Double identity – professor and phd student

I’m working on a workshop on this subject with a couple of colleagues, and wanted to use the blog as a place to fiddle around with ideas. As I have no time at the moment, here are a couple of blog posts/articles on other sites that are helping me adjust to my new double life:

Survival Guide (don’t read the French version, it’s abridged)

Tips on decorating your office (and door) for new faculty

I’ll add more in the next few weeks…

Turning your PhD into a job

Is it a coincidence that I received a complimentary review copy of The Professor is In’s new book, The Essential Guide to Turning Your PhD into a Job (by Karen Kelsky) on the same day as I received my first tenure-track job offer? No, you didn’t miss anything, my PhD is not complete, not really all that close – I still have 4 more interviews to transcribe, lots of analysis, and some chapters to write, and re-write. But I did manage to get a job as “Assistant Professor of Preschool Education” as an ABD at a pretty much unknown (outside of Quebec) public university (a very small university) in a city that is 2 and a half hours away from where I live with my partner and our two kids, one of whom just started high school this Fall (none of my family members were interested in moving cities 2 weeks before the start of the school year, so I’m a train-in, train-out academic this year – more on that in a later post).

So this post is a review of the book, as well as a plea to The Professor (or anyone really) to write the How to Survive Your First Year on the Tenure-Track, and How to Complete Your Dissertation While Working As a Prof books.  First things first, the book:

I discovered the Professor Is In’s blog and website almost a year ago, when I noticed the end of my scholarship looming and realized I needed to start applying for jobs. Due to my inability to correctly read the postdoc application (I thought I had to have submitted a final draft before applying), I started applying to adjunct positions and tenure-track jobs that mentioned ABDs (and a few that didn’t). Of course, one of my primary concerns was what to wear to a job interview, should I ever be offered one, and I stumbled upon the Professor Is In site when I googled “what to wear to an academic job interview.” I was immediately hooked, as her blog/site is all about how to play the academic game, and why you shouldn’t want to. Now I follow her on Facebook, and you can too!

When her book came out, I was super excited, and I put it on my wishlist, because even though it only retails for less than 9$, said scholarship was long gone and my credit card maxed out. So imagine my joy and amazement when the publisher offered me a free copy in exchange for a book review on the blog!


The book is basically the blog in book form, so while I had already read the section on what to wear to an interview or what the search committee really wants to know when they ask those interview questions, it is great to have all that content organized logically and in book format. I really like being able to flip through the table of contents or open the book randomly and begin reading, depending on my mood. The information is useful and straight-to-the-point, and while it is somewhat disheartening to read about the decline of higher education funding in the U.S., it’s really credible and helpful. Kelsky takes her readers step-by-step through the job search process, with practical advice on how to prepare application materials, rock the job talk, and negotiate an offer, as well as everything in between.

Writing from Canada, and from a position where I can work at either French- or English-language universities, it mostly served to terrify me and make me feel really lucky to have a job at all. For example, in describing the job search, The Professor explains that a university may get 900 applications for a single job. She writes mostly from her experience in the humanities and social sciences (she was an anthropologist focused on Japan) working in the U.S. (the blog tends to be a bit broader with guest posts about applying for jobs in the U.K., as well as how to tailor your application for different types of institutions). This is not so much a criticism as it is a celebration of the detail of the book, and a call to other academics or former academics to publish similar books about job searches in other places. I applied to jobs in the U.K. and Australia and had a hard time figuring out the different titles (what is a Reader anyway?) and whether it’s a bad sign to be invited to an interview on the afternoon of December 24th (in Canada that would not happen, and if it did, you wouldn’t want to work at that university, but in England it appears to be within normal parameters).

The Professor also seems to assume that her readers are young and have gone straight from bachelors to masters to PhD without any professional experience. This is problematic for two reasons. First, chapter six, The Attributes of a Competitive Tenure-Track Candidate is basically a list of attributes for an emotionally mature candidate, things that those of us with professional experience and life experience should already have. Other sections of the book (Myths Grad Students Believe; How to Stop Acting Like a Grad Student, etc.) are similar. However, the author doesn’t discuss age discrimination (against the young or old) in academic hiring, how old is too old for a tenure-track position, which disciplines tend to value youth and which tend to value professional experience, and other concerns that might apply to those of us in our 40s, 50s, 60s, and 70s when we complete the PhD.

Second, working in an applied field, I was disappointed that she didn’t mention the importance of professional experience. I’m in Education, where teaching experience in early childhood, elementary or secondary education is often mentioned in the job ad. I remember being a teacher candidate and being unimpressed when we were taught by researchers who seemed to have no understanding of what it’s like to teach children in a classroom. I understand that there are probably very few jobs in anthropology, philosophy, sociology etc. outside the university setting, so this may not be something she’s familiar with, but it would be nice to have a better understanding of the emphasis to place on professional experience vs. university teaching vs. research experience in the job search process.

While most grad students would probably be tempted to read the book as they begin to feel out the job market, in order to set yourself up to be number 1 out of 900, Kelsky’s advice begins with choosing the highest ranking school that offers you funding, choosing the right supervisor, and setting out a 5-year-plan as soon as you begin grad school. I’m not sure how to suggest she market it to those considering entry into doctoral programs, but I think the title sends the message that the book is addressed to those who are finished or close to finishing their studies, and often by that time, it’s too late to build the academic and publishing record and network she suggests. However, she doesn’t address being strategic about what field (and subfield) you enter, which seems to me could really influence your chances of landing a tenure-track. Early Childhood Education is a growing field, and there are fewer of us in it than in the more established K-12 field (and even fewer who can work in French). I know someone in Design who can’t even find a PhD program but who knows that she’ll easily find a tenure-track job as soon as she does because it’s a growing field and there are so few designers with PhDs. Of course trends change and may be different in different places, but if you’re thinking about what to study and you have a few different interests, and you already know you want a tenure-track job (I did not know this at all when I went back to school), it’s something you might want to consider.

In any case, I highly recommend the book, and even though not everything translates outside of the United States, it’s really a great resource!

Thesis Boot Camp

First of all, the key word is CAMP. We spent a weekend at a children sleep away camp and it brought back memories of summers when I was young. 40 adults sharing one dorm/bunk. Showers/toilets a short walk away. Dining hall, lake, forest, it was an amazing experience. The thesis part was different. It wasn’t actually called bootcamp, it was called Thésez-vous? Thèse means thesis, but it’ a play on words, because it is a play on words – it sounds the same as taisez-vous! which is what our teachers would scream at us in elementary when we were making too much noise – so kind of the equivalent of shut up and write. We were also not encouraged to count the number of words, but to come up with very specific goals – primary goals and secondary goals. My primary goal was to rewrite my Statement of the Problem chapter so that it would be more coherent with my theoretical framework. My secondary goal was to complete my Methodology Chapter, now that the data collection is done. I didn’t get to that, but I succeeded with goal #1. I also got to meet a bunch of people from different universities in vastly different domains, and bond with my colleague. My favourite part was the emphasis on balance between exercise and outdoor play and writing – we would work in 3-hour spurts and then play outside. I mostly ran, and missed a lot all the swimming and canoeing because it was too cold, and because I keep drinking wine after dinner and laughing, but that’s balance too, somehow. A break from the family, from cooking, cleaning, and a chapter done. A weekend well spent!

Master Class

This week I condensed my thesis project and preliminary results into a 10 minute presentations – 10 minutes! – and presented it at a master class on research on contemporary families, organized by a research partnership on families, to which I am not officially affiliated, at another university. Each of the 6 presenting students had been assigned one or two “masters” to comment the written text (5 to 10 pages) we submitted in February, as well as the oral presentation. I went with one of my colleagues, but he’s in community psychology and I’m in education. We had an official practice in front of 2 of our colleagues/friends the day before – I like to do that, especially when I present in French, but it’s always useful, particularly to avoid nervousness on the day of. The presentation went well and I got useful feedback from both the “masters” and from the rest of the audience. Most important, I need to change my title to better reflect the purpose of my research. So that was great, but the best part was meeeting and listening to students from diverse disciplines (mostly sociology and anthropology) present their projects. At least 3 of us were using narrative methods. As narrative methods are pretty rare in early childhood education, I was thrilled to meet other students using them, and using a similar theoretical framework. It was a great day, and a much needed burst of inspiration as everyone was really positive and interested in my project – which I need for the last 20 interviews transcriptions!

Thesis boot camp and the Master class

So life continues, I am spending the days I had set aside to work on my thesis (which means to finish the transcriptions) correcting my students’ final papers, and I’ve already started teaching another class. My scholarship ran its course so the money I earn is cut in half. I started applying for jobs, and of course I am still working as a research coordinator 18 hours a week. Not to mention my son’s school choir performance at 2:45 in the afternoon, and the volunteer position as administrator for the new university childcare centre which seems to be taking more and more of my time lately, and it is no wonder my project is not advancing quickly. I said I wanted to take the slow route, but I’m not sure this is what I meant. I do have a few events coming up in the next month or so that will force me to get back to work. Next Wednesday I am participating in a master class on the contemporary family that a research centre at another university is organizing. I am not all that sure what a master class is – 6 of us MA and PhD students present our research projects briefly (we have 10 minutes) and then the “masters,” researchers or professors or experts in the field, will comment on the presentation and on the 5-10 page description of our projects that we submitted in February. So it is kind of like a research seminar. I can’t figure out why they’re doing it, unless the research centre is looking for future collaborators, but I’m looking forward to discussing my project. Of course it is next Wednesday and I haven’t started preparing the presentation yet, but I’m not panicking yet…
At the beginning of June I’m presenting preliminary results at a conference. That should motivate me to get back to the transcriptions. Finally, inspired by the Thesis Whisperer, some students in my city have organized a thesis writing retreat over a weekend at an environmental education centre in the country. I am curious about how it’ll work and about the fact that we have to sleep in a dorm (I’m 41!), but I think it could be very helpful. Anyways, I’ll let you all how these events go…I guess it’s time to get back to that pile of corrections before the kids wake up!

Imperfect academic work

One day I suggested to a friend and colleague that we submit a paper to the same academic conference. My friend declined, criticizing the idea of just presenting in order to add a line to his CV, and saying he wanted to wait until he had some useful and original knowledge to contribute before submitting to a conference. This was months ago, but something has been bothering me ever since. I understand his criticism of the academic rat race, but I really enjoy conferences. At the time I told him I submit because I like travelling and also because I want to take part in interesting academic conversations. What I didn’t say, was that on some level I do do it for the line on the CV, that I do play the game. Recently I realized that there is more to it than that though. My friend and I have very different ideas of knowledge ownership. My friend is single, and doesn’t have any kids. He is used to working on his own and making decisions on his own and taking days to consider whether one aspect of his thesis makes sense. I consult my partner for most decisions on a daily basis: is my daughter really sick or is she just trying to skip school? Should we let our son have another half hour on the IPad? My thesis, or any research project I might share at a conference, is a work in progress, not a finished product. I want feedback, I want to make sure it makes sense to others in my field, I want their help in making it better. Not to mention the inspiration and learning that comes from attending other sessions. My chapter was published last week, and I put the title on my ResearchGate profile. That chapter started life as a conference presentation. I got a message this morning from a very prolific author in my field. He’s one of my academic heroes, this guy. I met him at a conference last fall, and he followed me back on ResearchGate. He wanted a copy of my chapter! I’d love to do a postdoc with him, or maybe get him to be the external reviewer of my thesis. My work is not any less original or useful than any other researchers’, even if I prepare it last minute. Also, I’m writing this post instead of working on those never-ending transcriptions. The deadline of a conference presentation is a kick in the butt that Pomodoro just doesn’t provide. OK, the truth is, the novelty of the Pomodoros has worn off! So I will keep going to those conferences, I just need to find new ways of funding them because I have already used up my allowance of travel scholarships! Now back to the transcriptions…

Woo-hoo, I finished my data collection!

I like being able to cross things off my to-do list. Today I conducted the very last interview for my thesis, and I’m ready to celebrate. Never mind that the data collection was fun and the transcription is torture. I like these major steps, and I think they need to be marked. After my doctoral exam (what we have instead of comps, more like a proposal defence, but a necessary step before you can begin data collection), a friend and I went for coffee. We had talked about drinking cocktails, but at least it was something. I’ll have to organize something better this time. I’m realizing though, that these steps are important, and should be noticed by the university, or by the supervisor. I wish I had more time to work on my thesis, instead of teaching and coordinating that takes up almost 4 days each week, but I have admit, if I did have unlimited time I would probably procrastinate a whole lot more.

Trying out the tomato…

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Last week I attended a workshop titled “Survival guide to writing up your master’s thesis or PhD dissertation.” I love these kinds of events. I think of them as self-help groups, and even though I only learn one or two new tricks each time, I am reminded of many more, and for some reason, I find these events super motivating. It helped that the presenter was really excellent, and I found out that my university has a whole department full of psychologists and other professionals whose job it is to help students succeed. Who knew? 
So what did I get out of this workshop? First of all, break down planning into 3 stages. Create a long-term, week by week, plan to get me to the end of my dissertation. The presenter likes to find a calendar where she can see a whole year at a glance. Then, plan the week, so I know when I have blocks of time to work on my thesis. She said 3 hours of writing in the mornings, and time in the afternoon to format, read, and do other less taxing but still dissertation-related work, works for her. I think it’ll work for me too because I am a morning person, and I lose focus towards the end of the afternoon. Finally, micro-plan your work sessions, so you know exactly what you will work on when you begin. She also said that asking for an extension does not equal failure, which was nice to hear.
Finally, she reminded me of two things I already knew. One was the feature in Word where you can easily navigate through a long document using headers. I haven’t used it yet, but may try it. The other was the Pomodoro technique, where you work in 25 minute spurts, separated by 5 minute breaks. After 4 pomodoros, you take a longer break of 15 minutes. She also mentioned that there are Pomodo apps. This was exciting, as downloading apps is an excellent way to procrastinate, but also because having the app plan my day takes the whole external control thing even further than me twisting my egg timer and keeping track of how many pomodoros until the next long break.
I tried it out for the first time today, because I am still transcribing, and I find it difficult to concentrate on such a boring task. Good news! I love the method, for tasks like this. I like that the computer tells me when to work, and when to stop. I realized how much time I waste on checking emails, and Facebook, when I am supposed to be working. Twenty-five minutes seems like a reasonable period of time to remain focused. The only thing is, 5 minute breaks are a bit too short. It takes me longer than that to make a cup of coffee. And the 15 minute big break? What is that? I just put in 100 minutes of sustained transcription time, this is a big accomplishment, I deserve to celebrate! I need at least a half hour :) I have that coffee to make, some emails to respond to, and a blog post to write, but I like this method. The app actually lets me alter the details, so I think I’ll extend the long breaks, and try to keep at the 25-5 short breaks for 4 cycles. I’ll let you know how it goes…

Plodding along…

A friend of mine has a PhD in biology from one of the Ivy League schools in the U.S. He works as a freelance medical writer, due to an unfortunate experience where his butterflies died year after year. Eventually he completed the PhD and learned something that no one else knows about the butterflies’ reproductive cycle, but the disappointment, and having to begin the experiment again year after year, turned him off research so much that he never published his results.

My thesis project involves following children from childcare to school, well, not the children really, just their parents and educators. I was so scared, from the beginning, that once they started school the teachers wouldn’t want to participate…I spent all summer stressing, because the class lists are not confirmed until August and sometimes September. And then they all accepted! All of them! Even though four out of seven children changed schools, and school boards, over the summer (they moved or the parents changed their minds about the school they wanted to send them to), and I had to contact the schools and deal with school board ethics very last minute. Some even told me they couldn’t possibly say no because they didn’t think it would be fair to me, as I needed them to finish. I worried about the ethics of them participating to be nice, for about a second. I think people appreciate the chance to talk about their lives – professional or personal. I assume this because none of the parents dropped out either, and two of them even offered to do more – have me talk to her son, or keep a journal for me. I am excited about what they are saying too, and how much the experiences vary.

One of the principals did call back after the teacher had agreed to meet with me, and requested that I wait for school board approval before proceeding, but the good news is, I don’t have to start again! I will be done with my data collection this January. I am so relieved.

Transcribing, on the other hand, is taking way longer than I wish it would – mostly because it is boring work. The data are fascinating, and I wanted to do it myself because I read somewhere that transcribing is the first step of analysis. I don’t regret my decision, but I am almost finished transcribing round 2. I have already conducted round 3. I want to finish the first draft of my thesis around the same time as my funding runs out (next May), but I am not sure that is going to happen, because I work as a research coordinator 3 days a week, which leaves me only 2 days a week to work on the thesis (this is assuming I am not desperate enough to work nights and weekends, you never know what will happen).

I am starting to think about applying for jobs and postdocs, and taking on more volunteer work – I am on the organizing committee for the Canadian Association for Research in Early Childhood’s annual conference, and I also agreed to be an administrator of their Facebook page. I live in denial, so I am pretending that I will be able to handle all of this, and still finish in time. Only time will tell…

A few of my favourite things…

  • Picking wild berries while hiking in the forest
  • Swimming in cold lakes in the hot sun (especially with loons)
  • Having a baby fall asleep in my arms
  • Checking things off of my to do list
  • Seeing my name in print (especially as an author :))
  • Meeting people whose work I have cited
  • Finding out my work has been cited
  • Fresh lemonade
  • Wandering around the city on a hot summer night
  • Watching fireworks from my balcony (I don’t actually like fireworks, I just love the fact that I can see them from my balcony)
  • That feeling of accomplishment after running 10k or more
  • Feeling the speed of an airplane just before take-off
  • The smell of freshly ground espresso

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