I just sent my final email* as my department’s Director of Graduate Studies. If I had the energy, I’d throw a party to celebrate the end of my term, but I don’t think I have it in me. Instead, I thought I’d take some time to reflect on what I learned, in hopes that others who want to be an advocate for graduate students (whether in an official position or not) might find some use for what worked and what didn’t over the last three years:
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- Don’t rely on outdated data.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.
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.”
I’m against active learning. Well, maybe not against it. Would you settle for “less for it than others are?” Here’s why.
I was asked by the folks over at The Hidden Curriculum to answer a question prompted by my recent scatterplot post: (grad)student-faculty interaction. Specifically, readers were curious about how to identify mentors and make the most of those relationships, as well as any advice that I had on bridging gender gaps in mentoring.
The take-away is that it is possible to establish some of the qualities of interaction that those more informal encounters foster regardless of where the specific interactions take place. Whether in an office or on a soccer field, an open and honest relationship – with good communication and shared expectations – with a faculty member will enhance the mentoring you get. Check out the post for more, including my distinction between advising and mentoring and resources for students (and faculty) interested in improving mentoring experiences.
This NYTimes article, Just Graduated, and Fumbling Through a First Job, appeared in my newsfeed today, despite being published last week. My initial thought was that it would make a nice addition to the “Examples from Everyday Life” links for my Social Psychology class (impression management, socialization, age vs. cohort differences, etc.). But my DGS role soon eclipsed those thoughts and I imagined a parallel piece that might appear in the Chronicle of Higher Education, as the article had a lot of insight that new graduate students could benefit from.**
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.