I read two seemingly unrelated professionalization pieces last week: The Chonicle‘s “Operation Keep My Job” and IHE‘s “Advice from an Outlaw Writer.” The two couldn’t be more different from one another. Bethany Albertson discusses a number of the insights anyone seeking professionalization will hear time and again (e.g., “just say no,” “ask for help,” “keep trying”) and Jane Ward encourages us to work against common refrains -“don’t chip! binge!”
However, they shared an important wisdom – although articulated differently – urging caution in how we connect with those around us. Continue reading “the stories we tell.”
I read Aldon Morris’s much-anticipated book, The Scholar Denied, with great interest. I heard Morris talk about the book when he visited UNC last year, and have read and taught some shorter work he’s published from this project. I was not disappointed – it’s a great book, meticulously documented, passionately argued, and sure to correct many important parts of the historical record on the development of American sociology. I learned quite a bit about W. E. B. du Bois’s life and intellectual productivity. Separating the book’s argument into three related claims, I find the first two fully demonstrated. However, I remain unsure of the third, most ambitious, case the book tries to defend.
Continue reading “morris, the scholar denied”
In the Washington Post earlier this week, Steve Pearlstein published a piece promoting four things universities should do to cut costs:
- Cap administrative costs
- Operate year round, five days a week
- More teaching, less (mediocre) research
- Cheaper, better general education
The next day, Daniel Drezner responded with four things columnists should do before writing about universities.
- Define what you mean by “universities.”
- Don’t exaggerate the problems that actually exist.
- Don’t rely on outdated data.
- Be honest that you’re using higher ed reform as an implicit industrial policy.
Continue reading “cost-cutting in higher ed”
Of all of the issues brought up by the Lacour controversy, we have not devoted enough attention to one in my view. The
YaleColumbia* IRB made itself part of this problem.
In his initial comments to Retraction Watch, Lacour’s coauthor and Columbia political science professor Donal Green wrote,
Given that I did not have IRB approval for the study from my home institution, I took care not to analyze any primary data – the datafiles that I analyzed were the same replication datasets that Michael LaCour posted to his website. Looking back, the failure to verify the original Qualtrics data was a serious mistake.
This points to a real cost imposed by intransigent IRBs that become significant hurdles for research to progress. As institutions evaluate their response to this affair, and we reevaluate our own approaches to collaboration, those efforts would not be complete without considering the fact that IRBs hinder good, ethical research.
Continue reading “lacour and the opportunity costs of intransigent irb reviews”
This article (Clauset, Arbesman, and Larremore. “Systematic inequality and hierarchy in faculty hiring networks”) has been making the rounds lately. The article uses a network method to extract prestige rankings from the set of graduate degrees and faculty hires. It shows “that faculty hiring follows a common and steeply hierarchical structure that reflects profound social inequality.”
Blog posts, tweets, and stories about the article (e.g., this one from the Monkey Cage) have mostly picked up on the idea that the fact that prestigious departments generally hire Ph.D.s from other prestigious departments must mean that “academia is not a meritocracy.” While I would certainly not claim that academia is a meritocracy, I don’t think the Clauset et al. paper demonstrates that.
Continue reading “prestige trumps quality in faculty hiring? not so fast”
Remember how the ASA was trying to decide how to expand its gender categories? Since then, the ASA Committee on the Status of LGBT Persons in Sociology has been holding conversations, doing research on how other organizations do it, and thinking through what schema will best capture the sociological categories that are meaningful to people. They came up with the following proposal, which ASA Council voted on and passed at their meeting this week:
Continue reading “asa council decides on gender categories”
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.