What I wish was made explicit to Me My First 2-Years of Grad School Pt1.

What I wish was made explicit to Me My First 2-Years of Grad School Pt1.

    The route to success for those who have achieved greatness is one that is well-traveled. measures to take: First and foremost, you need to know exactly what you're aiming for. To achieve your objectives, you must do something about them. The most important thing to remember is that you must take the steps that you feel will have the best chance of achieving your goal. You should train your acuity so that you can rapidly determine whether your activities are bringing you closer to your objectives or farther away from them. Regardless of whether your activities stem from your ideas or from your everyday routine, you must know exactly what you're receiving out of the experience. It's important to keep track of the things that are helping and hindering your progress toward your objectives. It's the fourth phase in the process of becoming a more flexible person who is able to adapt their behavior till they achieve their goal. Never stop trying new things until you discover something that helps you get closer to your goal. Please, don't give up!

 

Establishing a strong network of friends and family is an important aspect of your graduate school experience, so don't leave it up to people who don't want to put in the effort. For those who are fortunate enough, education opens doors to new homes. As a youngster, you were supposed to be the "clever child" who "made it," which meant that you exchanged your genius for financial stability that your family, friends, and community lacked. Many people won't understand this. So, find a community and a support system as soon as possible. If your group is very competitive and you don't feel safe being vulnerable among them, you may want to explore for people outside your group

 

Expect to struggle at a lot of things. Even if you've had a lot of positive comments about your intellectual abilities before to entering graduate school, you may find that the same thing that helped define your identity and provided you with so much support outside of academia is now the one thing that makes you want to cry. Even if you don't realize it, you're probably worse than everyone else in graduate school in some aspect of life. Furthermore, certain abilities may only be learned during a period of failure. You have to show up every day and suck and know that you stink until you eventually cease stinking and become a fantastic teacher. This is the case with teaching. However, sucking is inevitable. Sucking should thus be seen as diagnostic data rather than a humiliating ritual. Mastering new skills and knowledge is what you're there for, not to show off your abilities.

 

Learning is a process that takes place over time. In order to learn anything, you have to put in the effort over time. This may sound obvious, but expressing it is different from believing it. The simple act of donning running shoes is just part of the marathon preparation process for many people. They're also aware that, say, creating a computer program, you'll need to use a lot of technical jargon. Others think they are complete idiots since they didn't get a single word of Foucault  or Habbermas in their introductory course.

 

Apply to a lot of things all the time. Accept rejection as confirmation that you're actively applying to a wide range of opportunities, such as summer and language stipends, conference travel, and so on. A lack of rejections indicates that you have not applied to enough places. Small and huge money jars should be sought for.

 

Learn to collaborate. Whether it's for exam prep, writing groups, or any other activity, learn to cooperate with other kids. In the humanities, collaboration is not often as evident as in the physical sciences, when people submit joint publications and so on. Nonetheless, our work is collaborative.

 

Seek guidance from your advisors. They are the ones who bear the burden! Recite the above sentence many times in your head. You're not getting in the way of anyone's daily activities. They are obligated to advocate for you, support you in exploring countless opportunities, and assist you in securing your future success. If they don't know what you need, they won't be able to help you! Even if you think you don't need help with X, others may disagree. Several prods are necessary since there is so much going on.

 

You aren't a good judge of your own work and talents at times for a variety of reasons. To begin with, you have no idea what kind of thinker you'll become, how strong your thesis will be, or how you'll learn to put things together when you start, so it might be difficult to appraise your own work and abilities. Make sure you know how to get out of an evaluative mindset. In the grand scheme of things, the things you think are a sign of grad school success are often not. So, you and his advisors have no idea whether the brilliant student in your class who looks to know all about Foucault will have anything to contribute to the profession. So, stop comparing yourself to others and judging your fitness for this unusual work in these different settings. (like who said what in a seminar). Whether you're unsure if this career path is right for you, there isn't enough data to make an informed decision.

 

Learn To Say NO (sometimes). Do not feel compelled to assume responsibility for every piece of negative feedback that is directed at you. In the end, you have to determine whether or not you can "do you" and where you must make big adjustments. When no input is metabolized, poor work is the outcome. When all of the information has been processed, you are left without a voice or the capacity to communicate.

 

Befriend a few happy American white guys (this shouldn't be difficult at a university) and use your anthropological skills to learn about their lives and culture. Requests are made by them. They're always asking for help! For them, their work is rarely embarrassing or cringe-worthy, since they don't see it as their own. Most of the time, they don't think of themselves as unqualified or inadequate for any given work. Regularly, they devote time to physical activity and other hobbies. They delegate a large portion of their work to other individuals! Do not strive to copy them, but take notice of the things that are easy for them to do. Assuming that you're not a white American guy, I will presume that you aren't in good health. All of these obstacles are faced by many white, American guys in academia, and the "well-adjusted, American white man" personality type may help them as well.

 

Make friends and spend time with people who aren't academics. If you don't, not only will you be unable to interact with real people when you enter the workforce, but you will also be unable to maintain a healthy balance between the narcissism of graduate school and constant reminders that you have obligations to other people, who love and need you and are dealing with a variety of difficult situations (aging parents, sick children, difficult relationships et cetera). Many people don't care whether you finish your conference paper or not since they feel something else is more important. Having a family while in graduate school is a given for some people. A family will always be part of your life, even if you don't have children yet (in graduate school or later in life) (extended, queer, non-bio, etc.). Knowing that you have obligations to others and must show up helps you develop better time management skills because it means that you are aware that you have a portion of your time already committed to others and that you must complete this task in the next 45 minutes or you will fail to meet your obligations.

      You should never describe outstanding work as something you are unable to accomplish. Be       proud of what you can do!

 ~JTTT

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What I wish was made explicit to Me My First 2-Years of Grad School (Part 2)

 

What I wish was made explicit to Me My First 2-Years of Grad School (Part 2)

Logistics, bureaucracy, and gaining a better understanding of how academic institutions operate—be observant.

Some of us came to graduate school knowing the ins and outs of academic "best practices," while others came in knowing nothing about them. The application system asks you to relinquish your right to get a reference letter when you apply for positions that need one. Those who will be reading the letter need to know that they can rely on the recommender to deliver a fair and balanced judgment of you as a candidate, which may not happen if everyone knows that you'll be reading it. You should tick that item. It is also common practice at the academy to react to certain emails with a confirmation that you've read them and that the problem has been handled in order to guarantee that everyone is on the same page in the end of a communication process. In the event that you need color chalk for the purpose of instructing a class, you should first check with your institution to see what resources are available to you before going out and acquiring your own. Small nuances like these may make a big difference when it comes to a person's level of familiarity with an issue. Be aware of your rights and entitlements and don't overlook anything you don't understand when it comes to email. Consult with a teacher or a fellow student for further info. Be confident in your own voice [see 3A]. In order to be a more successful participant in the educational process, you must understand not just the mechanics of how things are done, but also the philosophical underpinnings of how they are done.

 

Communication and hierarchy—there is a bottomless pit of ambiguity somewhere between addressing your professors as "Yo, Jane" and "Herr Professor Doktor X von Z, III," and figuring out how to balance giving people the respect they deserve with resisting the perpetuation of structural inequality built into casual communication in the academy is something many of us are working on every day. Others find what some deem practical and handy to be disrespectful and cruel. With that in mind, we must all choose our fights and determine when a demand for formality is a show of respect and when it is a sign of hostility.

 

Generational Differences. Differences between the sexes. A wide range of communication methods and social norms are observed by different generations. Text-messaging interactions and age divides make this more apparent. DON'T REPLY WITH "Kk. C U tmrw, Bob," if your professors use full sentences and sign off with "Prof. Robert X" when they write to you. Academics who insist on being addressed by their titles may make you feel like you're contributing to the same problem you're trying to fix in graduate school, which is a hierarchy, patriarchy, racism, classism, and homophobia. Some of the academics are, without a doubt. Writing whole words in an email to someone tells them that "I value you and took time to convey myself in a clear and professional tone, whereas getting an email that reads "K Thnx" seems like a smack in the face." Another generational and cultural difference in how polite behaviour is seen and perceived is evident in this situation.

 

However, it should be noted that there are many people, both in academia and outside of it, who are racist, sexist, and otherwise unpleasant in both visible and subtle ways. As a result, the usage of the phrase "generational gap" to rationalize acts of racism or sexism is not always accurate. The correct thing to do if you suspect the latter is to seek help, support and redress. There are many ways in which racist and sexist views are expressed, and their consequences are the only way to identify them. When in doubt, seek the advice of a trusted faculty member or mentor.

 

Gender and race. DO NOT address female faculty and faculty of color in any way other than the manner in which they prefer to be treated. Some folks, obviously, don't care how you address them. When you address someone as "Hey, Jane," you're effectively saying, "Those worthy of the title of "Professor" are elderly, white males, and you don't qualify, therefore I won't treat you that way." This applies to communicating with a range of persons, including administrative personnel, TAs, and others. Many organizations are particularly bad at treating their employees with the respect they deserve. Remember that these employees work alongside teachers and students, not for them, whether you're dealing with someone in facilities, events planning, the department coordinator, or the subject area bibliographer at the library. Many faculty members (and graduate students) forget this, and they often act rashly and disrespectfully toward personnel. Or they just do not recognize or appreciate how much different members of the university personnel contribute to making their professional lives feasible in every way. Don't be one of them people!

 

Hierarchy. Your subfield's dialogue and hierarchy aren't as essential as they seem to be. People who hire you are unlikely to be specialists in your field: if they already have someone who can do what you do, they won't hire you. Since a result, learn to communicate with individuals in relevant industries, as they will determine your destiny. It's also less stressful, and it'll help you become a better writer. (With thanks to Dustin Atlas)

 

Develop connections with early-career, mid-career, and senior researchers at other institutions, both in your subject and in similar disciplines. Of course, solid, supportive connections with your supervisor, committee, and others are crucial, but the academy is basically a collection of interconnecting geek terraria. For a variety of reasons, from the practical (job hunts in disciplines you didn't train in) to the philosophical, you desire allies in as many geek terraria as possible (keeping abreast of stuff that other people are thinking).

 

Never underestimate the value of other graduate students' local understanding of the department. Grad students keep a close eye on instructors since their careers rely on their recognizing their whims. Pay heed if they say a professor is poisonous, sabotages students, sends unfavorable letters of recommendation without telling students, or has a reputation for never reviewing the work of a female student. Pay special attention when a group of kids has had a terrible experience. Request to see the application docs of your older pals. For this, there's a formula that may be discovered by reading a number of successful models.

 

Try to publish in journals other than your subfield's major journal and read a lot of second- and third-tier journals. The first-tier journals are primarily reserved for white males in [certain subjects], while a lot of extremely intriguing work, most of it by women and non-white people, ends out in publications that are regarded less prestigious (by white guys). But here's what I've discovered: so what! Sure, I oppose to the racial patriarchy that casts prestige in this manner, but when it comes to how I spend my days, I want to chat with those other individuals, therefore I should attend their conferences and read their journals. (With thanks to Joy Brennan)

 

Even if you're a straight white able-bodied cis- dude, graduate school may be challenging, and it can be draining, and you'll need to learn self-preservation skills, which is true. BUT there are numerous invisible-to-you structures that support and enable you, as well as privileges that you have that your Black grad colleagues, colleagues of color, LGBTQI+ colleagues, cis female colleagues, folks with disabilities, etc. do not - and the result is that their experiences in academic spaces are marked by various forms of violence, gatekeeping, disciplining, mansplaining, microaggressions, second-guessing, and so on. Listen to them and do everything you can to help them: back them up, send them resources, invite them to panels because they do good work (don't tokenize), cite their work, give them credit, take on committee/grad work that supports diversity initiatives so they don't have to, give them space/stop taking up space, advocate for them, and so on. Know, however, that this job will never be finished and will include a lot of hard stares in the mirror, making mistakes, and self-reflection. Be an accomplice and do it because (a) you can, not because anyone else is asking, and (b) everyone benefits when a community has more individuals who can grow. You could just make the finest friends of your life, and you'll be able to let go of some of that white guilt, shame, and anger. Check yourself when you believe you've "done enough" - wash, rinse, and repeat. 

 

Attend conferences for business meetings. Particularly if there are smaller sub-groups in which you are interested. Make your voice heard. Make suggestions for future subjects. Whether you're worried, offer your recommendations tentatively, just asking if x or y is of interest. Small organizations are constantly on the lookout for new members. At the very least, some of the individuals there will speak with you later, and you'll have new connections with whom you may send a nice-to-meet-you email. After two or three years of attendance, they'll speak about you amongst themselves and contemplate appointing you chair of a panel or a member of the board. This is a CV entry that will result in more contacts. (With thanks to Oona Eisenstadt)

 

Attend activities hosted by your department (for example, a lecture given by an out-of-town researcher). Professors devote a significant amount of work to organizing activities for graduate students. Attend the job interviews of the finalists if your institution is looking for a new faculty member. You are free to do so! More than that, you're urged to do so. Also, if the dissertation defense is open to the whole department, attend it. You'll get a decent sense of the interpersonal manners of different teachers in such circumstance.

 

 ~JTTT

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How to Write a Killer Scientific Ressearch Paper -- Starting a publication pipeline in graduate school

How to Write a Killer Scientific Research Paper:

Starting a publication pipeline in graduate school

This post is dedicated to struggling grad students, like me,  who couldn't figure out the magical formula to publishing a scientific paper.

The first step to a killer paper is a killer idea (4.6%) that leads to a solid scientific research question. This should take 5% of time to find an interesting up to date ideas and another 5% of time to solidify a research question that is feasible within your skills, knowledge,  and time frame... if you are choosing a masters thesis question,  figure out a timeline of how much time you have for each task on the pie chart below. Sit down and chunk out pics of time you will work on each slice of pie. Don't forget to keep those weekly meetings with your mentor to discuss what you are reading and thinking about during the thesis or dissertation. 

The next big chunk of time you need to prepare for is writing the literature review (7.7%)  <Comment below if you want a post on conducting a literature review> For the literature review you could read down a hole on any given topic.  Tips: a)Limit your scope. b)Pick one question that hasn't been asked yet^^. c)Read current papers in your field. Current <=5 years. If your field is a big fan of theory, use the original citation ( Adams, 1802) once or twice. Use your own words to describe the theory.  Then,  relate it to the current papers you're reading <=5 years. If your field is not heavy on theory,  mention one sentence referencing the thesis/ theory and the main authors on that thesis.  Move on to citing 5 main results from recent studies (from what you've been reading). [Tip for publishing: Wit down the top 3-4 journals you cited in each empirical chapter. Use that list to pick your target journals to publish in. Read more of those journals and write in that style <There are usually 3 manuscript- style papers that are the 3 chapters and the body of your dissertation> Don't spend too much time on your literature review.  Out of 15 pages of text, only 3-4 pages should be an introduction paragraph,  literature review,  and research question and hypotheses. Undergraduates and many graduate students spend so much time reading and collecting citations.  Which is good at the beginning. Know when to quit. The best thesis is a done thesis. <cite this blog of it has helped you; Instagram @journey. to.tenure.track> Be concise and copy the style of the journal articles published in your target journal, or past dissertations.

Finding Data (4.6%) and Data Analysis (15.4%) might take a long time depending on your skill level in the methods you will use. For a basic scientific article in most publishable journal,  there will be statistics involved and data involved. Learning how to use Stata, SAS, SPSS, Matlab, R, Python, or Excel, will be your greatest asset in your path to an academic career. Ask your advisor or mentor for places to look for data. Google datasets with your keywords from your literature review.  I bet that you will find 3-5 datasets available to use that are cited/ used in your literature review. Go explore those,  by that I mean look for a data dictionary.  Search for the variable names that are imperishable to your study. DATA ANALYSIS: Varies from discipline to discipline. Your advising professor or senior author will take the lead on this.  If the lead author is you,  for instance your thesis or dissertation, then figure out an analytical plan to fit you data. Keep track of all of the decisions you make. <-- Very Important. In general,  the lead author will take over writing the Methods and Results sections. If you are advanced,  the senior author may give you a set of results Tables to write those sections yourself. 

Writing the findings (15.4%) is a section is next after the data analysis and results are done. This is mainly the Results section. But the results are also restated in the discussion,  conclusion and abstract, typically.  Writing the findings is the first topic sentence for each paragraph in the Discussion for each finding is a general good guidelines I've found for my grad students. In the Discussion, your focus is two-fold (10.8%): 1) finish the story of what the literature review said and the results say on your research topic,  2) Compare your results to more of the literature.  Yep,  go back to your literature citations and tell your readers how your findings further the bigger discussion on topic X. Why is your scientific paper important.  What do we want to ask about topic X now that we know Y about topic X from your paper? The limitations section tells readers about the problems you faced in doing the analysis, and preemptively answers the reviewers concerns about what your paper lacks. It could be the difference between publishing your thesis and not. Really. 

FINAL STRETCH...Almost...): Conclusion, Introduction,  Abstract (14%) Simple things can polish your scientific paper such as 1 Conclusion paragraph.  Wrap it up! The Introduction has a quick 5-sentence persuasive paragraph to hook readers into finishing reading your science. The first sentence is a fact about your outcome variable. The second sentence highlights the public problem.  What happens if the outcome variable isn't corrected or stopped or not punished,  etc.? The third and fourth sentence state facts about the predicting variable(s). The fifth sentence is up to you.  It's a transition sentence to your first literature review. Last is the Abstract,  the quick shot of what your whole paper is about.  Word Limits can range from 300-500 words based on the target journal you picked. Follow the headings sections that your journal uses. **Each journal has an Author Guidlines manual**

Copy Editing will take way more time than you expect.  If you are terrible at writing,  you can hire a professional editor as long as the paper your writing is not a class paper.  Thesis ok, dissertation, ok. Personally,  I paid money to cope Edit my dissertation professionally for 3 drafts. If you don't have the funding,  I suggest Grammarly or Hemmingway App. They are free for the basics.  Now that I publish allot more volume,  I use the professional Grammarly subscription. 

THAT'S IT. CONGRATS YOU FINISHED.

Citation for this Article (APA7)

Natale, G. (2022). How to Write a Killer Scientific Ressearch Paper -- Starting a publication pipeline in graduate school. Journey to Tenure Track. Retrieved March 24, 2022, from https://journeytotenuretrack.blogspot.com/2022/03/how-to-write-killer-scientific.html?m=1

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