From a graduate student:
My institution offers a graduate certificate in Women’s Studies through the Women’s Studies department. As someone who aspires to be seen as a Sociologist who does gender/sexuality, how helpful do you think this would be on the job market?
I hope to get some answers that break it down a bit:
- Will it be a leg up for gender-focused sociology jobs?
- Will it open opportunities for joint appointments in Women Studies and Sociology?
- Is a 3-course certificate worth the opportunity cost of working on a side project or pushing dissertation research forward?
A junior faculty correspondent writes to ask: “How do sociologists locate funding to write their first book while on the tenure track? How do they locate stand-alone funding to write and/or funding to be an in-residence scholar at another institution? And is there a central place to look for these opportunities?”
So, scatterbrains, what advice do you have? I know about a few of the high profile, in-residence opportunities (like the Stanford CASBS), but only through informal networks, so I’m excited to hear your thoughts as I start my own search for resources. Are there good databases for finding other opportunities? Strategies for raising grant funds specifically to help supplement a sabbatical for those institutions that offer a one semester sabbatical with an option for an unfunded second? Other thoughts? Thanks!
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.”
A colleague of mine has set up a writing accountability group for the summer. They’ll check in once a week to see how the past week went and to map out the coming week. The group is not explicitly about reading one another’s work, but about ensuring that such work is accomplished. I thought some of her questions and concerns would be a worthwhile discussion to have with a wider audience and something that others who might plan such groups could benefit from.
- Should these groups be about encouragement, measuring progress, evaluating goal achievement, all of the above, or something else?
- If the group is about encouragement, how can one balance encouragement with enabling? What happens if someone always has an excuse for why they’re not writing? Should they continue to be part of the group?
- If the group is about progress, what are some of the ways that we can measure progress on intellectual work when it’s not always clear-cut (e.g., an argument is developing, even if I haven’t written the introduction, the paper might not be getting longer, but it’s getting more polished) ?
- If the group is about setting and evaluating goals, what type of goals are most effective? Is it better to say, “I’ll finish the data and methods section of Paper A this week,” or to say, “I will actively work on Paper A five days this week,” or something in-between?
- Are there ways for fellow group members to motivate progress and goal achievement? Gold stars worked in grade school, but what works in grad school or on the tenure-track?
- If someone is working on a number of projects, should they work on each of these a little each week, or focus on them one at a time? Is it possible for people to move projects forward in tandem, in ways that are mutually beneficial, or does multitasking come with too much of a cost?
Finally, are there other things that readers would suggest about such groups? Do you have good success stories, things to be wary of? Any feedback is welcome.
Notre Dame loves to make videos. They are currently working on a series about graduate students’ experiences on campus and I had a meeting with the production company today to discuss one of the videos, a segment focused on (grad)student-faculty interaction. As great as the meeting was, I left feeling incredibly discouraged about the state of (grad)student-faculty interaction and wondering what, if anything, can be done to change it.
Continue reading “(grad)student-faculty interaction”
I often tell my students that the course that changed my life was Introduction to Sociology. Today I realized that I’ve been lying to them, or to myself, all this time. The class that truly changed my life was Human Development 100.
Continue reading “becoming a master student.”
On behalf of an anonymous reader:
After submitting an article to a journal, I have received a revise & resubmit decision along with two reviewer reports. The changes suggested by the reviewers and the editor seem reasonable and doable. However, it has occurred to me after I received the reports that the statistical model I used has limitations. These limitations had neither occurred to me before, nor were they noted by either of the reviewers or the editor. I think the sound thing to do would be to change the model and the data for this are available, but I am concerned about how this will look to the reviewers and the editor.