Meet Nickel Spartz, author of "Reflection on Mentorship Networks: Building Undergraduate Writing Studies Research as a Stem Major"
From Lab Reports to Comics: A Conversation with Nickel Spartz on Creativity in Academic Writing
Blog post by Laura Gutierrez
Nickel Spartz, rising senior at Allegheny College in Meadville, Pennsylvania, and I held a conversation over Teams. Due to his duties and the strict rules of the military, we couldn't face each other, but had the pleasure of being on call. Our conversation took us into knowing Spartz academically and the importance of creative writing.
Spartz is a double major in Biochemistry and Spanish, with a theater minor. His background in biomedical classes during high school shaped his desire to deepen that knowledge. He also pursued theater, which helped balance his science courses. Spartz had a desire to study abroad to boost his language skills, which made him aim for his Spanish major, that initially wasn’t on the table. Spartz believes creative writing holds great value but admits it hasn’t always come easily. Throughout elementary and middle school, he struggled with writing assignments until two remarkable high school teachers helped him find his voice: “I learned to own my writing by channeling all my ideas into a single argument.” With their guidance, he gained the confidence to express his ideas and now enjoys creative writing and poetry. He expressed enthusiasm for writing in the context of science, saying, “If you give me a chance to write in the literate sciences, I will take you up on that.”
As we explored his research journey, Spartz shared an eye-opening project from high school. His genetic editing professor challenged students to create a comic strip instead of a traditional lab report. Although Spartz considered himself “not an artistic person,” he impressed himself with how clearly his drawings communicated complex scientific processes. This experience led him to realize he could bridge gaps in understanding: “By making a comic, I was also able to invite others... into the work that I was doing.” Spartz was able to organize his ideas and portray them on paper with distinct communication from the guidance of his teachers. Additionally, Spartz was introduced to a writer instructor who took an active interest in his ideas and worked with him to develop them. What began as a loose passion for creative prompts became a research project through her guidance, as she asked questions that challenged him to think more critically about creativity, standard academic writing, and how students report to different kinds of prompts. With her mentorship, Spartz gained the confidence and direction to turn his ideas into a fully developed project. Undoubtedly, despite him never considered humanities research up until that point, it was an eye-opening in taking a great opportunity to explore research outside of his discipline, “It's a project I am passionate about, so I did end up telling my research mentor ‘Yes’ and I would 100% say she is the reason that I have follow through as far I have”.
Spartz's research project began at the Naylor workshop, where he received valuable feedback on differentiating creative writing from standard academic prompts. Aware of students' familiarity with standard writing, he sought faculty collaboration to test various prompts with students. In discussions with his mentor, they explored critical questions about creativity and the nature of academic prompts. While Spartz believed there were excellent questions that helped him think in detail, in the corner of his mind, he knew he could take the next steps on his own.
As he collected data, Spartz argued that creative writing could be beneficial across disciplines, noting that some genres may resonate more in certain subjects than others, “I think maybe different genres of creative writing are more effective than some academic disciplines than another… using some of the class concepts, and I think that was a really interested take… yes if creative writing can be effective but you do still have to consider which creative writing genres would fit the mobile if that makes sense.” He emphasized that creativity is subjective and encourages students to think beyond traditional genres, “...something that has not been done before.”
His experiences meeting professors and drafting assignments gave him a deeper understanding of academic expectations. Outside his education, involvement in a dance company helped him develop discipline and creativity, essential for his project. As we got to the end of our interview, I heard a knock on a door and voices coming in from far away. I asked him one last question, “What do you hope this research contributes to conversations about writing pedagogy or student-centered learning in higher education?” Spartz expressed a desire to encourage discussions that break down academic barriers, advocating for diverse methods of disseminating research. He urged undergraduate students to engage in research opportunities, highlighting the profound personal and intellectual growth it can foster. Taking chances, he believes, can unlock new potential and inspiration for future projects, “...it will give you a case of developing your own ideas your own research projects and I don't think there could be a better experience for you, as you go through your undergraduate education because it does so much for you, so if considering, do it.” Not taking chances won't get you far, but if you get the courage, in this case to draw, you can find something new within yourself that can build inspiration for that research project or something that has not been done before.
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Laura Gutierrez is a student at The University of Texas Rio Grande Valley, where she majors in English with a minor in Theater. With a deep appreciation for the intricacies of the human mind and behavior, she explores how emotions shape individual experiences through her learning. Laura's literary tastes include poignant works such as Open Water by Caleb Azumah Nelson, A Little Life by Hanya Yanagihara, and the classic Pride & Prejudice by Jane Austen. Her passion for storytelling extends to film; her favorite films include The Dreamers (Bernardo Bertolucci), A Room with a View (James Ivory), and The English Patient (Anthony Minghella). Laura believes that storytelling provides a unique lens to examine society, capturing its beauty and complexity. She values the art of narrative as a vital means for individuals to connect with diverse experiences and perspectives in life's journey.
