Editing Introduction to Graduate Research (Fall 2023)
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;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, including remote 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. | ||
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=== 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 | ||
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=== Week 4: 10.11 === | === Week 4: 10.11 === | ||
'''Challenge: Where does the money come from?''' Finding funding and support for your work | '''Challenge: Where does the money come from?''' Finding funding and support for your work | ||
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==== 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]) | ||
* Lu, Yingdan, Schaefer, Jack, Park, Kunwoo, Joo, Jungseock, & Pan, Jennifer. 2022. [https://doi.org/10.1177/19401612221117470 How Information Flows from the World to China]. The International Journal of Press/Politics, 0(0). https://doi.org/10.1177/19401612221117470 | * Lu, Yingdan, Schaefer, Jack, Park, Kunwoo, Joo, Jungseock, & Pan, Jennifer. 2022. [https://doi.org/10.1177/19401612221117470 How Information Flows from the World to China]. The International Journal of Press/Politics, 0(0). https://doi.org/10.1177/19401612221117470 | ||
==== Recommended readings ==== | ==== Recommended readings ==== | ||
* King, Gary, Pan, Jennifer and Roberts, Margaret E., 2013. [https://doi.org/10.1017/S0003055413000014 How censorship in China allows government criticism but silences collective expression]. ''American political science Review'', ''107''(2), pp.326-343. https://doi.org/10.1017/S0003055413000014 | * King, Gary, Pan, Jennifer and Roberts, Margaret E., 2013. [https://doi.org/10.1017/S0003055413000014 How censorship in China allows government criticism but silences collective expression]. ''American political science Review'', ''107''(2), pp.326-343. https://doi.org/10.1017/S0003055413000014 | ||
==== Written work and activities ==== | ==== Written work and activities ==== | ||
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'''Guests:''' | '''Guests:''' | ||
* Erik Nisbet ( | * Erik Nisbet (CV) | ||
==== 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). | ||
==== Written work and activities ==== | ==== Written work and activities ==== | ||
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* 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. | ||
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=== Week 6: 10.25 === | === Week 6: 10.25 === | ||
'''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:''' | '''Guests:''' | ||
* T.J. Billard | * T.J. Billard | ||
==== 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). | ||
* 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. | * 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. | ||
* 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.'' | ||
<!--- | <!--- | ||
* 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.'' | * 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.'' | ||
---> | ---> | ||
==== Written work and activities ==== | ==== Written work and activities ==== | ||
* 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 | |||
'''Guests:''' | |||
* Larissa Buchholz | |||
* James Schwoch | |||
==== 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. | |||
* [https://www.lib.sfu.ca/help/publish/scholarly-publishing/visibility Visibility: Building your online presence]. Simon Fraser University Scholarly Publishing Resources. | |||
==== Written work and activities ==== | |||
You will once again work in pairs (or so) for this assignment: | |||
* 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, 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]. | |||
* 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 ==== | |||
=== Week 8: 11.08 === | |||
'''Challenge: How do you communicate your work? (Part I)''' Writing, publishing, and reviewing | '''Challenge: How do you communicate your work? (Part I)''' Writing, publishing, and reviewing | ||
'''Guests:''' | '''Guests:''' | ||
* | * Matthew Kay | ||
==== Readings: ==== | ==== Readings: ==== | ||
* Cosley, Dan. 2014. [https://blogs.cornell.edu/danco/2014/06/12/how-i-review-papers/ How I review papers]. Danco blog. | * 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. | * 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). | ||
==== Written work and activities: ==== | ==== Written work and activities: ==== | ||
* 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. | |||
* I | |||
==== Additional resources ==== | ==== Additional resources ==== | ||
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* Savage, Van and Yeh, Pamela. 2019. [https://www.nature.com/articles/d41586-019-02918-5 Novelist Cormac McCarthy's tips on how to write a great science paper]. ''Nature'' Career column, September 26. | * Savage, Van and Yeh, Pamela. 2019. [https://www.nature.com/articles/d41586-019-02918-5 Novelist Cormac McCarthy's tips on how to write a great science paper]. ''Nature'' Career column, September 26. | ||
=== Week 9: 11.15 === | === Week 9: 11.15 === | ||
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'''Guests:''' | '''Guests:''' | ||
* Moya Bailey | * Moya Bailey | ||
==== 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?] | ||
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** [https://www.wired.com/story/opinion-ethical-tech-starts-with-addressing-ethical-debt/ Ethical tech starts with addressing ethical debt (''Wired'' opinion)] | ** [https://www.wired.com/story/opinion-ethical-tech-starts-with-addressing-ethical-debt/ Ethical tech starts with addressing ethical debt (''Wired'' opinion)] | ||
** [https://www.internetruleslab.com/fandom Internet Rules Lab page on fandom research] | ** [https://www.internetruleslab.com/fandom Internet Rules Lab page on fandom research] | ||
==== Activities ==== | ==== Activities ==== | ||
* 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 ==== | ||
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* Pilcher, Helen. 2019. [https://sigchi.org/resources/communicating-your-research-with-the-public-and-press/ A practical guide to communicating with non-scientists]. Sigchi.org. | * Pilcher, Helen. 2019. [https://sigchi.org/resources/communicating-your-research-with-the-public-and-press/ A practical guide to communicating with non-scientists]. Sigchi.org. | ||
* Tufte, Edward. The Cognitive Style of PowerPoint (a classic! on Canvas). | * Tufte, Edward. The Cognitive Style of PowerPoint (a classic! on Canvas). | ||
=== Week 10: 11.22 === | === Week 10: 11.22 === | ||
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'''Readings:''' | '''Readings:''' | ||
* Guo, Philip J. 2015 (revised edition). | * Guo, Philip J. 2015 (revised edition). The Ph.D. Grind: A Ph.D. Student Memoir (via Canvas). | ||
'''Guests: Distinguished Alumni Panel TBD''' | |||
=== Week 12: 12.04 === | === Week 12: 12.04 === | ||
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== 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. |