HECOL 694: Professional Seminar IV1 - University of Alberta

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HECOL 694 Winter 2021

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HECOL 694: Professional Seminar IV

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Department of Human Ecology

University of Alberta

Term: Winter 2021 Instructors: Jane Batcheller, Rachel McQueen, Time: Thursday, 12:00-1:50 pm Patricia Dolez, Sherry Ann Chapman, Arlene Oak, Location: Remote delivery: eClass and Zoom Rhonda Breitkreuz, Deanna Williamson

Dates: January 14, 28, February 11, March 4 & 18, April 1

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 six 2-hour seminars.

COURSE REQUIREMENTS and CREDIT

● Credit in the course is 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, 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

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January 14 & 28: Developing an academic career (Rhonda Breitkreuz & Rachel McQueen

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January 14: Part I - The role of teaching

In this seminar you will engage in dynamic discussion around the role of teaching in an academic career.

Part one of this seminar will provide an introduction to the relationship between research and teaching in an academic setting and obtaining teaching experience. Part two will provide explorations into developing a teaching dossier. You need to prepare in three ways:

1. Review and summarize all the required readings.

2. Document and reflect on your formal and informal experiences as a teacher.

3. Reflect on your personal experience of the relation between teaching and research.

Required Readings:

Teaching & Research

● Carnell, E. (2007) Conceptions of effective teaching in higher education: Extending the boundaries.

Teaching in Higher Education,12(1).

● Healy, M. (2000) Developing the scholarship of teaching in higher education: A discipline-based approach. Higher Education Research & Development, 19(2).

● Robertson, J. & Bond, C.H. (2001) Experiences of the relation between teaching and research: What do academics value? Higher Education Research & Development.

Teaching Dossiers

● Day, R.,& Roed, B. (1996) Teaching dossier: A guide. University Teaching Services, University of Alberta. https://uofa.ualberta.ca/-/media/ualberta/centre-for-teaching-and-learning/instructional- resources/teaching-dossier/teachingdossierguide-1.pdf

● Additional resource page with examples of portfolios:

http://www.ctl.ualberta.ca/Teaching_Services/TES_Docs/Dossier_Resources.html

January 28: Part II - Developing a program of research Objectives:

Being able to articulate your research “program” can be useful for a number of reasons, but not everyone knows—or agrees—what that means. In this seminar you’ll have an opportunity to consider what a research program comprises, the advantages and disadvantages of having one and being able to articulate it, and how to use it to your advantage.

Required Readings:

● Pierce, B. A. (2008). Developing a sustainable research program for tenure. Council on Undergraduate Research Quarterly, 29 (1), 23-28.

● Fiske, S. T. (2004). Developing a program of research, pp. 71-90. In C. Sansone, C. C. Morf, & A. T.

Panter (Eds.) The Sage Handbook of Methods in Social Psychology. Thousand Oaks, CA: Sage Publications

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3 Guiding Questions:

1. What is a research program and (why) do you need one?

2. What are the crucial elements of a research program?

3. What are the crucial factors to successfully executing your research program?

4. How will you know when you get there?

Assignment:

Work through the following questions and come to class prepared to share and discuss.

1. How would you describe the main theme or focus of your research program?

a. What do you want to be known for within your part of the research community?

b. What are its sub-themes, if any? Think, perhaps, in terms of the knowledge gaps or unanswered research questions remaining around the broad theme.

2. Which of these sub-themes, knowledge gaps or research questions do you expect to pursue in the three to five years following completion of your degree?

3. What resources, equipment, facilities, personnel will you need to be able to pursue these sub- themes, knowledge gaps or research questions?

a. How will you go about obtaining these resources?

b. Who will be responsible for obtaining and/or supplying these resources?

c. What will be the main “products” from your research program? (academic journal articles?

conference presentations? exhibits? practice guides? policy briefing notes?) That is, how and to whom will you disseminate your “findings”?

d. Who will be responsible for creating these products?

4. How do these products relate to one another? Do they need to be done in a particular sequence, one building on the other?

5. Where do you want, or need, to be along the path to achieving your research program goals in five years?

a. What do you need to do this year (this month, this week) to move toward that goal?

b. What do you see as the key opportunities available to you that will help you achieve that goal?

c. What do you see as the main impediments to achieving that goal?

d. What strategies will you use to capitalize on the opportunities and avoid or overcome the impediments?

● February 11: Non-academic careers for PhDs (Sherry Ann Chapman)

● 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.

Learning Outcomes:

Students are to focus on these 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.

Required Resources

Durette, B., Fournier, M., & Lafon, M. (2016). The core competencies of PhDs. Studies in Higher Education, 41(8), 1355-1370. http://dx.doi.org/10.1080/03075079.2014.968540 ***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.”

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=> 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.”

Yu, J. (Host). (2020, May 25). Virtual job interviews [Audio podcast]. What the Job? U of A Alumni Association. https://soundcloud.com/whatthejob/mini-episode-distance-interviews-with-tyree- mccrackin-career-advisor

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?

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

Time required: About 6 hours before the Zoom session on Feb. 11, 2021

Part A: 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.

Part B: Use the required resources 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).

● Emerging sub-competencies (e.g., within communication skills) as we proceed in the pandemic

○ Virtual interviews

○ Video platform facilitation skills (e.g., setting up and hosting; participating as a guest)

● Optional: Explore other podcasts in the “What the Job?” series at https://soundcloud.com/whatthejob

Part C: 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.

● March 4: Introduction to funding agencies and preparing grant proposals (Jane Batcheller and Deanna Williamson)

This seminar 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.

Assignment:

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5 Part A: 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 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.

Part B (due March 11): Following the seminar, 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. Submit your summary by using the assignment tool on eClass by March 11 at 4:30 p.m. Deanna and Jane will provide you with feedback about your summary.

● March 18: Reviewing manuscripts for publication (Jane Batcheller & Arlene Oak)

An important part of an academic appointment is reviewing the work of others for potential publication.

Providing detailed, helpful, and informed reviews is useful to colleagues and helps the reviewer develop his/her own critical writing skills. The purpose of this seminar is to provide guided experience with the review process.

The assignment for this seminar is to give you experience in reviewing and in understanding reviews of manuscripts. Although, as PhD students, many of you will have manuscripts in progress, we will mainly use papers submitted or already published. These papers will be looked at both in their early stages (pre review) and then after responses to reviewers’ comments. You will also be asked to read and review a paper in your field of study. The aim is to help you see the nature of reviews and responses, and for you to consider your own responses to published work.

Requirements

1. Early in the semester, you will be sent one or more pre-review papers, comments on these papers, and either the published or nearly-published versions of these papers. All these documents are confidential and are being provided for in-class work only.

2. Please note what feedback the reviewers have provided.

3. You will also be sent some information (or be asked to find information) on “how to do a review.”

4. Select a paper that has been published (ideally, a paper that you have read that you believe could be improved). All class members are expected to write a 1 page review of the manuscript they selected (following the “how to review” guidelines you will be sent, or asked to find).

5. Send a PDF of the academic paper and a PDF or a Doc. of your 1-page review to both Drs.

Batcheller and Oak by 11 March. These will be distributed to all members in the class. Please read the reviews and at least scan the papers.

6. In class we will discuss each manuscript and the students’ reviews.

● April 1: 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

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6 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/research-support/post-doctoral-office/postdoc-appointments/policies-and- procedures.html

Postdoctoral fellowships

https://www.ualberta.ca/research/research-support/post-doctoral-office/awards-funding/index.html Guidelines on Banting Postdoctoral Fellowships: https://banting.fellowships-bourses.gc.ca/en/app-

dem_overview-apercu.html

Guest

Dr. Christina Brown, Postdoctoral fellow, Department of Human Ecology, University of Alberta Dr. Farzan Gholamreza, Postdoctoral fellow, School of Engineering, University of British Columbia