Tag Archives: Randy Clemens

Mentoring Graduate Students, Part 2

Discovery is central to graduate education. Students explore new ideas and challenge old beliefs. They practice complex skills and interact with an array of scholars. But, from reading a professor’s trenchant feedback to narrowing your dissertation focus, the process is not always glamorous. Here are a few resources to ease the journey: Purdue Owl APA […]

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Mentoring Graduate Students Part 1

I love Shakespeare. No. Wait. That’s not quite right. I really love Shakespeare. As an undergrad student, I read most of his plays and all of his sonnets. I visited the Folger Shakespeare Library. I studied literary criticisms. I enrolled in as many Brit Lit classes as possible. And, I constantly thought about his lines […]

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Why Scholars Should Use Big and Little Data to Study Complex Issues

Last week, I read an article in the Chronicle about the growth of data-related graduate programs. Big data are big, both in scope and popularity. Large datasets require data analysts with specialized skills. As a result, universities are creating more and more graduate programs to address market demand. As colleges adjust to shrinking budgets and […]

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How Do Scholars Produce Policy Relevant Research?

As I mentioned in my last post, I was named as an Emerging Education Policy Scholar (EEPS). The program, a collaboration between The Thomas B. Fordham Institute and the American Enterprise Institute, provides the opportunity for young, policy-minded scholars to collaborate with and learn from a range of key policy players. Our first meeting took […]

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Sitting at Some New Tables in the Academic Cafeteria

As Murray Milner documents in Freaks, Geeks, and Cool Kids, teenagers often order themselves using status symbols. Take a stroll around a high school cafeteria. With few exceptions, students clump neatly into groups: cool kids, jocks, band geeks, drama nerds, emos (not to be confused with emus), and any number of other categories. Each group […]

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Rush to Relevance: Conducting Research to Improve Policy and Practice

“We need research to be more relevant” is a common clarion call in education. Most recently, John Easton, Director of IES, released a video for AERA in which he talks about different initiatives to improve relevancy. During one of my first Ph.D. courses, Bill asked us about the three major responsibilities of academics: research, teaching, […]

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Counting Progress with Semesters

Summer is a precarious time for scholars, young and old. During spring doldrums, when everything is most chaotic, summer becomes a hopeful respite. We long for more time to finish a few articles, grants, and all the other tasks we have delayed. It is a “tomorrow we will run faster, stretch out our arms farther” […]

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Have Ph.D. … Will Travel—Part II

Because newly-minted Ph.D. graduates far outweigh the number of tenure-track positions [read about the sobering statistics here], many will have to travel if they want a job in academia. From my own experiences with friends and colleagues, graduate students deal with the possibility in different ways. Some have families and friends and roots. Travel is […]

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Have Ph.D. … Will Travel—Part 1

As May approaches, Ph.D. candidates are scrambling to submit dissertation chapters to their committee chairs. At the same time, many have heard or are eagerly waiting to hear from search committees regarding potential jobs. Some even have job offers. During a hectic time, the negotiation process only adds to the hubbub. Here’s some advice: Take […]

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Imagining a More Action-Oriented Tenure Process

On the first day of school, two students started fighting. One student tried to escape. The two ran from the first to third floor. A crowd followed them. Just before the fight stopped, a security guard’s head slammed through a window in my classroom’s door. She never returned to school. A few days later, someone […]

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