Presentation given by Dr. Flores and several successful UTEP doctoral graduates focused on graduating on time, building a strong CV and finding an academic job.
The document outlines 43 functions of a doctoral dissertation advisor. It begins by noting the importance of mentors in helping students complete their dissertations and get published. Some key advisor functions include keeping student folders, communicating frequently, establishing a professional relationship, providing constructive feedback, meeting deadlines, and linking students with similar topics. Overall, the roles aim to guide students through the dissertation process and help them develop successful academic careers.
Functions of the Doctoral Dissertation Advisor by William Allan Kritsonis, PhDWilliam Kritsonis
The document outlines 42 functions of a doctoral dissertation advisor. It suggests that advisors should keep organized records of each student's work, communicate frequently with students, and develop a personal but professional relationship with them. Additionally, advisors should provide constructive feedback, encourage students throughout the dissertation process, and make themselves available to students. Overall, the document provides general guidelines for advisors to help guide students successfully through completing their dissertations.
CVs (Postdocs Charterhouse Square October 2012)Tracy Bussoli
This document provides information about careers support for postdoctoral researchers at Queen Mary University of London. It discusses the differences between academic and non-academic CVs, how to identify and document skills for jobs outside of academia, and tips for writing CVs and cover letters. Examples of CVs and a sample cover letter are also included to illustrate these concepts. The goal is to help postdoctoral researchers market themselves for both academic and non-academic career paths.
This document discusses the experiences of graduate students. It begins by outlining the learning objectives and outcomes, which include understanding the differences between graduate and undergraduate studies, as well as the challenges of graduate school. It then covers several key topics in more depth, such as the differing mentalities of graduate versus undergraduate coursework, how to work towards a master's or PhD degree, common challenges students may face, the importance of networking, and determining faculty expectations. Overall, the document provides an overview of important considerations for students pursuing graduate degrees.
Thank you for the feedback. I will be sure to reflect more on the questions asked and how I can improve my answers for future interviews. The practice and feedback are helpful for developing my interview skills.
The document outlines 43 functions of a doctoral dissertation advisor. It suggests that advisors should keep organized folders for each student, maintain frequent communication, develop a professional relationship with advisees, provide constructive feedback, and encourage students throughout the dissertation process. Advisors are also encouraged to be available, maintain timely responses, and help prepare students for their proposal and final defenses. The purpose is to help others in effectively advising doctoral students as they complete their dissertations.
1. The document outlines various functions and responsibilities of doctoral dissertation advisors based on discussions with colleagues and a review of literature.
2. It provides 41 specific suggestions for dissertation advisors, such as keeping student folders, establishing personal relationships with advisees, providing timely feedback, and encouraging students to communicate with their committee members.
3. The purpose is to help advisors by establishing general guidelines for advising doctoral students through their dissertation process.
Functions of the Doctoral Dissertation Advisor, PPT. by Dr. William Allan Kri...William Kritsonis
The document outlines 43 functions and responsibilities of doctoral dissertation advisors. It suggests that advisors should keep organized folders for each student, maintain frequent communication, develop a professional but personal relationship, provide constructive feedback, understand their own strengths and limitations, encourage students to explore beyond suggestions, meet deadlines, and make themselves available throughout the dissertation process to help guide students to completion. Overall, the document provides guidance on establishing structure, maintaining open communication, and offering support and direction to help students succeed.
The document outlines 43 functions of a doctoral dissertation advisor. It begins by noting the importance of mentors in helping students complete their dissertations and get published. Some key advisor functions include keeping student folders, communicating frequently, establishing a professional relationship, providing constructive feedback, meeting deadlines, and linking students with similar topics. Overall, the roles aim to guide students through the dissertation process and help them develop successful academic careers.
Functions of the Doctoral Dissertation Advisor by William Allan Kritsonis, PhDWilliam Kritsonis
The document outlines 42 functions of a doctoral dissertation advisor. It suggests that advisors should keep organized records of each student's work, communicate frequently with students, and develop a personal but professional relationship with them. Additionally, advisors should provide constructive feedback, encourage students throughout the dissertation process, and make themselves available to students. Overall, the document provides general guidelines for advisors to help guide students successfully through completing their dissertations.
CVs (Postdocs Charterhouse Square October 2012)Tracy Bussoli
This document provides information about careers support for postdoctoral researchers at Queen Mary University of London. It discusses the differences between academic and non-academic CVs, how to identify and document skills for jobs outside of academia, and tips for writing CVs and cover letters. Examples of CVs and a sample cover letter are also included to illustrate these concepts. The goal is to help postdoctoral researchers market themselves for both academic and non-academic career paths.
This document discusses the experiences of graduate students. It begins by outlining the learning objectives and outcomes, which include understanding the differences between graduate and undergraduate studies, as well as the challenges of graduate school. It then covers several key topics in more depth, such as the differing mentalities of graduate versus undergraduate coursework, how to work towards a master's or PhD degree, common challenges students may face, the importance of networking, and determining faculty expectations. Overall, the document provides an overview of important considerations for students pursuing graduate degrees.
Thank you for the feedback. I will be sure to reflect more on the questions asked and how I can improve my answers for future interviews. The practice and feedback are helpful for developing my interview skills.
The document outlines 43 functions of a doctoral dissertation advisor. It suggests that advisors should keep organized folders for each student, maintain frequent communication, develop a professional relationship with advisees, provide constructive feedback, and encourage students throughout the dissertation process. Advisors are also encouraged to be available, maintain timely responses, and help prepare students for their proposal and final defenses. The purpose is to help others in effectively advising doctoral students as they complete their dissertations.
1. The document outlines various functions and responsibilities of doctoral dissertation advisors based on discussions with colleagues and a review of literature.
2. It provides 41 specific suggestions for dissertation advisors, such as keeping student folders, establishing personal relationships with advisees, providing timely feedback, and encouraging students to communicate with their committee members.
3. The purpose is to help advisors by establishing general guidelines for advising doctoral students through their dissertation process.
Functions of the Doctoral Dissertation Advisor, PPT. by Dr. William Allan Kri...William Kritsonis
The document outlines 43 functions and responsibilities of doctoral dissertation advisors. It suggests that advisors should keep organized folders for each student, maintain frequent communication, develop a professional but personal relationship, provide constructive feedback, understand their own strengths and limitations, encourage students to explore beyond suggestions, meet deadlines, and make themselves available throughout the dissertation process to help guide students to completion. Overall, the document provides guidance on establishing structure, maintaining open communication, and offering support and direction to help students succeed.
1. The document provides advice for PhD graduates on potential career pathways after completing their degree. It discusses options such as pursuing an academic career through postdoctoral research, publishing, applying for teaching positions, and developing research agendas.
2. Statistics are presented on employment outcomes for graduates in different fields, showing varied rates of unemployment and seeking alternative work. The author shares their own pathway from PhD to current position as a university lecturer.
3. Tips are provided on networking, gaining experience through teaching and committees, applying for grants, measuring success beyond just publications, and preparing for a versatile career outside a single path.
The document discusses finding and maintaining an effective academic mentor-mentee relationship, providing tips for both mentors and mentees such as getting to know each other, defining expectations, keeping communication open, offering and asking for support, and following up on the relationship. Qualities of good mentors and mentees are identified as well as how to maximize the benefits of the mentoring relationship.
This document outlines the requirements and guidelines for students in the Department of Nutritional Sciences at the University of Cincinnati to complete a professional portfolio as the capstone requirement for their degree. The portfolio is a compilation of evidence that demonstrates the student has achieved key competencies. It includes sections like goals, reflections on competencies, resume, and samples of coursework. The portfolio is worked on throughout a student's academic program and assembled in their final year with faculty review.
This document provides an overview of academic research and writing dissertations and theses. It discusses:
1) Common concerns students have when conducting research for the first time, including uncertainty about the research process.
2) The similarities and differences between dissertations and theses - both follow principles of research design and academic writing but a dissertation is typically shorter with a simpler scope compared to a PhD thesis.
3) Challenges of research including intellectual challenges of identifying problems and designing research, emotional challenges like isolation, and motivational challenges of maintaining momentum over long projects. Effective supervision is important for navigating these challenges.
The document provides guidance on writing a research paper, including an overview of the research process, library tools, note-taking strategies, outlining, thesis development, and paragraph writing techniques. It discusses how to conduct research and analysis to prove a thesis. It emphasizes the importance of properly citing sources to avoid plagiarism. The document offers tips for understanding assignments, developing topics, creating outlines and timelines, taking effective notes, evaluating sources, and revising papers.
This document provides an overview of tasks and resources for Module 1 of the BAPP Arts course. It discusses professional communication technologies and ethical considerations. It outlines the tasks for Part 1, including creating a professional profile, using professional communication technologies, and working with audio-visual and 2D images. It encourages students to blog about their work and thinking. It summarizes three main ideas from Reader 1 on architectures of participation, remixable data, and harnessing collective intelligence. It provides discussion points about professionalism, communication, and the changing nature of the web. Students are invited to contribute their own research on the future of the web to future versions of Reader 1.
This document provides a guide for graduate students and advisors on how to succeed in graduate school. It discusses important issues for graduate students to be successful, including getting the most out of the process and common problems faced. It also discusses what advisors should do to help their students succeed. The guide provides tips for various stages of graduate school, from deciding to attend and choosing an advisor, to doing research and working on a thesis. It aims to make the graduate school process less stressful by providing information and raising awareness of expectations for both students and advisors.
This document outlines 51 suggested functions for dissertation advisors to help doctoral students complete their dissertations successfully. Some key responsibilities include maintaining organized student files, communicating frequently with students, developing a supportive mentoring relationship, providing constructive feedback on dissertation drafts in a timely manner, encouraging students to explore ideas beyond the advisor's suggestions, and maintaining a professional yet supportive relationship. The overall goal is for advisors to guide students through the dissertation process while allowing students autonomy over their own work.
This document discusses the challenges of pursuing a PhD and provides advice for surviving the PhD process. It describes the typical challenges PhD students face, including academic pressures, procrastination, isolation, and lack of motivation or confidence. It emphasizes essential skills for PhD success like time management, information management, maintaining a work-life balance, developing self-discipline, managing relationships with supervisors, acquiring necessary skills, and dealing with financial issues. The document also covers qualities of good PhD students and topics, as well as characteristics of effective PhD supervisors. It provides lessons from the author's personal experience and recommends books on succeeding in PhD studies.
The document provides guidance on obtaining a first academic position, including strategies for the application process and interviews. It discusses the key components of an academic application, such as cover letters, CVs, teaching and research statements, and letters of reference. It also outlines what search committees look for in applications and interviews. The document emphasizes tailoring applications to the specific position and institution, doing thorough research, and making a strong impression during on-campus interviews.
Qualifications needed for a lectureship include a good bachelor's degree, possibly a master's degree, and nearly always a PhD in the relevant field. Teaching experience is also important, such as teaching seminars or tutorials during your PhD program. Research experience primarily comes from completing your PhD thesis, but also presenting research at conferences and publishing papers after graduating. Finding a permanent position after finishing your PhD can be difficult, as many academics take temporary jobs while continuing research and publishing. Networking is important for learning about job openings, which are also advertised on websites like Jobs.ac.uk.
What is a Teaching Portfolio & Why do you need one?nancyabney
The document discusses the teaching portfolio: what it is, why you need one, and how to get started. It defines a teaching portfolio as a collection of materials that documents a faculty member's teaching philosophy, goals, methods, and effectiveness. An effective portfolio balances evidence of teaching and research for career advancement, such as preparing for job interviews or tenure review. The document provides tips for developing a teaching philosophy and collecting evidence of teaching quality, including student and peer evaluations, examples of student work, and reflections on teaching improvements.
The document provides guidance on obtaining a first academic position, including strategies for the application process and interviews. It discusses the key components of the academic application, such as cover letters, CVs, teaching/research statements, and letters of recommendation. The document advises tailoring the application based on the type of institution and emphasizing accomplishments, research plans, and teaching potential. It also reviews what search committees look for in candidates and provides tips for phone and on-site interviews, including giving teaching and research presentations and engaging in social interactions. Candidates are advised to thoroughly research the department and institution.
This document is the syllabus for an English 102 composition course taught by Professor Caitlyn Curran in spring 2017. The course aims to improve students' skills in persuasive and expository writing through assignments including a personal narrative, annotated bibliography, research paper, and letter to the editor remediation. Students will learn to analyze texts, conduct research, give and receive peer feedback, and communicate effectively for various audiences and disciplines. The syllabus outlines course goals, requirements, policies, grading scale and distribution of points for assignments and participation.
Playing the Research Game: Bouncing Back from Rejection and DisappointmentDawn Bazely
You can find the recording of the talk at Dawn Bazely's Soundcloud:
https://soundcloud.com/dawn-bazely/marie-josee-sweeet-2016-talk
Biology Professor Marie Josee Fortin, Department of Ecology & Evolutionary Biology, University of Toronto, (elected to the Royal Society of Canada in November 2016), gave this talk during SWEEET 2016: the Symposium for Women Entering Ecology & Evolution, held in conjunction with the Canadian Society for Ecology & Evolution at its Annual Meeting in Memorial University, St. John's, Newfoundland, July 2016: http://sweeetecoevo.weebly.com/
Prof. Fortin could not attend in person, as she was in transit after another conference on the west coast, so she recorded her talk and participated in the panel discussion via skype.
The timing for each of these slides on the recording of the talk is as follows:
Slide 1: 0 secs
Slide 2: 0m 26s
Slide 3: 1m 15s
Slide 4: 2m 18s
Slide 5: 2m 25s
Slide 6: 3m 15s
Slide 7: 4m 51s
Slide 8: 7m 22s
Slide 9: 9m 40s
Slide 10: 12m 08s
Slide 11: 13m 45s
Slide 12: 14m 21s
Making Transfer ConnectionsePortfolio, Peer-Mentoring & Advisement10.14.11
Cross Campus Workshop:
As a small group, create visual representations of your design on Post-Its (you may use as many as you need). Please write clearly and with LARGE letters, and include all information discussed, including the prompts to be used. Someone from your group should be prepared to present your pages very briefly (1-2 min) to the whole group. We will then use them in the next seminar activity (Campus Team Time).
Transcribed by Huan Li, LaGuardia Community College Student Technology Mentor
Final 2016 m2 26.10.16 bapp arts ethical practicePaula Nottingham
This document provides guidance for developing an inquiry proposal and addresses ethical considerations. It discusses choosing an inquiry topic and questions, progressing work with special interest groups, and forms related to ethics and employer support that are required. Students are advised to discuss their topic and progress with their tutor and peers, and consider political, cultural, and personal contexts of their proposed inquiry. The document also outlines what is required for the inquiry proposal submission, including discussing literature and ethics considerations, and choosing appropriate inquiry tools. Students are guided to draft necessary forms for feedback and submit their proposal by the indicated due date.
SL2College: Undergraduate Research and higher Education, March 2017, Peradeni...Charith Perera
This document provides advice for undergraduate students regarding higher education opportunities like pursuing a PhD. It discusses topics such as whether a PhD is suitable for everyone, how to find PhD scholarships, choosing a supervisor and university, developing research skills, conducting undergraduate research, different types of publications, and career paths after completing a PhD. The document aims to give students an overview of the PhD process based on the author's experiences and help them explore their own career options and journey in research.
This document appears to be notes from a lecture or course related to analyzing findings from a professional inquiry project. It provides guidance on organizing and making sense of the data gathered through the inquiry process. Key points discussed include coding data into themes, relating findings to literature, considering implications for professional practice, and developing conclusions. The document also references previous lessons on analyzing different data sources like documents, observations, interviews, and surveys. Overall, the summary focuses on guiding the reader through the process of critically analyzing and interpreting findings from a professional inquiry.
This document outlines the schedule and learning objectives for a five-week career planning seminar. The seminar covers topics such as correlating majors to careers, experiential learning opportunities, using social media for career research and networking, resume writing, interview strategies, and professionalism. Students will learn self-assessment tools, how to conduct informational interviews and build social media profiles, and will develop a personal career action plan. Completing all sessions earns students a merit point and padfolio. The seminar aims to help students understand themselves and their career options through interactive exercises and assessments.
Calling all graduate students and postdoctoral fellows: do you want to be a university faculty member? This presentation offers advice on how to secure an academic job, and even advice on whether this is right for you. The picture of the black book half way through? That's the book you bring with you to the interview with questions for each meeting, research and teaching plans, and other notes to get you through the interview process confidently.
The presentation was given in fall 2014 at the University of Waterloo, organized and hosted by Co-operative Education & Career Action (CECA).
The Ultimate Guide: Get the Best Dissertation Writing ServiceAimlay
We provide unmatched assistance to guarantee your academic achievement. From choosing a topic to doing the final editing, our knowledgeable staff offers complete support at every stage. Get individualized advice, thorough investigation, and exacting attention to detail. We promise a well-edited dissertation that goes above and beyond your expectations since we place a strong emphasis on quality and professionalism.
1. The document provides advice for PhD graduates on potential career pathways after completing their degree. It discusses options such as pursuing an academic career through postdoctoral research, publishing, applying for teaching positions, and developing research agendas.
2. Statistics are presented on employment outcomes for graduates in different fields, showing varied rates of unemployment and seeking alternative work. The author shares their own pathway from PhD to current position as a university lecturer.
3. Tips are provided on networking, gaining experience through teaching and committees, applying for grants, measuring success beyond just publications, and preparing for a versatile career outside a single path.
The document discusses finding and maintaining an effective academic mentor-mentee relationship, providing tips for both mentors and mentees such as getting to know each other, defining expectations, keeping communication open, offering and asking for support, and following up on the relationship. Qualities of good mentors and mentees are identified as well as how to maximize the benefits of the mentoring relationship.
This document outlines the requirements and guidelines for students in the Department of Nutritional Sciences at the University of Cincinnati to complete a professional portfolio as the capstone requirement for their degree. The portfolio is a compilation of evidence that demonstrates the student has achieved key competencies. It includes sections like goals, reflections on competencies, resume, and samples of coursework. The portfolio is worked on throughout a student's academic program and assembled in their final year with faculty review.
This document provides an overview of academic research and writing dissertations and theses. It discusses:
1) Common concerns students have when conducting research for the first time, including uncertainty about the research process.
2) The similarities and differences between dissertations and theses - both follow principles of research design and academic writing but a dissertation is typically shorter with a simpler scope compared to a PhD thesis.
3) Challenges of research including intellectual challenges of identifying problems and designing research, emotional challenges like isolation, and motivational challenges of maintaining momentum over long projects. Effective supervision is important for navigating these challenges.
The document provides guidance on writing a research paper, including an overview of the research process, library tools, note-taking strategies, outlining, thesis development, and paragraph writing techniques. It discusses how to conduct research and analysis to prove a thesis. It emphasizes the importance of properly citing sources to avoid plagiarism. The document offers tips for understanding assignments, developing topics, creating outlines and timelines, taking effective notes, evaluating sources, and revising papers.
This document provides an overview of tasks and resources for Module 1 of the BAPP Arts course. It discusses professional communication technologies and ethical considerations. It outlines the tasks for Part 1, including creating a professional profile, using professional communication technologies, and working with audio-visual and 2D images. It encourages students to blog about their work and thinking. It summarizes three main ideas from Reader 1 on architectures of participation, remixable data, and harnessing collective intelligence. It provides discussion points about professionalism, communication, and the changing nature of the web. Students are invited to contribute their own research on the future of the web to future versions of Reader 1.
This document provides a guide for graduate students and advisors on how to succeed in graduate school. It discusses important issues for graduate students to be successful, including getting the most out of the process and common problems faced. It also discusses what advisors should do to help their students succeed. The guide provides tips for various stages of graduate school, from deciding to attend and choosing an advisor, to doing research and working on a thesis. It aims to make the graduate school process less stressful by providing information and raising awareness of expectations for both students and advisors.
This document outlines 51 suggested functions for dissertation advisors to help doctoral students complete their dissertations successfully. Some key responsibilities include maintaining organized student files, communicating frequently with students, developing a supportive mentoring relationship, providing constructive feedback on dissertation drafts in a timely manner, encouraging students to explore ideas beyond the advisor's suggestions, and maintaining a professional yet supportive relationship. The overall goal is for advisors to guide students through the dissertation process while allowing students autonomy over their own work.
This document discusses the challenges of pursuing a PhD and provides advice for surviving the PhD process. It describes the typical challenges PhD students face, including academic pressures, procrastination, isolation, and lack of motivation or confidence. It emphasizes essential skills for PhD success like time management, information management, maintaining a work-life balance, developing self-discipline, managing relationships with supervisors, acquiring necessary skills, and dealing with financial issues. The document also covers qualities of good PhD students and topics, as well as characteristics of effective PhD supervisors. It provides lessons from the author's personal experience and recommends books on succeeding in PhD studies.
The document provides guidance on obtaining a first academic position, including strategies for the application process and interviews. It discusses the key components of an academic application, such as cover letters, CVs, teaching and research statements, and letters of reference. It also outlines what search committees look for in applications and interviews. The document emphasizes tailoring applications to the specific position and institution, doing thorough research, and making a strong impression during on-campus interviews.
Qualifications needed for a lectureship include a good bachelor's degree, possibly a master's degree, and nearly always a PhD in the relevant field. Teaching experience is also important, such as teaching seminars or tutorials during your PhD program. Research experience primarily comes from completing your PhD thesis, but also presenting research at conferences and publishing papers after graduating. Finding a permanent position after finishing your PhD can be difficult, as many academics take temporary jobs while continuing research and publishing. Networking is important for learning about job openings, which are also advertised on websites like Jobs.ac.uk.
What is a Teaching Portfolio & Why do you need one?nancyabney
The document discusses the teaching portfolio: what it is, why you need one, and how to get started. It defines a teaching portfolio as a collection of materials that documents a faculty member's teaching philosophy, goals, methods, and effectiveness. An effective portfolio balances evidence of teaching and research for career advancement, such as preparing for job interviews or tenure review. The document provides tips for developing a teaching philosophy and collecting evidence of teaching quality, including student and peer evaluations, examples of student work, and reflections on teaching improvements.
The document provides guidance on obtaining a first academic position, including strategies for the application process and interviews. It discusses the key components of the academic application, such as cover letters, CVs, teaching/research statements, and letters of recommendation. The document advises tailoring the application based on the type of institution and emphasizing accomplishments, research plans, and teaching potential. It also reviews what search committees look for in candidates and provides tips for phone and on-site interviews, including giving teaching and research presentations and engaging in social interactions. Candidates are advised to thoroughly research the department and institution.
This document is the syllabus for an English 102 composition course taught by Professor Caitlyn Curran in spring 2017. The course aims to improve students' skills in persuasive and expository writing through assignments including a personal narrative, annotated bibliography, research paper, and letter to the editor remediation. Students will learn to analyze texts, conduct research, give and receive peer feedback, and communicate effectively for various audiences and disciplines. The syllabus outlines course goals, requirements, policies, grading scale and distribution of points for assignments and participation.
Playing the Research Game: Bouncing Back from Rejection and DisappointmentDawn Bazely
You can find the recording of the talk at Dawn Bazely's Soundcloud:
https://soundcloud.com/dawn-bazely/marie-josee-sweeet-2016-talk
Biology Professor Marie Josee Fortin, Department of Ecology & Evolutionary Biology, University of Toronto, (elected to the Royal Society of Canada in November 2016), gave this talk during SWEEET 2016: the Symposium for Women Entering Ecology & Evolution, held in conjunction with the Canadian Society for Ecology & Evolution at its Annual Meeting in Memorial University, St. John's, Newfoundland, July 2016: http://sweeetecoevo.weebly.com/
Prof. Fortin could not attend in person, as she was in transit after another conference on the west coast, so she recorded her talk and participated in the panel discussion via skype.
The timing for each of these slides on the recording of the talk is as follows:
Slide 1: 0 secs
Slide 2: 0m 26s
Slide 3: 1m 15s
Slide 4: 2m 18s
Slide 5: 2m 25s
Slide 6: 3m 15s
Slide 7: 4m 51s
Slide 8: 7m 22s
Slide 9: 9m 40s
Slide 10: 12m 08s
Slide 11: 13m 45s
Slide 12: 14m 21s
Making Transfer ConnectionsePortfolio, Peer-Mentoring & Advisement10.14.11
Cross Campus Workshop:
As a small group, create visual representations of your design on Post-Its (you may use as many as you need). Please write clearly and with LARGE letters, and include all information discussed, including the prompts to be used. Someone from your group should be prepared to present your pages very briefly (1-2 min) to the whole group. We will then use them in the next seminar activity (Campus Team Time).
Transcribed by Huan Li, LaGuardia Community College Student Technology Mentor
Final 2016 m2 26.10.16 bapp arts ethical practicePaula Nottingham
This document provides guidance for developing an inquiry proposal and addresses ethical considerations. It discusses choosing an inquiry topic and questions, progressing work with special interest groups, and forms related to ethics and employer support that are required. Students are advised to discuss their topic and progress with their tutor and peers, and consider political, cultural, and personal contexts of their proposed inquiry. The document also outlines what is required for the inquiry proposal submission, including discussing literature and ethics considerations, and choosing appropriate inquiry tools. Students are guided to draft necessary forms for feedback and submit their proposal by the indicated due date.
SL2College: Undergraduate Research and higher Education, March 2017, Peradeni...Charith Perera
This document provides advice for undergraduate students regarding higher education opportunities like pursuing a PhD. It discusses topics such as whether a PhD is suitable for everyone, how to find PhD scholarships, choosing a supervisor and university, developing research skills, conducting undergraduate research, different types of publications, and career paths after completing a PhD. The document aims to give students an overview of the PhD process based on the author's experiences and help them explore their own career options and journey in research.
This document appears to be notes from a lecture or course related to analyzing findings from a professional inquiry project. It provides guidance on organizing and making sense of the data gathered through the inquiry process. Key points discussed include coding data into themes, relating findings to literature, considering implications for professional practice, and developing conclusions. The document also references previous lessons on analyzing different data sources like documents, observations, interviews, and surveys. Overall, the summary focuses on guiding the reader through the process of critically analyzing and interpreting findings from a professional inquiry.
This document outlines the schedule and learning objectives for a five-week career planning seminar. The seminar covers topics such as correlating majors to careers, experiential learning opportunities, using social media for career research and networking, resume writing, interview strategies, and professionalism. Students will learn self-assessment tools, how to conduct informational interviews and build social media profiles, and will develop a personal career action plan. Completing all sessions earns students a merit point and padfolio. The seminar aims to help students understand themselves and their career options through interactive exercises and assessments.
Calling all graduate students and postdoctoral fellows: do you want to be a university faculty member? This presentation offers advice on how to secure an academic job, and even advice on whether this is right for you. The picture of the black book half way through? That's the book you bring with you to the interview with questions for each meeting, research and teaching plans, and other notes to get you through the interview process confidently.
The presentation was given in fall 2014 at the University of Waterloo, organized and hosted by Co-operative Education & Career Action (CECA).
The Ultimate Guide: Get the Best Dissertation Writing ServiceAimlay
We provide unmatched assistance to guarantee your academic achievement. From choosing a topic to doing the final editing, our knowledgeable staff offers complete support at every stage. Get individualized advice, thorough investigation, and exacting attention to detail. We promise a well-edited dissertation that goes above and beyond your expectations since we place a strong emphasis on quality and professionalism.
This document provides advice on how to get an academic job, including strategies for applying, preparing materials like CVs and cover letters, and responding to selection criteria. It recommends applying for many jobs over several years to gain experience, networking within one's field, developing a record of publications and teaching experience, and tailoring application materials to highlight how one's qualifications match the specific job description and institution. The document also discusses common selection criteria for academic positions and provides tips on effectively addressing criteria in cover letters and applications.
This document provides information about applying for the Fulton Undergraduate Research Initiative (FURI) program at Arizona State University. It outlines the application process, which involves developing a research proposal, timeline, budget, and support letter from a faculty mentor. A strong proposal clearly defines the research objective and question, provides relevant background information, and describes the significance and expected outcomes of the research. It also explains how the proposed research aligns with Fulton research themes and FURI goals. The application is competitive, with proposals evaluated based on their merits by a faculty committee.
'Your' Doctoral Research: What is the end game?Denis Dennehy
This document discusses challenges and opportunities related to completing a PhD and preparing for a career after graduation. It notes that doctoral students should stay focused on achieving their end goal and managing relationships with supervisors while reading extensively, writing, and securing funding over four years. Career challenges include establishing professional networks, building an online profile, gaining experience like lecturing, and publishing. The document advises PhD students to take ownership of their research, engage with others, set deadlines and goals, attend conferences, and maintain an up-to-date CV to expand their skills as they work towards their "end game."
Developing a vibrant research culture requires creating the right environments and engaging the community. It involves providing research facilities, organizing various events for discussions both formally and informally, getting the right people involved including students, faculty and staff, fostering the right attitudes of openness and sharing knowledge rather than having "lone ranger" mindsets, and creating opportunities for respectful debates and feedback.
This document outlines the experiences of graduate students, including:
- Graduate coursework is more specialized than undergraduate and focuses on a specific field of study. Students work closely with faculty advisors and research teams.
- Master's programs typically take 1-2 years and focus on coursework and a thesis. PhD programs take 3-6 years and emphasize original research culminating in a dissertation.
- Challenges for graduate students include managing time, balancing coursework and research, intellectual demands, emotional stresses, and developing research skills and interpersonal relationships.
- Graduate students' progress is guided by an advisor and committee who provide direction and evaluate performance. Maintaining a good relationship with the advisor is important.
The document summarizes key aspects of graduate school experiences, including:
1) The mentality of graduate studies is more focused and specialized than undergraduate studies, with students expected to work more independently.
2) Master's programs typically take 1-2 years and involve coursework and a thesis, while PhD programs take 3-6 years and involve more research and comprehensive exams.
3) Challenges in graduate school include managing academic rigor, time, research difficulties, and maintaining relationships with faculty advisors.
Dr. Deo Chimba, a Professor of Civil and Environmental Engineering at Tennessee State University gave a presentation on the experience of graduate school students. He covers graduate versus undergraduate, Masters versus PhD, and what challenges a student may come across.
Planning an Academic Career (15.2.2012)Tracy Bussoli
The document provides advice for PhD students considering an academic career. It outlines the typical roles and progression in an academic career ladder from PhD student to professor. It emphasizes gaining research, teaching, and networking experience. It notes the requirements for publications, teaching qualifications, and experience presenting research. It also highlights potential drawbacks like short-term contracts and intense competition for funding. The document advises students to explore career options and develop transferable skills in case an academic path is not possible.
This document discusses managing the relationship between PhD students and their supervisors. It outlines expectations for both parties, including the supervisor guiding the student's research and being available for meetings, and the student taking responsibility for their project and keeping their supervisor updated. Potential problems that can arise are explored, such as lack of guidance or feedback from supervisors or students not committing enough time. Strategies for overcoming issues are suggested, such as keeping a positive perspective, being organized, and communicating openly with the supervisor. The goal is for both parties to understand their roles and work cooperatively towards the student completing their PhD.
The document provides 25 points to consider while writing a PhD thesis. It emphasizes that completing a PhD thesis is a personal process that depends on the student's interest and dedication. It stresses planning the thesis systematically to save time and energy. It also notes that authoring skills are important to craft an original thesis that contributes new knowledge within university guidelines. Research papers should be published in connection with dissertation requirements. Limitations like time and resources must be considered. Networking and attending seminars can help develop ideas and communication skills. The thesis must answer the defined research problem.
Dr. Deo Chimba, Interim Department Chair and Associate Professor at Tennessee State University, presents on "Graduate School Student Experiences". For more information, please visit https://matc.unl.edu.
Dr. Ruphsa Roy gave a presentation about her experience completing her PhD. She discussed her academic and professional background. She acknowledged those who helped her complete her PhD, including her guides and university staff. She explained what a PhD is and why she pursued one. She discussed the benefits of a PhD, important skills like persistence and patience, and how to get a PhD by choosing a university, guide, topic, and scheduling activities. She shared her PhD journey, including excitement, ignorance, struggling, and seeing the light periods. She provided lessons learned, including priorities, planning, discussion, learning from others, and maintaining a positive mindset.
The document summarizes key information from a presentation about the Innovation through Institutional Integration (I-Cubed) program at the University of Florida. I-Cubed began in 2009 with a $1 million NSF grant. Its mission is to transform graduate education through interdisciplinary collaboration. It provides resources like workshops, grants, and a website to enhance graduate students' education and professional development. The presentation covers important considerations for graduate students such as forming committees, attending conferences, acquiring funding, maintaining work-life balance, and utilizing support networks.
This document discusses graduate and researcher development at the Faculty of Engineering and Physical Sciences. It provides an overview of the support and development opportunities available to graduate students, including skills training, networking events, and resources to help maximize their employability and successfully complete their research degrees. Students are encouraged to assess their skills, develop a personal plan, and take advantage of workshops covering topics like research methods, career development, and using university resources and systems.
This document provides the syllabus for an online graduate course on leadership and team development offered at Amberton University. The course will be taught from September to November 2014. It lists the instructor's contact information and office hours. Required textbooks and materials are specified. Course competencies are outlined, along with assignments used to demonstrate mastery of each competency. Course policies on plagiarism, written assignments, late work, and academic resources are provided. The grading criteria and assignments - including a research paper, case study, quizzes, and oral presentation - are described in detail. The course will be delivered through online lectures and discussions. A weekly course outline with assigned readings and due dates is included.
Graduate development is about gaining skills to successfully complete a research degree and maximize career opportunities. It involves raising self-awareness, networking interdisciplinarily, sharing knowledge with other researchers, and increasing confidence. Support includes workshops, coaching, mentoring, skills audits, and online resources covering areas like research ethics, academic writing, project management, and more. The presenter encourages attendees to check the website, follow social media, and visit the graduate education office for additional opportunities.
Research, Writing, and Publishing in High Impact JournalsDr. Abdul Mujeebu M
This is compilation of my presentations in a recent workshop at AMU Aligarh, India. Interested institutions can contact me for conducting similar workshop.
Similar to Academic Job Panel/Timelines to Graduation, Spring 2012 (20)
The document discusses the history and benefits of mentorship, particularly through a Latina/o framework. It describes the speaker's career journey and experiences with mentors and sponsors. Key aspects of mentorship highlighted include developing trust, appreciating one's cultural identity, and recognizing role models within one's family.
The document discusses engaged research and its promise of more useful and meaningful outcomes through participant empowerment and social justice. However, engaged research also poses risks such as unconventional methodologies and genres that may not be viewed favorably for tenure. Engaged research involves participants improving their own lives through shared reflection, learning and decision making. Essential practices of engaged research include initiation, access, participation, studying sponsors and clients, addressing local politics, communication throughout the process, and sustainability.
This study aimed to identify factors that facilitate or hinder the successful completion of doctoral degrees among diverse students. The researchers interviewed 17 diverse individuals who had earned a Ph.D., including 5 African Americans and 9 Mexican Americans. Key factors that contributed to success included mentoring, faculty support, cohort membership, personal motivation, and family support. Potential barriers included lack of resources, family separation, negative stereotypes, work demands, and fears about scholarly writing. Successful students overcame barriers by securing family support, applying for funding, balancing responsibilities, and building positive faculty relationships. The findings align with a model of Hispanic student persistence emphasizing student self-concept, familial support, and institutional climate/support. Both students and universities can
Selecting a Research Proposal Topic, Spring 2012utepgrad
Conducting research is a complex process that requires extensive planning. Selecting a dissertation research topic is one of the most important steps. Aspiring researchers can identify a topic by reading widely in their area of interest and paying close attention to suggestions for further research. They should conduct a close review of existing literature to determine what is known and unknown about the topic, and identify a gap in previous research. Developing a valid research problem involves asking questions that build upon and advance past work. Researchers must also carefully plan their timeline to meet graduation requirements and deadlines.
The document provides guidance on developing a research plan for a thesis or dissertation. It discusses selecting a research topic and advisor, seeking funding, establishing a committee, developing goals and objectives, conducting a literature review, outlining the research method and analysis, addressing intellectual merit and broader impacts, creating timelines and evaluations, and publishing results. The overall purpose is to map out the student's dissertation research and demonstrate their vision and preparation to conduct independent scholarly work.
The document discusses time management strategies for graduate students. It notes that graduate students have full schedules including coursework, research assistant or teaching assistant duties, thesis or dissertation writing, and other responsibilities. The goal is to think of time as a commodity that needs to be budgeted and used efficiently. Some tips provided include prioritizing tasks, avoiding distractions, setting schedules, and learning to say no. Specific strategies covered include improving reading speed, overcoming writer's block, enhancing concentration and memory, effective group work, and managing stress.
The document discusses various types of fellowships available for graduate students. It notes that fellowships provide funding in the form of stipends and tuition assistance with no obligation of service. Fellowships are merit-based and usually require full-time enrollment and U.S. citizenship. The document encourages students to apply, as fellowships offer higher stipends than other forms of funding and allow students autonomy in their research and school choice. It also notes that applying helps focus one's dissertation work and provides practice for future grant writing. Finally, it lists some examples of nationally competitive and institutionally awarded fellowship opportunities.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
4. Checklist for
UTEP Master’s Students
Maintain active student status by registering for courses
every fall and spring semester
Complete all required organized coursework and submit
degree plan
Thesis Option
Select the Chair and members of your thesis committee
Apply for institutional research protocol approval
Enroll in required thesis hours and complete your thesis research
Successfully complete your defense of your thesis
Non-Thesis Option
Complete capstone (project report, scholarly paper, portfolio)
requirements
Submit required documentation to the Graduate School for
completion and graduation
5. Checklist for
UTEP Doctoral Students
Maintain active student status by registering for courses every fall and
spring semester
Submit your signed Milestones Agreement Form to your advisor before
the end of your first year
Schedule and successfully complete required qualifying exams
Complete all required organized coursework
Submit your degree plan
Select the Chair and members of your dissertation committee
Apply for and secure institutional research protocol approval
Prepare and successfully present your dissertation proposal
Apply for advancement to candidacy
Enroll in required dissertation hours and complete your dissertation
Successfully complete the defense of your dissertation
Submit required documentation to the Graduate School for completion
and graduation
6. RESEARCH
Transitioning from
“accumulation of knowledge” to
“creation of knowledge”
The ethics of “access to
information”
Protect
research subjects
Research protocol approval
IRB
IACUC (animal care and use)
7. PUENTES PROGRAM
Promoting Post baccalaureate opportunities
Doctoral Writing Tutoring
Excellence in Mentoring Lecture Series
Mentoring/Research Planning Workshops
Advising System
http://puentes.utep.edu
8. Professional Enhancement
Program
Will Other Key Activities
continue/expand: for Next Year?
Doctoral Writing
Tutoring
Excellence in
Mentoring Lecture
Series
Mentoring/Research
Planning Workshops
CV
9. Preparing your CV
Your Curriculum Vita is not Research/Scholarship
a Resume
Publications (Publish and
Degrees
Flourish)
Doctoral
Master’s
External Funding
Baccalaureate Conferences
Appointments Service
Accomplishments External
Research/Scholarship Institutional
Teaching
Discipline specific
Service
Teaching Other
Courses Continuous Development
Publications Professional Membership
Honors
10. CV/Academic Job EXPERT
PANEL
Marianna Hendricks, MA
Dr. Holly Mata
Dr. Todd Ruecker
Dr. Lucia Dura
Dr. David Roberson
Dr. Berenice Verdin
11. Job Materials
CV and cover letter/letter of technology skills
transmittal in response to the sample syllabi, assignments,
initial job ad assessments, student
A dossier of materials which evaluations
may include: dissertation abstract
teaching philosophy writing sample
documentation of teaching research statement (especially
experience in top-tier schools)
descriptions of courses taught diversity statement (especially
courses you are prepared to if the institution is committed to
teach diversity)
experience with international awards and certificates
and domestic diversity transcripts (only send official if
professional development in they are specifically requested)
teaching and learning references
12. Marianna’s CV Building Tips
1. A CV is not a résumé. While a résumé generally portrays you as
a skill-set, a CV traces your education and research path. Still,
both are directed toward selling you clearly and concisely as a
high-quality researcher, teacher, and job candidate.
2. Create a simple, consistent, and visually clear design so that
readers can comprehend the information more easily.
3. Have a template CV that includes everything that you
continuously update, and create a tailored/targeted CV for each
position you apply to. A CV sent to a research-intensive institution
would be ordered differently from a teaching-centered one, so
structure each one carefully.
4. Get a successful peer or a mentor to look at your CV in
connection with your notes, the job ad, or the department’s job
description so that they can provide feedback.
13. Dr. Mata’s Top 7
1. Collaborate with a lot of people from a lot of disciplines -
you'll learn the ways in which you can contribute, you'll be
exposed to new ideas, and you'll see things from diverse
perspectives
2. Seek out diverse role models and mentors - you'll learn
different things from different people
3. Always pay it forward - make time and take time to mentor
others
4. Apply, apply apply! Submit, submit, submit! Apply for
scholarships, grants & travel funding; submit your work for
presentation & publication
14. Dr. Mata’s Top 7 (cont.)
5. Participate in research groups and writing groups and
attend on-campus forums, lectures, brown bags - the Grad
School, ORSP, HHDRC, departments offer great stuff!
6. Disseminate creatively! helps build your CV and gives you
more venues - many journals have "Lessons Learned",
"Commentary" venues in addition to research articles
7. Do what you love, love what you do - if you don't, change
your attitude or change your job!
15. Dr. Ruecker’s Top 5
1. Maintain a CV from day one in graduate studies, looking at
samples from successful graduates and identifying areas
where you are doing well and need to develop your own CV.
2. Read as much as you can in your field beyond anything
required for classes in order to identify gaps that you can fill
with your own work while better understanding how
knowledge is produced and disseminated.
3. Actively publish as a graduate student, starting sooner than
later.
4. Network with students and faculty from a variety of
institutions, forming conference panels with them, soliciting
their advice on your writing, and working with them on
research projects.
5. Be confident in yourself and your work when engaging in
16. Dr. Dura’s Top 10
1. Practice talking about my work in a relevant way (on an
airplane, in an elevator, to an auditorium full of people, on the
phone, on Skype).
2. Cultivate relationships and collegial habits (being present
in the moment, writing thank you notes, celebrating others'
successes, networking at conferences).
3. Look for synergy: don't do anything you can't write about
and write about everything you do.
4. Work for the greater good: do what I do best and let others
do the rest.
5. Get with a mentor (or mentors) or two whom I could work
with on a win-win basis.
17. Dr. Dura’s Top 10 (cont.)
6. Realize that insecurities are a time drain and invest some
time in building self-confidence (every day).
7. Cast a wide net and remind myself that this is not likely to
be the last job I'll have: top tier, art schools, post-docs, other
academic jobs.
8. Make mistakes and learn self-compassion. Still making
them.
9. Learn self-compassion: I am a work in progress. Will
always be.
10. Took a mentor's advice: if it isn't fun, don't do it.
18. Dr. Roberson’s Top 5
1. Attend conferences, this is a good way to meet people and
build relationships with your colleagues. In some cases you
can learn more about your field in a weekend conference
than weeks of literature searching.
2. Publish. Publications are what validates your research in
your field. It is also a good way to learn to handle rejection.
3. Never be afraid of the unknown.
4. Learn from failures.
5. Do not become too consumed by your research, especially
if you have a family.
19. Dr. Verdin’s Top 6
1. Learn how to manage your time. Find the balance between
school, work and other activities.
2. Find the right advisor. An advisor will serve as a mentor as
well as a source for technical assistance.
3. Take responsibility for your project. If you just follow
directions you will never progress in research.
4. Become part of the Research Community. You can do this
by attending conferences, publishing research results,
collaborating on joint publications, introducing you to
colleagues, and promoting your work.
5. Focus on your ultimate goal and try to enjoy while you are
in the process of graduating.
6. You should be going to school because you
want to, not because you have to.