field research available to use as a source for some of this! I think it would also be really interesting to have anonymous stories from people who have been affected by the drugs or the drug war but I am not sure exactly how this would look. I think something that could be interesting would be to do a survey on Davidson students to get information on what a college aged population thinks about things like harm reduction or the war on drugs.
Pros and Cons
I think that there are a few different pros and cons about pursuing this topic. I am extremely interested in it as this has been an issue I have been interested in all throughout college. I think it is extremely topical as the conversation around these issues is changing and becoming more pressing. I have seen more and more people become interested in it. I think that there is a lot of public interest in this issue but there should be more, and information should be made more accessible for everyone who should see and receive this information. I think this project is viable because it is an important and interesting topic that I know a lot about. In terms of cons, I think this is a controversial issue and maybe something that has been done many times before in recent times. However, it will then just be important to make mine unique and have it stand out from other projects that may be similar and target a more specific audience. All in all however I think there is so much that can be done with this topic for this project.
Professors Suzanne Churchill and Sundi Richard
English 406: Digital Design
January 26th, 2020
Gamification as a Tool to Increase Student Motivation and Enjoyment of Education
I am proposing a study of the implementation of gamification in both physical classrooms as well as through online services like learning management systems because I want to understand the efficacy of gamification as a tool to increase both the motivation and enjoyment of students in order to strengthen our education system and combat the growing epidemic of student disinterest in education, as well as potentially mock up an improved platform for gamification myself. As of now, I believe that gamification is an overall beneficial and important tool to incorporate into the classroom, and that it will help students enjoy learning. Scholars have certainly found that gamification has many positive impacts, such as the creation of a better, more fun learning experience and environment, the provision of instant feedback, and the ability to change root learning behaviors; however, they have also noted some drawbacks. By making play mandatory, the fun of gamification could disappear, making the entire point of the system null and void, and by rewarding mastery of a subject while disregarding the effort put into the subject, students can fail to see the point of putting forth more effort only to receive no reward or a poor result, resulting in a lack of motivation. In regards to public assumptions on the topic, they are likely quite varied. For those who don’t know what gamification is or haven’t seen data on its applications and utility, the use of the word “game” in the beginning of the term can make it seem like the schooling is becoming less focused on learning and more focused on fun, which isn’t true; it’s about merging fun with learning. However, there are also a great number of people that recognize the issues plaguing our school system, such as unmotivated, burnt-out students, and are open to incorporating new teaching methods to see if they help solve these problems. I would guess that those members of the public who have children or frequently work with children would be in favor of gamification, as they have almost certainly discovered for themselves the power of games in motivating children.
I have already gathered several sources to investigate this topic, and I will certainly amass many more as I move forward. As a broad introduction to the topic, one of the first sources I will use, “The History of Gamification: From the Very Beginning to Right Now”, provides a general overview of the beginnings and evolution of gamification. Some other sources, such as Dicheva et al. (2015) and F.F.-H. Nah et al. (2014), synthesize data and information from a wide range of case studies on gamification in education, allowing the reader to observe overall trends, beneficial aspects, and negative aspects easily. I can then seek out individual case studies listed and read through them to gain a more in-depth understanding of their methodology and results. One source in particular, Broer and Breiter (2015), is a fantastic source for the examination of gamification in LMS’, specifically tackling the following five popular LMS’ in 2014: Moodle, Edmodo, Blackboard Learn, Schoology, and Canvas. Yet another category of source that I’ve found is a guide to the implementation of gamification in the classroom, as exemplified by Huang and Soman (2013). This kind of source will allow me to better understand how teachers can implement this pedagogy in the classroom, as well as showcase several implementations in their review of several studies at the end of the article. Finally, one of the teachers I met during my schooling in Wisconsin, Mr. Michael Matera, is a huge proponent of gamification, and I’m almost certain he would be willing to be interviewed and/or provide me with several sources and contacts in the field.
This particular project interests me because I, like almost every student I know, have sometimes struggled mightily with finding the motivation to complete schoolwork that can sometimes feel tedious and pointless, and I’m a criminal procrastinator. From my point of view, everything becomes more fun when the principles of games are applied, especially as someone who is naturally competitive. Other people would be interested for similar reasons; gamification helps combat the monotony of schoolwork and the disinterest of students, and it can be used to decrease procrastination and increase interest in the material itself. My project is viable because there is a large amount of recent research on gamification, and a mock-up of an online system of gamification could simply be hand drawn pictures of a website with explanations of the functions shown in each picture written on the side. One of the greatest challenges of my project will likely be scope. It’s difficult for me to focus on a topic more specific than the gamification of education, and that subject is incredibly broad, meaning I could be overwhelmed with the amount of sources and options available to me before I even begin. A second challenge of the project would be the process of applying my results to the world in a meaningful way. I could potentially reach out to the Community School of Davidson to talk to them about the inclusion of gamification in their curriculum, or even to professors or administration at Davidson about adding gamification in the classroom, but asking teachers to significantly alter their teaching style and curriculum is a huge request.
Broer, J., & Breiter, A. (2015). Potentials of Gamification in Learning Management Systems: A Qualitative Evaluation. 10th European Conference on Technology Enhanced Learning, EC-TEL 2015 Toledo, Spain, September 15–18, 2015, Proceedings, pp. 389-394. https://doi.org/10.1007/978-3-319-24258-3
Darina Dicheva, Christo Dichev, Gennady Agre, & Galia Angelova. (2015). Gamification in Education: A Systematic Mapping Study. Journal of Educational Technology & Society, 18(3), 75-88. Retrieved January 26, 2020, from www.jstor.org/stable/jeductechsoci.18.3.75
Furdu, I., Tomozei, C., & Köse, U. (2017). Pros and Cons Gamification and Gaming in Classroom [PDF]. BRAIN: Broad Research in Artificial Intelligence and Neuroscience, 8(2). Retrieved from https://arxiv.org/pdf/1708.09337.pdf
The History of Gamification: From the Very Beginning to Right Now. (2019, August 29). Retrieved January 26, 2020, from Growth Engineering website: https://www.growthengineering.co.uk/history-of-gamification/
Huang, W. H.-Y., & Soman, D. (2013, December 10). A Practitioner’s Guide To Gamification Of Education[PDF]. Retrieved from https://rotman.utoronto.ca/-/media/files/programs-and-areas/behavioural-economics/guidegamificationeducationdec2013.pdf
Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education[PDF]. Retrieved from http://www.academia.edu/download/53993982/293-Kiryakova.pdf
Nah, F. F.-H., Zeng, Q., Telaprolu, V. R., Ayyappa, A. P., & Eschenbrenner, B. (2014). Gamification of Education: A Review of Literature. In F. F.-H. Nah (Ed.), HCI in business: First international conference, HCIB 2014, held as part of HCI International 2014 ([16th International Conference on Human-Computer Interaction]), Heraklion, Crete, Greece, June 22-27, 2014 ; proceedings(pp. 401-409). Retrieved from Springer database. https://doi.org/10.1007/978-3-319-24258-3