HECOL 694: Professional Seminar IV1 - University of Alberta

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HECOL 694 Winter 2020

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HECOL 694: Professional Seminar IV

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Department of Human Ecology

University of Alberta

Term: Winter 2020 Instructors: Jane Batcheller, Rachel McQueen, Time: Thursday, 12:00-1:50 pm Patricia Dolez, Adam Galovan

Location: 302B Human Ecology Building Anne Bissonnette, Deanna Williamson Dates: January 16, 30, February 13,

March 5 & 19, April 2

CALENDAR DESCRIPTION

This professional development seminar is one in a series that provides an introduction to graduate study in the Department of Human Ecology, and to career development and professional issues in human ecology.

Topics include: developing an academic career; obtaining teaching experience and developing a teaching dossier; developing a program of research; working in research teams; authorship; intellectual property issues related to research data; preparing for candidacy exams; surviving your dissertation; preparing a curriculum vita; and applying and interviewing for jobs or post-doctoral fellowships. Restricted to doctoral level students in the Department of Human Ecology. Typically taken in the fourth semester of the doctoral program.

COURSE GOALS, ORGANIZATION, and FORMAT

The two goals for HECOL 694 are to:

1.

To build collegial relationships among graduate students in Human Ecology; and

2.

To provide opportunities for students to explore and discuss professional issues related to graduate study and career development.

The course goals and the specific objectives related to each topic will be met through assigned readings and assignments, material presented in seminars, class discussion, and student presentations. HECOL 694 consists of one 1-hour introductory seminar and six 2-hour seminars.

COURSE REQUIREMENTS and CREDIT

● Credit in the course in not automatic. The expectation is that students prepare for, attend, and actively participate in all seminars. Faculty members in Human Ecology recognize that illness and other extreme circumstances sometimes prevent students from being able to attend an occasional seminar. As such, students can still get credit for HECOL 694 when they are unable to attend due to illness or other extreme circumstances as long as they attend at least four of the six 2-hour seminars, complete satisfactorily ALL ASSIGNMENTS, and are active participants in the seminars. In short, none of the HECOL 694 seminars should be treated as optional. If you are unable to attend a seminar because of illness or other extreme circumstances, it is your responsibility to contact the professor(s) facilitating the seminar, as well as the coordinator for HECOL 694, Deanna Williamson, so that your absence can be recorded as “excused.” If you do not attend seminars for reasons other than illness or other extreme circumstances, you will not get credit for HECOL 694 and will need to attend the missed seminar(s) the following year.

● Research and teaching assistantship (RA/TA) responsibilities are not legitimate reasons for not attending HECOL 694 seminars. It is important that you inform the supervisor of your RA/TA about the HECOL 694 seminar schedule.

● Students are expected to do any assigned readings in advance of the seminars.

● Should students not complete an assignment for a HECOL 694 seminar by the due date, it is their responsibility to contact the professor(s) facilitating the seminar to make arrangements for handing in

1University of Alberta policy about course outlines can be found in 23.4(2) of the University Calendar.

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2 the assignment as soon as possible. Neither the professor(s) facilitating the seminar or the

coordinator for HECOL 694 will follow-up with students. If your assignments are not completed by the end of the term, you will not receive credit for HECOL 694.

PLAGIARISM and CHEATING

The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (available online:

http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandards/CodeofStudentB ehaviour.aspx), and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.

CLASS SCHEDULE, TOPIC OUTLINE, INSTRUCTOR and ASSIGNMENTS

● January 16: Surviving your dissertation (Adam Galovan)

This session will focus on the process of writing a doctoral dissertation. In particular, the objectives of this session are to:

● introduce students to the overall process;

● understand the steps involved in the process; and

● examine the strategies that will facilitate the successful completion.

Required readings

● Department of Human Ecology, University of Alberta. (2019). Graduate program manual. Retrieved from https://cloudfront.ualberta.ca/-/media/ales/programs/graduate/current-

students/graduate_program_manual_august-2019_hecolv2.pdf.

In particular, read sections entitled “The PhD Proposal,” “PhD Dissertation Research,” and

“Undertaking Masters and PhD Research.”

● Completing your dissertation without tears. Retrieved from https://www.albany.edu/ceasweb/dissertation.pdf

● Croxall, B. (2013). Mentoring is a fantasy. The Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/profhacker/mentoring-is-a-fantasy/49119.

*Please also read the comments posted below the article.

Recommended resources

Silvia, P. (2007). How to write a lot: A practical guide to productive academic writing. Washington, DC: APA.

Rudestam, K.E., & Newton,R.R. (2007). Surviving your dissertation: A comprehensive guide to content and process. 3rd ed. Los Angeles: Sage.

ð Available on Google Books

http://books.google.ca/books?hl=en&lr=&id=yhpWm7e1Om8C&oi=fnd&pg=PP7&dq

=Surviving+Your+Dissertation&ots=-

rffcMSI0R&sig=LTsQFZw7psjWUkVurxxUSKfPFY4#v=onepage&q&f=false ð Read the part entitled “Overcoming Barriers: Becoming an Expert While Controlling

Your Own Destiny,” pages 205 to 225.

Assignment

1. Take a look at two to four dissertations written by your supervisor’s former students and/or found in 302B HEB. If you look at dissertations in 302B, try to find dissertations written by students in the same discipline/research area as you. The purpose of reviewing dissertations is to get a sense of the key characteristics, components, and structure of dissertations. Make note of similarities and

differences among the dissertations you review, and any questions you would like to discuss during the session.

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3 2. Talk with two or three doctoral students (in Human Ecology or other programs) who are currently

writing their dissertations or recent PhD graduates about their experiences (what worked well, challenges etc.). How do their experiences and suggestions for success compare to information in the required reading from Columbia University and the required reading by Croxall (2013)?

● January 30: Preparing for candidacy exams (Rachel McQueen)

A key milestone in the doctoral program in Human Ecology is the oral candidacy exam. The purpose of this seminar is to review and discuss:

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the rationale and function of the candidacy exam;

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the timing within the program and format of the candidacy exam (including the kinds of questions commonly asked in the exam);

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strategies for preparing for, and doing, a candidacy exam;

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the evaluation criteria used by faculty in assessing student success;

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possible exam outcomes and options for students if they do not achieve a pass; and,

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student questions about the exams.

In preparing for the seminar and in developing your questions, you should review FGSR guidelines and policies around candidacy exams that can be found in the FGSR Graduate Program Manual at the following link: https://www.ualberta.ca/graduate-studies/about/graduate-program-manual

Read the following:

a. Section 8.7 Doctoral Degrees (just read the short general section under the heading Program Requirements)

b. Section 8.2 Structure of Examining Committees (read all subsections 8.2.1 to 8.2.6)

c. Section 8.3 Conduct of Examinations (read subsections 8.3.1: Common Examination Protocols and 8.3.3: Doctoral Candidacy Examination)

In addition, review the Department of Human Ecology Tip Sheet on Candidacy Exams that is posted on e- class. Bring a hard copy or an electronic copy of the tip sheet to class.

Assignment

Students should prepare a list of their questions or concerns about candidacy exams and come prepared to discuss these at the seminar. A portion of the seminar will be devoted to answering/discussing specific questions/concerns of students. Students should prepare 2-3 questions/concerns each and email these to Rachel McQueen [[email protected]] by January 28, 2019.

● February 13 & March 5: Introduction to funding agencies and preparing grant proposals (Jane Batcheller and Deanna Williamson)

These seminars will provide students with an opportunity to familiarize themselves with 1) key sources of funding in their discipline and 2) the grant application process. Key objectives are to:

● determine the purpose of research funding;

● identify potential funding sources;

● learn about the requirements, characteristics, and timelines for developing high quality proposals;

and

● write a one-page summary of a research proposal for a funding agency such as CIHR, NSERC, or SSHRC.

February 13:

Assignment: In preparation for this seminar, meet with your supervisor to learn about sources of

research funding in your discipline. As part of your meeting, explore your supervisor’s experience with and words of wisdom about preparing research grant proposals. Ask your supervisor if s/he would be willing to share with you at least one of her/his research grant proposals. Following your meeting with your

supervisor, explore at least two research grant agencies/sources of funding in your discipline. Familiarize

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4 yourself with the types of grants that are available, value and duration of the grants, deadlines, eligibility criteria, application process and requirements, and evaluation and adjudication criteria. Be prepared to discuss these details during the seminar.

March 5:

Assignment: Prepare a one-page summary of a research proposal for a forthcoming or current research project. Such a summary is a common component of grant applications for funding agencies. Summaries typically include a clear purpose statement (i.e., problem/issue to be addressed, research question), the significance/importance of the proposed study, the contribution of the study to the advancement of knowledge, and perhaps the societal benefits of the study. Please email your summary to Jane ([email protected]) and Deanna ([email protected]) by March 2 so that the summaries can be distributed to other students. Strengths of students’ summaries, as well as areas for improvement, will be discussed by facilitators and students during the seminar. As such, students should be prepared to provide feedback to each other.

● March 19: Non-academic careers for PhDs (Anne Bissonnette)

Doctoral students in Human Ecology often consider academic careers that include teaching and research but a wide variety of employment opportunities exist. This seminar will focus on careers for PhDs outside of a university setting, with particular emphasis on transferable knowledge and skills acquired through the doctoral program in Human Ecology. Students are to focus on the following objectives that could fit their own needs and be able to discuss them in class:

1. career opportunities outside of the university for those with a PhD in Human Ecology, as well as the strengths and limitations of these careers; and

2. transferable knowledge and skills (beyond what is acquired at the Bachelor’s and Master’s level) that you are acquiring during your doctoral program.

● Cryer, P. (1998). Transferable skills, marketability and lifelong learning: The particular case of postgraduate research students. Studies in Higher Education, 23(2), 207-216. ***available through the UofA library.

● At least two articles from The Chronicle of Higher Education

=> The Chronicle is a publication and website that presents news, information, and job details for college and universities in the USA.Although it is focused on the USA, there are issues that are relevant to Canadian academia, graduate education, etc.

=> You may look at articles but do focus on the Journal's Advice Column.

=> It is available through the UofA library as an electronic journal: go to

https://www.library.ualberta.ca/catalog/6816219 then select UofA access and "Get full text from Chronicle of Higher Education.”

=> You can then click on the "SECTIONS” area for the "Advice” option or you can look for relevant headings for short articles (4-5 pages) articles such as "From PhD to Self-Employed Consultant,” "A Hobby Becomes a Career,” "Following the Nonacademic Track,” and "What Can Faculty Members Do to Help.”

Guiding questions

1. What sort of career opportunities outside of a university are there for people with a PhD in your specific focus area within Human Ecology (e.g., Aging; Child, Youth, and Families; Material Culture; Textile and Apparel Science)? What are the strengths and limitations of these careers?

2. What knowledge and skills are you acquiring during your doctoral program, which would be relevant and valuable in careers outside of a university setting? Which of these competency areas are shared among doctoral students in Human Ecology and other doctoral programs, and which are specific to your area of focus? What activities during your doctoral program have provided you with the opportunity to develop transferable knowledge and skills?

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5 3. Are there knowledge and/or skill areas that are important for a particular career outside of a university for which you have not yet had the opportunity to acquire? If so, how might you develop the necessary

knowledge and/or skills?

Assignment

Through discussions with your supervisor, other professors in your area of focus, graduate students, and internet searches, try to identify career opportunities outside of a university for people with a PhD in Human Ecology, in your specific area of focus. In addition, use the required reading as a guide for identifying and describing transferable knowledge and skills that you are acquiring through your doctoral program (which extend beyond knowledge and skills acquired through Bachelor's and Master's degrees). Lastly, have a look at a range of articles from the Chronicle of Higher Education's website. Identify two articles that you find especially interesting, and bring these to class for discussion with the group. There are no documents to be sent to the instructor but do come prepared to get credit for this session

● April 2: The postdoctoral experience and applying for fellowships (Patricia Dolez)

The purpose of this seminar is to introduce doctoral students to post PhD opportunities, particularly

postdoctoral fellowships. Postdoctoral fellowships can provide opportunities to broaden and deepen research and other professional skills that are required for a significant contribution to society and satisfying,

professional employment. This is normally accomplished through the guidance of an adviser; administrative and infrastructural support of the host institution; financial support of a funding organization; and professional development support of a disciplinary society.

Required Readings What is a postdoc?

https://www.nationalpostdoc.org/page/What_is_a_postdoc

Chap 4 & 5, Chakrabarty, Prosanta. A Guide to Academia : Getting into and Surviving Grad School, Postdocs and a Research Job, John Wiley & Sons, Incorporated, 2012. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/ualberta/detail.action?docID=827168

Policies governing postdoctoral fellowships, University of Alberta

https://www.ualberta.ca/research/support/post-doctoral-office/becoming-a-postdoc/policies-and-procedures

Postdoctoral fellowships

https://www.ualberta.ca/research/support/post-doctoral-office/awards-funding

Guidelines on Banting Postdoctoral Fellowships: http://banting.fellowships-bourses.gc.ca/en/home- accueil.html

Guests

Diane Rogers, Advisor, Postdoctoral Fellows Office, University of Alberta ([email protected] 780- 492-5079)

Dr. Mahsa Kalantari, Postdoctoral fellow, Department of Human Ecology