Some ideas for teaching your graduate students how to avoid feeling as if they don’t belong in academe.
Aside from the cost, the chief advantage of living on campus as a graduate student was also the chief disadvantage.
You have to finish. And you have to teach. Here’s how to find the right balance.
I was flushed out of an academic labor system that I was naïve enough to trust. But it turns out I wasn’t the exception, I was the rule.
A freelancer decided to seek a Ph.D. and now wonders if her double life as writer/student is going to work.
Teams of grad students and postdocs who are moonlighting as industry advisers say the experience opens up career paths. If only they could convince their professors that what they’re doing makes sense.
It's not just that following the news takes energy away from research work. For many scholars of color, it raises broader questions, too.
The price of an advanced degree in the U.S. is increasingly daunting. Yet cheaper options exist overseas. Should you consider them?
What makes a young scholar stand out? We asked the Ph.D. candidates who just won the AAC&U’s annual leadership award.
By posting job “opportunities” that don’t offer compensation, graduate schools aren’t doing their own students any favors.
Graduate employees of New York University who participated in an election this week voted overwhelmingly in favor of forming a collective-bargaining unit affiliated with the United Auto Workers. The bargaining unit will support 1,247 graduate employees of NYU and its affiliated Polytechnic Institute. (The Chronicle of Higher Education)
The university had said it wouldn't negotiate with the United Auto Workers, the group working to unionize grad students, because the UAW was firm in demanding that any union must include research assistants. Under the terms of a new compromise, though, some research assistants are in, and some are out. Peter Schmidt breaks it down. (The Chronicle of Higher Education)
Professors of color may have to work twice as hard to justify research that is deemed unfamiliar or unsettling. But the extra work is worth it.
If you read Stacey Patton's Chronicle piece on the future of comprehensive exams earlier this week, you missed an interesting discussion that's popped up in the comment thread today. Among other things, we've gotten some pretty well-considered defenses of comps, including this one from graddirector: "The problem with saying 'I got good grades, why do I need to take a comprehensive exam?' is that there are a subset of students who can get great grades, but retain little information permanently. The breadth of a comp is deliberate. If you have remembered a large proportion of what you have learned in the 5-6 years of prior education (undergrad and grad), they are no big deal. If you are a cram and purge learner, you will have problems." There's more there, and it's worth a look. (The Chronicle of Higher Education)
"Any time you see a senior professor with long and distinguished publication record teaching somewhere not-that-prestigious, but who used to teach somewhere more prestigious, that is almost 100% because that person [Can we say "shtupped"? Let's go with that. -ed] someone he wasn’t supposed to." (Pan Kisses Kafka)