Editing Introduction to Graduate Research (Fall 2023)
From CommunityData
The edit can be undone. Please check the comparison below to verify that this is what you want to do, and then publish the changes below to finish undoing the edit.
Latest revision | Your text | ||
Line 10: | Line 10: | ||
;Course websites | ;Course websites | ||
: [https://canvas.northwestern.edu/courses/ Canvas] for announcements, submitting assignments, and some files. | : [https://canvas.northwestern.edu/courses/ Canvas] for announcements, submitting assignments, and some files. | ||
: [https://northwestern.zoom.us/ | : [https://northwestern.zoom.us/ Zoom] for any remote, synchronous course events and guest speaker visits. | ||
: [https://wiki.communitydata.science/Introduction_to_Graduate_Research_(Fall_2023)| This wiki page] for nearly everything else. | : [https://wiki.communitydata.science/Introduction_to_Graduate_Research_(Fall_2023)| This wiki page] for nearly everything else. | ||
;'''Instructor:''' [http://aaronshaw.org Aaron Shaw] ([mailto:aaronshaw@northwestern.edu aaronshaw@northwestern.edu]) | ;'''Instructor:''' [http://aaronshaw.org Aaron Shaw] ([mailto:aaronshaw@northwestern.edu aaronshaw@northwestern.edu]) | ||
:Office Hours: | :Office Hours: Someday (in-person) or Someotherday (remote) N-Npm CT and/or by appointment | ||
:Please [[User:Aaronshaw/OH|signup for office hours appointments]] (and check that page for details). | :Please [[User:Aaronshaw/OH|signup for office hours appointments]] (and check that page for details). | ||
Line 35: | Line 35: | ||
=== Structure, topics, and themes === | === Structure, topics, and themes === | ||
The course has two main components that will be woven together in weekly class sessions: a survey of research involving TSB and MTS program faculty and an instructional seminar focused on challenges related to professional development. The course will proceed through weekly in-person seminar meetings and activities/assignments conducted outside of class time. | The course has two main components that will be woven together in weekly class sessions: a survey of research involving TSB and MTS program faculty and an instructional seminar focused on challenges related to professional development. The class sessions will all be structured around one research domain and one professional development challenge. Every week, we will host 1-2 faculty guest speakers working in the research domain and engage with one piece of their recent research. We will also pursue readings, discussions, and written assignments related to the professional development challenge. The course will proceed through weekly in-person seminar meetings and activities/assignments conducted outside of class time. | ||
For our guest speakers, we might open with the following questions: | |||
For our guest speakers, we might open with the following questions | |||
* Please tell us your "concise" (academic?) biography" (3 minutes or less?). | * Please tell us your "concise" (academic?) biography" (3 minutes or less?). | ||
* Could you share something important to you or about you that we might not know or expect? | * Could you share something important to you or about you that we might not know or expect? | ||
Line 45: | Line 43: | ||
* What do you work on these days? | * What do you work on these days? | ||
* How does the piece of research you shared fit into your career and/or a broader research agenda? | * How does the piece of research you shared fit into your career and/or a broader research agenda? | ||
Line 59: | Line 55: | ||
=== Assignments === | === Assignments === | ||
Assignments fall into two categories: weekly and final | Assignments fall into one of two categories: weekly and final (details for both below). In general, I will ask you to submit any written assignments as a PDF via Canvas. There are no specific style guidelines or formatting requirements for written assignments. I recommend a clear, professional, and conversational tone in your writing. I also recommend you familiarize yourself with salient [[User:Aaronshaw/Classroom_policies#Academic_integrity|principles on academic integrity]], including the appropriate attribution of sources. Please submit written work in a readable (size 11 or greater) font. Please include your name somewhere (prominent) in the document that you submit as well as your last name at the beginning of the filename (e.g., "Shaw-mts501-week1-assignment.pdf"). | ||
==== Weekly assignments ==== | ==== Weekly assignments ==== | ||
The course schedule (below) provides details of weekly assignments as well as links to materials and Canvas pages required to complete them. In general, '''weekly assignments are due Mondays at 6pm U.S. central time''' in order to allow time for review of (and sometimes feedback on) your submitted materials ahead of our class session. Weekly assignments | The course schedule (below) provides details of all weekly assignments as well as links to materials and Canvas pages required to complete them. In general, '''weekly assignments are due Mondays at 6pm U.S. central time''' in order to allow time for review of (and sometimes feedback on) your submitted materials ahead of our class session. Weekly assignments will consist of readings, written materials, and occasional activities related to the class topic that week. For activities that involve collaboration or conversation with colleagues, it is up to you to coordinate any meeting times, places, or communication channels as needed. | ||
'''Discussion | '''Discussion topics and questions for guest speakers:''' You are required to submit at least one discussion topic/question for each guest speaker each week (one topic and/or question per speaker). The [https://canvas.northwestern.edu/courses/ Files page of our Canvas site] contains copies of the CVs and readings from our faculty guest speakers. Please review each guests' materials prior to their visit and '''submit topics and/or questions for guests via the corresponding [https://canvas.northwestern.edu/courses/ Canvas Discussion] the Monday of their visit''' (i.e., submit topics/questions on Monday 9/25 for the Wednesday 9/27 class session). | ||
==== Final project ==== | ==== Final project ==== | ||
Line 75: | Line 67: | ||
[[Introduction_to_Graduate_Research_(Fall_2023)/Final_project|Detailed description of final projects]] | [[Introduction_to_Graduate_Research_(Fall_2023)/Final_project|Detailed description of final projects]] | ||
'''Final projects are due [https://canvas.northwestern.edu/courses/ via Canvas] at 12pm (Central time) on December 4, | '''Final projects are due [https://canvas.northwestern.edu/courses/ via Canvas] at 12pm (Central time) on December 4, 2021'''. [[Introduction_to_Graduate_Research_(Fall_2023)/Final_project|The final project]] for the course will be a 3,000-5,000 word written document consisting of two parts: (1) a strategic plan for your graduate school career and (2) a research plan for an empirical and/or design project you aim to conduct in the coming year+. [[Introduction_to_Graduate_Research_(Fall_2023)/Final_project|Additional details here]]. | ||
=== Grading and assessment === | === Grading and assessment === | ||
I will assign grades (usually a numeric integer between 0-10) for each of the following aspects of your performance in the course. For each aspect, grades start with the maximum possible value (10) and only decrease in the event of a specific failure to | I will assign grades (usually a numeric integer between 0-10) for each of the following aspects of your performance in the course. For each aspect, grades start with the maximum possible value (10) and only decrease in the event of a specific failure to meet some element of the relevant assessment rubric (more on those below). The percentage values are weights that will be applied to calculate your overall grade for the course. | ||
* Weekly participation: | * Weekly participation: 40% | ||
* Weekly assignments: 40% | * Weekly assignments: 40% | ||
* Final assignment: | * Final assignment (including all intermediate assignments): 20% | ||
For detailed assessment rubrics that I use to derive grades for all assignments, please see my [[User:Aaronshaw/Assessment|page on assessment]]. | For detailed assessment rubrics that I use to derive grades for all assignments, please see my [[User:Aaronshaw/Assessment|page on assessment]]. | ||
Line 90: | Line 82: | ||
==== General course policies ==== | ==== General course policies ==== | ||
[[User:Aaronshaw/Classroom_policies|General policies]] on a wide variety of topics including classroom equity, attendance, academic integrity, accommodations, late assignments, and more are provided [[User:Aaronshaw/Classroom_policies|on Aaron's class policies page]]. Northwestern | [[User:Aaronshaw/Classroom_policies|General policies]] on a wide variety of topics including classroom equity, attendance, academic integrity, accommodations, late assignments, and more are provided [[User:Aaronshaw/Classroom_policies|on Aaron's class policies page]]. Below are some policy statements specific to this course and quarter. | ||
==== COVID-19 Policies ==== | |||
My [[User:Aaronshaw/COVID_policies|COVID-19 policies page]] provided specific COVID-19 policies mandated by Northwestern University. Several additional COVID-19-related policies follow below. | |||
==== Teaching and learning in a pandemic ==== | |||
Even beyond my [[User:Aaronshaw/COVID_policies|COVID-19 policies]], the ongoing pandemic will impact this course in various ways, some of them obvious and tangible and others harder to pin down. On the obvious and tangible front, we have things like the fact that we will be wearing masks when we meet on campus (assuming we're able to meet on campus all quarter!) and that some of our guest speakers will likely participate remotely. These will reshape our collective experience in major ways. | |||
On the "harder to pin down" side, even though (or maybe especially because) we've been doing this pandemic thing for a while now, many of us may experience elevated levels of exhaustion, stress, uncertainty and/or distraction. We may need to provide unexpected support to family, friends, or others in our communities. I have some personal experiences with this and I expect that many (all?) of you do too. It can be a difficult time. | |||
I believe it is important to acknowledge these realities of the situation and create the space to discuss and process them in the context of our class throughout the quarter. As your instructor and colleague, I commit to do my best to approach the course in an adaptive, generous, and empathetic way. I will try to be transparent and direct with you throughout—both with respect to the course material as well as the pandemic and the university's ongoing response to it. I ask that you try to extend a similar attitude towards everyone in the course. When you have questions, feedback, or concerns, please try to share them in an appropriate, empathetic way. If you require accommodations of any kind at any time (directly related to the pandemic or not), please contact me. | |||
==== Expectations for class sessions ==== | ==== Expectations for class sessions ==== | ||
Line 97: | Line 101: | ||
Our classes are long and we will aim to take a 10-15 minute break after the first hour(ish), during which time you are very much encouraged to leave the room, stretch your legs, walk around outside, etc. Please return a few minutes prior to 3:30pm as we will host guest speakers during the second half of class and it's important that we respect their time. | Our classes are long and we will aim to take a 10-15 minute break after the first hour(ish), during which time you are very much encouraged to leave the room, stretch your legs, walk around outside, etc. Please return a few minutes prior to 3:30pm as we will host guest speakers during the second half of class and it's important that we respect their time. | ||
In the event that we ever hold synchronous remote class sessions, here are suggested protocols for any video/audio participation: | |||
In the event that | |||
* Please mute your microphone whenever you're not speaking and learn to use [https://en.wikipedia.org/wiki/Push-to-talk "push-to-talk"] if/when possible. | * Please mute your microphone whenever you're not speaking and learn to use [https://en.wikipedia.org/wiki/Push-to-talk "push-to-talk"] if/when possible. | ||
* Video is optional for all students at all times, although if you're willing/able to keep an instructor/visitor company in the video channel that is appreciated. | * Video is optional for all students at all times, although if you're willing/able to keep an instructor/visitor company in the video channel that is appreciated. | ||
* If you need to excuse yourself at any time and for any reason you may do so. | * If you need to excuse yourself at any time and for any reason you may do so. | ||
* Children, family, pets, roommates, and others with whom you may share your home/workspace are welcome to join | * Children, family, pets, roommates, and others with whom you may share your home/workspace are welcome to join our class as needed, but please do your best to minimize distractions and disruptions to the course. | ||
==== Syllabus revisions ==== | ==== Syllabus revisions ==== | ||
Line 111: | Line 114: | ||
# '''Substantial changes to the syllabus or course materials will be announced.''' Please monitor your email for Canvas messages about changes. Also, whenever I make changes, these changes will be recorded in [https://wiki.communitydata.science/index.php?title=Introduction_to_Graduate_Research_(Fall_2023)&action=history the edit history of this page] so that you can track what has changed. | # '''Substantial changes to the syllabus or course materials will be announced.''' Please monitor your email for Canvas messages about changes. Also, whenever I make changes, these changes will be recorded in [https://wiki.communitydata.science/index.php?title=Introduction_to_Graduate_Research_(Fall_2023)&action=history the edit history of this page] so that you can track what has changed. | ||
# '''The course design may adapt throughout the quarter.''' As usual (for me at least), I may iterate and prototype course design elements rapidly along the way. To this end, I will ask you for voluntary feedback — especially toward the beginning of the quarter. Please let me know what is working and what can be improved. In the past, I have made many adjustments based on this feedback and I expect to do so again. | # '''The course design may adapt throughout the quarter.''' As usual (for me at least), I may iterate and prototype course design elements rapidly along the way. To this end, I will ask you for voluntary feedback — especially toward the beginning of the quarter. Please let me know what is working and what can be improved. In the past, I have made many adjustments based on this feedback and I expect to do so again. | ||
=== Additional resources/readings === | === Additional resources/readings === | ||
Line 122: | Line 126: | ||
=== Week 1: 9.20 === | === Week 1: 9.20 === | ||
'''Challenge: What is a Ph.D. program for and what do I do with it?''' (or a University for that matter) | |||
''' | '''Guests: TSB and MTS Directors of Graduate Studies?''' | ||
==== Reading/Viewing ==== | ==== Reading/Viewing ==== | ||
* McMillan Cottom, Tressie. 2020. [https://www.youtube.com/watch?v=u0hMzG5h0Eo Reimagining Education: Race and Purpose in Higher Education] An interview/conversation with Suzanne Shanahan, Virtues and Vocations Forum, Kenan Institute for Ethics, Duke University, August, 25. '''The full video, including Q&A, is about an hour and the Q&A is great.''' | |||
* McMillan Cottom, Tressie. 2020. [https://www.youtube.com/watch?v=u0hMzG5h0Eo Reimagining Education: Race and Purpose in Higher Education] An interview/conversation with Suzanne Shanahan, Virtues and Vocations Forum, Kenan Institute for Ethics, Duke University, August, 25. '''The full video, including Q&A, is about an hour | |||
==== | ==== Additional resources ==== | ||
* | * Hagerty, Kathleen, Johnson, Craig, and Shapiro, Morton. 2021. [https://www.northwestern.edu/leadership-notes/2021/fall-welcome.html Fall Welcome]. Leadership notes, Northwestern University, September 21. | ||
* Stevens, Mitchell. 2021. [https://www.publicbooks.org/harvard-riverside-round-trip/ Harvard-Riverside, Round Trip]. ''Public Books,'' August 11. | * Stevens, Mitchell. 2021. [https://www.publicbooks.org/harvard-riverside-round-trip/ Harvard-Riverside, Round Trip]. ''Public Books,'' August 11. | ||
=== Week 2: 9.27 === | === Week 2: 9.27 === | ||
'''Challenge: What do you work on?''' Finding research questions, puzzles, problems, and challenges | |||
'''Guests: TBD''' | |||
'''Guests:''' | |||
==== Readings ==== | ==== Readings ==== | ||
* Abbott, Andrew. 2004. | * Abbott, Andrew. 2004. [https://canvas.northwestern.edu/files/12041691/download?download_frd=1 Ideas and Puzzles], Chapter 7 in Methods of Discovery, W.W. Norton, NY. pp 211-248. | ||
=== Week 3: 10.04 === | === Week 3: 10.04 === | ||
'''Challenge: Who do you work with?''' Cultivating effective mentoring relationships and collaborations | '''Challenge: Who do you work with?''' Cultivating effective mentoring relationships and collaborations | ||
'''Guests:''' | '''Guests: TBD''' | ||
==== Readings ==== | ==== Readings ==== | ||
* | * The Graduate School Administrative Board, Northwestern University. 2018. [https://www.tgs.northwestern.edu/documents/services-support/guidance-graduate-student-and-faculty-adviser-relationships.pdf Guidance for positive graduate student faculty advisor relationships] (pdf). | ||
* The Graduate School, Northwestern University. 2011. [https://www.tgs.northwestern.edu/documents/services-support/graduate-expectations-nov-2011.pdf Graduate Student Expectations Document] (pdf). | |||
* The | ==== Assignments ==== | ||
'''1. Advising reflection''': Write a brief (~500-800 word?) reflection on your advising relationship thus far. Be sure to address the following: | |||
==== | |||
'''1 | |||
* What elements of a positive advising/mentoring relationship (identified in the readings or not) strike you as particularly important to cultivate with your faculty advisor? | * What elements of a positive advising/mentoring relationship (identified in the readings or not) strike you as particularly important to cultivate with your faculty advisor? | ||
* Assess your current advising relationship with respect to the elements you identify as most important (and others, if you wish). | * Assess your current advising relationship with respect to the elements you identify as most important (and others, if you wish). | ||
Line 196: | Line 162: | ||
* Identify other potential sources of mentoring and support that can complement this plan. | * Identify other potential sources of mentoring and support that can complement this plan. | ||
''' | '''2. Collaboration interview + reflection:''' Find a more advanced graduate student who has published at least one paper with at least one coauthor (may be their advisor or not). Conduct a short (20-30 minutes or so?) open-ended interview using the questions below as a guide. Make sure to take notes (or record the conversation with permission). Write up the key findings from your interview in about 500-800 words. Be sure to emphasize any key takeaways or insights that you found especially new, surprising, or confusing. | ||
* How were responsibilities divided in this collaboration (who was responsible for what)? | * How were responsibilities divided in this collaboration (who was responsible for what)? How were decisions made about who would be responsible for what? | ||
* How did you and your collaborator(s) manage your work across different stages of the project (from research design through data collection, analysis, writing up, reference management, peer review, and publication/dissemination)? What social/technical systems did you use? | |||
* How did you and your collaborator(s) manage your work across different stages of the project (from research design through data collection, analysis, writing up, reference management, peer review, and publication/dissemination)? | * What went well in this collaboration? What would you change next time you collaborate (with the same coauthor(s) or others)? | ||
* What went well in this collaboration? | |||
''' | '''3. Submit both written texts [https://canvas.northwestern.edu/courses/ via Canvas].''' (Due Monday, DATE 6pm CT) | ||
''' | '''4. Discuss writings within your small group''' (to-be determined in class the week of DATE). Note that you should exchange writings with your group members and meet ''outside class'' to discuss each others' perspectives before DATE. Please also note that our class discussion on DATE will begin with report-outs from the small group discussions. If you would like discussion prompts, here are some ideas: | ||
* What did you notice about each other's reflections on advising and collaboration? | * What did you notice about each other's reflections on advising and interviews about collaboration? Were there any common threads? Any (surprising) divergences? | ||
* What takeaways do you have about advising/mentoring and collaboration based on these exercises? | * What takeaways do you have about advising/mentoring and collaboration based on these exercises? | ||
==== | ==== Additional resources ==== | ||
* The Graduate School | * The Rackham Graduate School, University of Michigan. 2020. [https://rackham.umich.edu/downloads/student-mentoring-handbook.pdf Graduate student mentoring guide] (pdf). University of Michigan. | ||
* Hargittai, Eszter. 2010. [https://www.insidehighered.com/advice/2010/08/27/case-collaboration The Case for Collaboration]. ''Inside Higher Ed: Ph.Do column'', August 27. | * Hargittai, Eszter. 2010. [https://www.insidehighered.com/advice/2010/08/27/case-collaboration The Case for Collaboration]. ''Inside Higher Ed: Ph.Do column'', August 27. | ||
=== Week 4: 10.11 === | === Week 4: 10.11 === | ||
'''Challenge: Where does the money come from?''' Finding funding and support for your work | |||
''' | '''Guests: TBD''' | ||
==== Readings ==== | ==== Readings ==== | ||
* Read through the [https://www.nsfgrfp.org/applicants U.S. NSF GRFP web site]. Pay particular attention to the [https://www.nsfgrfp.org/applicants/application-components/ application components] and [https://www.nsfgrfp.org/applicants/merit-review-criteria/ merit review criteria]. (Also, you may want to review the [https://www.nsfgrfp.org/applicants/applicant-eligibility/ eligibility requirements]) | * Read through the [https://www.nsfgrfp.org/applicants U.S. NSF GRFP web site]. Pay particular attention to the [https://www.nsfgrfp.org/applicants/application-components/ application components] and [https://www.nsfgrfp.org/applicants/merit-review-criteria/ merit review criteria]. (Also, you may want to review the [https://www.nsfgrfp.org/applicants/applicant-eligibility/ eligibility requirements]) | ||
==== | ==== Assignments ==== | ||
The core of your assignment this week is to develop a draft fellowship application research statement modeled on the requirements and criteria for the U.S. National Science Foundation Graduate Research Fellowship Program (more commonly known as the NSF GRFP). We will then conduct a round of peer feedback on these statements. | |||
* Draft a [https://www.nsfgrfp.org/applicants/statements/ Graduate Research Plan Statement] consistent with the NSF requirements and recommendations for GRFP applicants. | * Draft a [https://www.nsfgrfp.org/applicants/application-components/statements/ Graduate Research Plan Statement] consistent with the NSF requirements and recommendations for GRFP applicants. | ||
** The maximum length of the Graduate Research Plan Statement is two (2) pages. These page limits include all references, citations, charts, figures, images, and lists of publications and presentations. Times New Roman font for all text, Cambria Math font for equations, Symbol font for non-alphabetic characters (it is recommended that equations and symbols be inserted as an image), no smaller than 11-point, except text that is part of an image. Note that the NSF asks statements be no more than 2 pages, size 11 font. | ** The maximum length of the Graduate Research Plan Statement is two (2) pages. These page limits include all references, citations, charts, figures, images, and lists of publications and presentations. Times New Roman font for all text, Cambria Math font for equations, Symbol font for non-alphabetic characters (it is recommended that equations and symbols be inserted as an image), no smaller than 11-point, except text that is part of an image. Note that the NSF asks statements be no more than 2 pages, size 11 font. | ||
** | ** Upload your statement to Canvas as a pdf. | ||
* Conduct a round of peer feedback with at least one other person in the class. I'll | * Conduct a round of peer feedback on your draft statement with at least one other person in the class. I'll make a new set of small group assignments to facilitate this, but you are welcome to seek additional feedback (and I recommend you do whenever you plan to develop an actual fellowship or grant application!). It is often helpful to get input from people with some overlapping expertise/interests as well as people who know nearly nothing about your proposed area of research. | ||
==== Additional resources ==== | ==== Additional resources ==== | ||
* Hargittai, Eszter. 2012. [https://www.insidehighered.com/advice/2012/12/14/essay-how-learn-other-academics-cvs Learning from Others' CVs]. Inside Higher Ed: Ph.Do column, December 14. | |||
* Northwestern University [https://www.northwestern.edu/fellowships/index.html Office of Fellowships] is a useful resource. See, in particular, the office's [https://www.northwestern.edu/fellowships/find-fellowships/fellowship-finder/index.html fellowship finder tool]. | * Northwestern University [https://www.northwestern.edu/fellowships/index.html Office of Fellowships] is a useful resource. See, in particular, the office's [https://www.northwestern.edu/fellowships/find-fellowships/fellowship-finder/index.html fellowship finder tool]. | ||
Line 251: | Line 205: | ||
'''Challenge: How do you get things done?''' Creating and practicing sustainable work routines | '''Challenge: How do you get things done?''' Creating and practicing sustainable work routines | ||
'''Guests:''' | '''Guests: TBD''' | ||
==== Readings ==== | ==== Readings ==== | ||
* Henry, Alan. 2014. [https://lifehacker.com/productivity-101-a-primer-to-the-getting-things-done-1551880955 Productivity 101: A Primer to the Getting-Things-Done Philosophy]. Lifehacker, March 26. | * Henry, Alan. 2014. [https://lifehacker.com/productivity-101-a-primer-to-the-getting-things-done-1551880955 Productivity 101: A Primer to the Getting-Things-Done Philosophy]. Lifehacker, March 26. | ||
* Wajcman, J. (2019). The Digital Architecture of Time Management. ''Science, Technology, & Human Values'', 44(2), 315–337. [https://doi.org/10.1177/0162243918795041 https://doi.org/10.1177/0162243918795041] (open access and available in Canvas). | * Wajcman, J. (2019). The Digital Architecture of Time Management. ''Science, Technology, & Human Values'', 44(2), 315–337. [https://doi.org/10.1177/0162243918795041 https://doi.org/10.1177/0162243918795041] (open access and available in Canvas). | ||
==== | ==== Assignments ==== | ||
* Keep a time diary for two work days prior to this week's class. Your time diary should record information about what you do when (including non-work things). Format/record the information however you like (here's [https://www.businesstrainingcollege.com/business/what-is-a-time-diary.htm one example and a short overview]). | * Keep a time diary for two work days prior to this week's class. Your time diary should record information about what you do when (including non-work things). Format/record the information however you like (here's [https://www.businesstrainingcollege.com/business/what-is-a-time-diary.htm one example and a short overview]). | ||
* Write a ~300-500 word reflection on what you learn (or not?) from your time diary. How did you spend your time? How much of it was work-related? How would you categorize how you spent your work time (e.g., faculty might categorize their work in terms of teaching, research, service)? What research and workflow tools do you use to perform your work? How typical were these days for you? What changes do you anticipate/plan in the future? What challenges or problems can you identify in your existing work habits/workflow and how will you address them? | * Write a ~300-500 word reflection on what you learn (or not?) from your time diary. How did you spend your time? How much of it was work-related? How would you categorize how you spent your work time (e.g., faculty might categorize their work in terms of teaching, research, service)? What research and workflow tools do you use to perform your work? How typical were these days for you? What changes do you anticipate/plan in the future? What challenges or problems can you identify in your existing work habits/workflow and how will you address them? | ||
* [https://canvas.northwestern.edu/courses/ Upload your reflection to Canvas]. | * [https://canvas.northwestern.edu/courses/ Upload your reflection to Canvas]. | ||
* | * Return to your Week 3 small groups (I have the list if you need it), swap reflections (swapping time diaries is not required!), and hold a meeting in which you discuss each other's work habits, workflow, time use, tool use, and just about anything else that comes up. | ||
==== Additional resources ==== | ==== Additional resources ==== | ||
* Healy, Kieran. 2020. [https://kieranhealy.org/publications/plain-person-text/ The Plain Person's Guide to Plain Text Social Science]. Duke University. | |||
* [https://usesthis.com/ Uses this] (blog profiling what tools people use to do their work) especially (maybe?) the [https://usesthis.com/categories/professor/ professor category]. | * [https://usesthis.com/ Uses this] (blog profiling what tools people use to do their work) especially (maybe?) the [https://usesthis.com/categories/professor/ professor category]. | ||
* Munroe, Randall. [https://xkcd.com/1205/ Is it worth the time?], xkcd. | * Munroe, Randall. [https://xkcd.com/1205/ Is it worth the time?], xkcd. | ||
Line 286: | Line 225: | ||
'''Challenge: What field(s) are you in?''' Building professional communities and (support) networks | '''Challenge: What field(s) are you in?''' Building professional communities and (support) networks | ||
'''Guests: TBD''' | |||
'''Guests:''' | |||
==== Readings ==== | ==== Readings ==== | ||
* Bernstein, Robin. 2017. [https://jobs.chronicle.com/article/how-to-talk-to-famous-professors How to talk to famous professors]. ''Chronicle of Higher Education: Jobs.'' | * Bernstein, Robin. 2017. [https://jobs.chronicle.com/article/how-to-talk-to-famous-professors How to talk to famous professors]. ''Chronicle of Higher Education: Jobs.'' | ||
* Coleman Robin R, Means, and Jennifer McGee Reyes. 2021. Assessing Programmatic Mentoring: Requiem for Carmen, ''Communication, Culture and Critique,'' tcab051, [https://doi.org/10.1093/ccc/tcab051 https://doi.org/10.1093/ccc/tcab051] (available in Canvas). | * Coleman Robin R, Means, and Jennifer McGee Reyes. 2021. Assessing Programmatic Mentoring: Requiem for Carmen, ''Communication, Culture and Critique,'' tcab051, [https://doi.org/10.1093/ccc/tcab051 https://doi.org/10.1093/ccc/tcab051] (available in Canvas). | ||
* | * Tobin, Thomas J. 2020. [https://jobs.chronicle.com/article/how-to-make-the-most-of-a-virtual-conference How to make the most of a virtual conference]. ''Chronicle of Higher Education: Jobs.'' | ||
* Whitaker, Manya. 2017. [https://jobs.chronicle.com/article/how-to-create-and-keep-a-useful-network How to create and keep a useful network]. ''Chronicle of Higher Education: Jobs.'' | * Whitaker, Manya. 2017. [https://jobs.chronicle.com/article/how-to-create-and-keep-a-useful-network How to create and keep a useful network]. ''Chronicle of Higher Education: Jobs.'' | ||
==== | ==== Assignments ==== | ||
* Identify 1 senior faculty/researcher and 2 junior faculty/researchers working in your (best approximation of) your current field of interest. Ideally, the senior person should be at least 5 years post-doctoral degree and the junior people should have completed doctoral degrees within the past 3-5 years. | * Identify 1 senior faculty/researcher and 2 junior faculty/researchers working in your (best approximation of) your current field of interest. Ideally, the senior person should be at least 5 years post-doctoral degree and the junior people should have completed doctoral degrees within the past 3-5 years. | ||
* Find their CVs (likely online). If you can't find someone's CV, try to choose another person. | * Find their CVs (likely online). If you can't find someone's CV, try to choose another person. | ||
* Identify relevant (to you and your field(s) of interest) conferences, professional associations, workshops, and other evidence of open professional networks (or events) from the CVs. Collect these in a written list somewhere (that you can bring with you to class). | * Identify relevant (to you and your field(s) of interest) conferences, professional associations, workshops, and other evidence of open professional networks (or events) from the CVs. Collect these in a written list somewhere (that you can bring with you to class). | ||
* Figure out how many and what kinds of publications, creative works, or other research products the people had generated | * Figure out how many and what kinds of publications, creative works, or other research products the people had generated around the time they would have finished their doctoral degrees. Compare the quantities, qualities, venues, or other salient attributes of these research products across the people you chose. | ||
* In about 500 words, reflect on the results of this exercise and the readings about professional networks/mentoring. What do you notice in the CVs you reviewed? What stands out from the readings? What concrete goals, strategies, and next steps will you pursue to develop your own | * In about 500 words, reflect on the results of this exercise and the readings about professional networks/mentoring. What do you notice in the CVs you reviewed? What stands out from the readings? What concrete goals, strategies, and next steps will you pursue to develop your own networks? How will you assess your progress towards these goals and the implementation of these strategies? | ||
* [https://canvas.northwestern.edu/courses Upload your reflection to Canvas] and come to class prepared to discuss it. | * [https://canvas.northwestern.edu/courses Upload your reflection to Canvas] and come to class prepared to discuss it. | ||
=== Week 7: 11.01 === | === Week 7: 11.01 === | ||
'''Challenge: How do others see you?''' Crafting a professional identity | '''Challenge: How do others see you?''' Crafting a professional identity | ||
'''Guests: TBD''' | |||
'''Guests:''' | |||
==== Readings ==== | ==== Readings ==== | ||
* Hargittai, E. & King, B. 2013. [https://www.insidehighered.com/advice/2013/11/11/essay-what-academic-job-seekers-need-their-websites You need a website]. Insider Higher Ed: Ph.Do column, November 11. | * Hargittai, E. & King, B. 2013. [https://www.insidehighered.com/advice/2013/11/11/essay-what-academic-job-seekers-need-their-websites You need a website]. Insider Higher Ed: Ph.Do column, November 11. | ||
* [https://www.lib.sfu.ca/help/publish/scholarly-publishing/visibility Visibility: Building your online presence]. Simon Fraser University Scholarly Publishing Resources. | * [https://www.lib.sfu.ca/help/publish/scholarly-publishing/visibility Visibility: Building your online presence]. Simon Fraser University Scholarly Publishing Resources. | ||
==== | ==== Assignment ==== | ||
You will once again work in pairs (or so) for this assignment: | You will once again work in pairs (or so) for this assignment: | ||
* Search your colleague's full name. See what results come up. | * Search your colleague's full name. See what results come up. | ||
* Using a browser window with no search/browsing history and without being logged in to any services (Gmail | * Using a browser window with no search/browsing history and without being logged in to any services (Gmail, Facebook, etc.), conduct another search for your colleague and see what comes up. | ||
* Conduct yet another search for your colleague's name using a search engine that you do not use frequently/ever. A good option for many of you might be [duckduckgo.com/ DuckDuckGo]. | * Conduct yet another search for your colleague's name using a search engine that you do not use frequently/ever. A good option for many of you might be [duckduckgo.com/ DuckDuckGo]. | ||
* Repeat your searches with different configurations of your colleague's name (e.g., with/without middle names, with/without quotations, with/without institutional affiliation(s), etc.). Be creative ( | * Repeat your searches with different configurations of your colleague's name (e.g., with/without middle names, with/without quotations, with/without institutional affiliation(s), etc.). Be creative (without being creepy). | ||
* | * Write a brief analysis summarizing what you learned. What did you find through the quick/initial search? What did you discover through more involved/elaborate searches? Include links/screenshots as you deem appropriate. Also, be sure to conclude your analysis with at least three concrete recommendations for how this person can improve their online image? | ||
* Share this analysis with your colleague and submit it via Canvas. | |||
* | |||
==== Suggested readings ==== | ==== Suggested readings ==== | ||
* | |||
* | === Week 8: 11.08 === | ||
'''Challenge: How do you communicate your work? (Part I)''' Writing, publishing, and reviewing | |||
'''Guests: TBD''' | |||
==== Readings: ==== | |||
* Cosley, Dan. 2014. [https://blogs.cornell.edu/danco/2014/06/12/how-i-review-papers/ How I review papers]. Danco blog. | |||
* King, Brayden. 2011. [https://orgtheory.wordpress.com/2011/05/31/the-editors-speak-what-makes-a-good-review/ The editors speak: what makes a good review?] (read the entire post and all the statements from the journal editors). OrgTheory Blog. | |||
* ''Example reviews shared by volunteers''(I will solicit/select these in-class). | |||
==== Assignments: ==== | |||
* Draft an abstract (250-500 words?) of the research plan/proposal portion of your final project. You may write more than one abstract if you have not chosen a direction yet, but please limit yourself to submitting no more than 2. | |||
* Submit the abstract via Canvas. | |||
* I will assign peer pairings for feedback via Canvas. | |||
==== Additional resources ==== | |||
* ''International Journal of Communication'': [https://annenbergpress.com/2020/02/06/ijoc-publishes-special-forum-section-on-writing-in-communication-and-media-studies/ Special Forum Section "On Writing in Communication and Media Studies"]. 2021. | |||
* Elmqvist, Niklas. (2015). [https://sites.umiacs.umd.edu/elm/2015/12/19/how-to-review-hcivisualization-papers/ How to review HCI/Visualization papers]. | |||
* Nobarany, S., Booth, K.S., Hsieh, G. (2015). [https://faculty.washington.edu/garyhs/docs/nobarany-JAIST-Review.pdf What motivates people to review articles? The case of the human-computer interaction community]. ''Journal of the Association for Information Science and Technology''. DOI: 10.1002/asi.23469. | |||
* Raff. Jennifer. (2015). [https://violentmetaphors.com/2013/12/13/how-to-become-good-at-peer-review-a-guide-for-young-scientists/ How to become good at peer review: A guide for young scientists]. Violent metaphors blog. | |||
=== Week 9: 11.15 === | === Week 9: 11.15 === | ||
'''Challenge: How do you communicate your work? (Part II) Presentations and other means of dissemination | '''Challenge: How do you communicate your work? (Part II) Presentations and other means of dissemination | ||
'''Guests:''' | '''Guests: TBD''' | ||
==== Readings, etc. ==== | ==== Readings, etc. ==== | ||
* Case study on [https://caseyfiesler.com Professor Casey Fiesler] (CU Boulder, Information). You should check out her [https://caseyfiesler.com personal website], [https://www.internetruleslab.com/ lab website], [https://www.youtube.com/c/CaseyFieslerPhD Youtube channel], [https://cfiesler.medium.com/ Medium blog], [https://www.tiktok.com/@professorcasey? TikTok channel], [https://twitter.com/cfiesler Twitter], and [https://caseyfiesler.com/press/ Press and public scholarship page]. Please make sure to review the (good) examples that follow below | * Case study on [https://caseyfiesler.com Professor Casey Fiesler] (CU Boulder, Information). You should check out her [https://caseyfiesler.com personal website], [https://www.internetruleslab.com/ lab website], [https://www.youtube.com/c/CaseyFieslerPhD Youtube channel], [https://cfiesler.medium.com/ Medium blog], [https://www.tiktok.com/@professorcasey? TikTok channel], [https://twitter.com/cfiesler Twitter], and [https://caseyfiesler.com/press/ Press and public scholarship page]. Please make sure to review the (good) examples that follow below | ||
** [https://www.youtube.com/watch?v=GvkuEKGNWQo Academic public scholarship: Should you blog as a grad student or professor?] | ** [https://www.youtube.com/watch?v=GvkuEKGNWQo Academic public scholarship: Should you blog as a grad student or professor?] | ||
Line 403: | Line 298: | ||
** [https://www.internetruleslab.com/fandom Internet Rules Lab page on fandom research] | ** [https://www.internetruleslab.com/fandom Internet Rules Lab page on fandom research] | ||
==== | ==== Assignment ==== | ||
* Create and record a prototype "pitch" (maximum 1 minute or about 150 words) that communicates your research to both colleagues and non-specialist, non-academic "civilians." You should focus either on the project you are planning/pursuing for the research plan component of the final project in this course or your research agenda overall. Feel free to consult online resources (for example, [https://www.youtube.com/watch?v=G6BVhuBvzQY this video] is a little hokey, but decent). Note that this will (likely) require you to speak to the (anticipated) results and contribution of your project! | |||
* | * Please upload the text and video to Canvas. Note that you can (I believe!) record your video directly in Canvas as well! | ||
* | |||
==== Additional resources ==== | ==== Additional resources ==== | ||
Line 419: | Line 310: | ||
=== Week 10: 11.22 === | === Week 10: 11.22 === | ||
'''No class meeting this week.''' | '''No class meeting this week.''' | ||
=== Week 11: 11.29 === | === Week 11: 11.29 === | ||
Line 425: | Line 315: | ||
'''Challenge: Where to from here?''' Pathways through graduate school, job markets, and beyond | '''Challenge: Where to from here?''' Pathways through graduate school, job markets, and beyond | ||
'''Guests: Distinguished Alumni Panel TBD''' | |||
'''Guests: Distinguished Alumni Panel | |||
== Credit and notes == | == Credit and notes == | ||
This course design and syllabus builds from prior iterations offered by Claudio Benzecry, Pablo Boczkowski, Darren Gergle, Eszter Hargittai, and me. It has also been shaped by input from the current faculty affiliated with the MTS and TSB Ph.D. programs | This course design and syllabus builds from prior iterations offered by Claudio Benzecry, Pablo Boczkowski, Darren Gergle, Eszter Hargittai, and me. It has also been shaped by input from the current faculty affiliated with the MTS and TSB Ph.D. programs. |