Graduate and undergraduate students can be tremendous assets to your research endeavors and can serve as the embodiment of a merger between your teaching and research activity. For all the benefits of working with students, some concerns and challenges exist. In today’s post, I want to share some tips for publishing with students that you can use to make sure that your publishing relationships with students go well for everyone involved.
Academic publishing represents one of the most significant aspects of the work of faculty members as well as graduate students. One’s success in academic publishing fundamentally determines one’s success in higher education. Publishing is vital for getting a faculty position and critical in the tenure decision. Unlike other aspects of faculty work such as teaching or service, the high stakes world of academic publishing is fraught with complications. What counts? How is one type of publication weighted compared to another? These questions are quite context-specific depending on your discipline, institution, and department. In today’s post, I want to help unpack academic publishing and research by exploring the question of what are the different types of academic publications.
Like the broader publishing world, academic publishing has changed dramatically in recent years. Universities have closed academic presses and the need to turn a profit, while always present, has grown exponentially more relevant to publishing decisions.
The ratcheting up of tenure expectations with institutional aspirations has led to journals and presses being inundated with mediocre manuscripts.
One of the most challenges aspects for graduate students is learning various lines of inquiry. Inside every field of study are schools of thought, methodologies, theories, and research approaches for particular topics. How do you quickly and efficiently learn about a new topic? In today’s post, I suggest that you learn about lines of inquiry by studying individual researchers.
When I have students that seek to learn about a new area of research, I often recommend that they look up an individual researcher that publishes extensively on the topic. Often, I’m even able to give the name of someone to help get them started.
I recommend pulling the researcher’s CV and reading all of their publications on a topic.
My entire career has been spent teaching and working with graduate students who are also practitioners. I’ve worked with college presidents and vice presidents far along in their careers as well as new master’s students just starting theirs. During this time, I’ve had many conversations with colleagues and students regarding how to best prepare practitioners in practice not focusing on research . Common questions include the necessity of theory, teaching technical skills, and the value of case studies for offering a glimpse into “real life.” One of the most common questions that come up in these discussions is the role of scholarly writing. Do students need to write a dissertation? What should that look like for practitioners versus future scholars? Should class assignments mirror real life problems or the abstract world of scholarship. In today’s post, I want to explain why I think practitioners need to learn scholarly writing.
Scholarly writing is hard. It is easy to say some students can do it and other can’t. This simply isn’t true.
The faculty job market today is tougher than it has been in a generation. Fewer positions and more doctoral graduates in nearly every discipline have ratcheted up the difficulty in successfully landing a faculty position. Just securing a campus interview is a often a reason for celebration as it means you’ve made it through rounds of reviews and Skype or phone interviews. But how to prepare for an on campus faculty interview? In today’s post, I will provide tips and suggestions to successfully navigate the grueling on campus interview.
My first on campus interview was taxing. I can’t think of a time where I have been more exhausted. Two days of talking, networking, and selling myself took a toll.
Fortunately, I got good advice from advisers and mentors and was able to land an offer.
Over the years, I’ve seen candidates doom their chances while others hit a home run securing the job.