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Graduate Student Development

Haggerty and Doyle on 57 ways to screw up in grad school.

Who hasn’t screwed up in grad school? Been there, done that.

Professors Kevin Haggerty (Professor of Sociology and Criminology, University of Alberta) and Aaron Doyle (Associate Professor in the Department of Sociology and Anthropology, Carleton University) recently published a book on the many ways one could screw up in grad school.

“The book, written by two former graduate directors, covers the rookie mistakes made by new graduate students and delivers a how-to guide that sets would-be PhDs on the right track and off the path to failure—which these days includes a only 50 percent completion rate. The authors’ have a bang-up website, the aptly named gradscrewups.com, and the book has recently been profiled by Inside Higher EdScience, and CBS News’s Money Watch.”  – http://pressblog.uchicago.edu/2015/10/20/57-ways-to-screw-up-in-grad-school.html 

In their book, they identified 57 ways one could “screw up” (reproduced below from the book’s table of contents).

And on Times Higher Education,  Haggerty and Doyle shared 10 of them.

I may be too far along to change course. But for many of you, this book may be just what you need.

Onwards!

Amazon.com: http://www.amazon.com/Ways-Screw-Grad-School-Professional/dp/022628090X/ref=sr_1_fkmr1_1?ie=UTF8&qid=1446340465&sr=8-1-fkmr1&keywords=screwing+up+in+grad+school


An Introduction to Screwing Up
Who are I?
Gendered Pronouns
Thesis vs. Dissertation

THE SCREW UPS
Starting Out
1. Do Not Think about Why You Are Applying
2. Ignore the Market
3. Stay at the Same University
4. Follow the Money Blindly
5. Do an Unfunded PhD
6. Do an Interdisciplinary PhD
7. Believe Advertised Completion Times
8. Ignore the Information the University Provides You
9. Expect the Money to Take Care of Itself

Supervisors
10. Go it Alone and Stay Quiet
11. Choose the Coolest Supervisor
12. Have Co-Supervisors
13. Do Not Clarify Your Supervisor’s (or Your Own) Expectations
14. Avoid Your Supervisor and Committee
15. Stay in a Bad Relationship
16. Expect People to Hold Your Hand

Managing Your Program
17. Concentrate Only on Your Thesis
18. Expect to Write the Perfect Comprehensive Exam
19. Select a Topic Entirely for Strategic Reasons
20. Do Not Teach, or Teach a Ton of Courses
21. Do Not Seek Teaching Instruction
22. Move Away from the University Before Finishing Your Degree
23. Postpone Those Tedious Approval Processes
24. Organize Everything Only in Your Head
25. Do Not Attend Conferences, or Attend Droves of Conferences

Your Work and Social Life
26. Concentrate Solely on school
27. Expect Friends and Family to Understand
28. Socialize Only With Your Cliques
29. Get a Job!

Writing
30. Write Only your PhD Thesis
31. Postpone Publishing
32. Cover Everything
33. Do Not Position Yourself
34. Write Only to Deadlines
35. Abuse Your Audience

Your Attitude and Actions
36. Expect to be Judged Only on Your Work
37. Have a Thin Skin
38. Be Inconsiderate
39. Become “That” Student
40. Never Compromise
41. Gossip
42. Say Whatever Pops Into Your Head on Social Media

Delicate Maters
43. Assume That the University is More Inclusive Than Other Institutions
44. Rush into a Legal Battle
45. Get Romantically Involved with Faculty
46. Cheat and Plagiarize

Am I Done Yet? On Finishing
47. Skip Job Talks
48. Expect to Land a Job in a Specific University
49. Expect People to Hire You to Teach Your Thesis
50. Turn Down Opportunities to Participate in Job Searches
51. Neglect Other People’s Theses
52. Get an Unknown External Examiner
53. Do Not Understand the Endgame
54. Be Blasé about Your Defense
55. Do Not Plan for Your Job Interview
56. Persevere at All Costs
57. Consider a Non-Academic Career a Form of Failure

Final Thoughts
Appendix: A Sketch of Grad School
The Thesis
The Program
Your Department
The People
Acknowledgements
Index

(via http://press.uchicago.edu/ucp/books/book/chicago/Other/bo20832370.html)

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By Chi Yan Lam

Dr. Chi Yan Lam is a Credentialed Evaluator and an Adjunct Assistant Professor of evaluation at the Faculty of Education and the Faculty of Health Sciences, Queen’s University; he is also a full-time evaluator practicing in public service. He specializes in evaluating large-scale, complex programs and incorporates multi-, mixed- and design methods in his evaluations to answer questions of importance to program administrators and policy makers working on educational and social programs. His articles on evaluation have been published in peer-reviewed journals, including the American Journal of Evaluation and the Canadian Journal of Program Evaluation. He has been a holder of the professional designation in evaluation since 2014.

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