As I have admitted before, I am a terrible electronic file-keeper. If I was to count up the minutes I have wasted in the last 15 years searching for files that should have been easy to find or typing and retyping Stata code that would have (and should have) been a simple do-file or doing web searches for things that I read that I thought I wanted to include in lectures or powerpoints or articles but couldn’t place, I fear I would discover many months of my life wasted as a result of my organizational ineptitude.
For a long while, these bad habits only affected me (and the occasional collaborator). It was my wasted time and effort. Now, though, expectations are changing and this type of disorganization can make or break a career. I think about my dissertation data and related files, strewn about floppy disks and disparate folders, and I feel both shame and fear. Continue reading “ask a scatterbrain: managing workflow.”
I am wrapping up my second year as DGS in my department. Over the last couple years I’ve made some small, but significant changes in our grad program and I’m finally beginning to see the results. Now that I’ve found my sea legs (just in time for my term to end next summer), I’m ready to tackle something new: improving our support for students on the market. Continue reading “ask a scatterbrain: supporting students on the job market.”
As a follow-up to Dan’s posting of the Junior Theorists Symposium’s call for papers last year, here is the recently released schedule. By the looks of it, 2015’s event promises to live up to the JTS’s reputation as a lively and thought-provoking way to kick off the ASA meetings. The event is open to all.*
Junior Theorists Symposium
University of Chicago
Social Sciences Room 122
August 21, 2015
Continue reading “2015 junior theorists symposium (jts) schedule”
Update (4/15/15): I’ve since heard that this idea emerged in a class at Price’s undergraduate institution, Seattle Pacific University (also where I became a Sociology major thanks to a class taught by another Price). In other words, having students consider how social science can inform their own lives and future decision-making as part of classes could have a tremendous impact on how they carry that knowledge into the world. Something academics should take seriously and cultivate.
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I have long been fascinated by quests to live out proscriptions (whether Oprah’s advice, The Bible, or the myriad other things people decide to do and blog about for a year). When I read today’s headline about the CEO who was raising his lowest paid worker’s salary to $70,000, I was anything but fascinated. But tonight, a friend’s Facebook post inspired me to actually read the article.
Dan Price, the CEO of Gravity Payments isn’t only raising his employee’s salaries, he’s also lowering his own from 1 million to just $70,000. What inspired him to pull the lowest up and his own down?
Continue reading “living social science.”
As a follow-up to previous scatterplot discussions of impostorism, I thought that some readers might be interested in participating in an online study of faculty well-being, self-regulation, and the impostor phenomenon:
h/t: Shit Academics Say
I apparently attended the same session at the ASA conference as Scott Jaschik yesterday, one on Gender and Work in the Academy. He must have been the guy with press badge who couldn’t wait to fact-check his notes during the Q&A.
The first presenter, Kate Weisshaar from Stanford University, started the session off with a bang with her presentation looking at the glass ceiling in academia, asking whether it was productivity that explained women’s under-representation among the ranks of the tenured (or attrition to lower-ranked programs or out of academia all together). A summary of her findings – and a bit of detail about the session and the session organizer’s response to her presentation – appeared in Inside Higher Ed today. Continue reading “productivity, sexism, or a less sexy explanation.”
I just wrapped up a two week course for graduate students on effective and engaging teaching in the social sciences and humanities. The first day of class, as we talked about issues we’d like to cover over the session, one student asked how to ensure that teaching doesn’t take up all her time so that she can actually finish her dissertation.
I outlined my core belief when it comes to teaching (don’t reinvent the wheel) and a handful of strategies I had discovered worked well for work-life balance in general: have a strict schedule and clearly outlined goals, and be sure to block out time for your non-student self.* I made an off-hand remark about how, in my research on graduate students, I found that students with children were much better at all three of those things than students without, but particularly the last one, because they felt they had a good excuse for “turning off” their grad student role.
The student who originally asked the question piped up, “Oh, I get that. I’m great at calling it a day to go take care of my dog.” I asked her to pretend, for just a moment, that her dissertation was as important as her dog. If she could stop herself from writing too many comments on her students’ papers or tweaking the reading list again or over-preparing for the next day’s lectures because she knew she had to go home to take her dog out, surely she stop herself from doing all those things because she had to take care of her own research.
Bottom line: Setting aside time for your research while you’re teaching isn’t neglecting your students, it’s taking care of you and your career (and ensuring you can still afford dog food when you finish your PhD).
*It can be tough, because of all the immediate reinforcement that teaching and the classroom provides, but as Jeremy illustrates, anything (including research or ones dissertation) can be turned in to a game that offers similar psychological incentives.