hejduk

Actually, you can get the Economist for free, and legally. If you own a Mac, download "Calibre", which a program that acts as a PDF and book database. Calibre is free, and you can set it to aggregate the Economist from the magazine's website, and the program will actually stitch together that week's magazine for **free** for you. I have Calibre set to download the Economist every friday (it's what the program's author recommends), and I get a digital copy of the exact magazine you'll find on newstands. Once downloaded to your Mac, you can send it through Itunes to your Ipad, and read in Ibooks, etc. And yes, it is awesome, completely legal, and saved me $$$.

Non-traditional, or "alt ac" careers definitely need to be looked at by all graduates, IMHO. I was actually reading an article on the Chronicle about this (http://chronicle.com/article/The-Alt-Ac-Track-Careers/136505/?cid=gs&utm_source=gs&utm_medium=en). Advisers need to be realistic and help their advisees realize that not everyone will go the tenure-track route. I am probably doing the teaching university route, but I"m also open to doing govt research. Just be open and know that you have opportunities outside the "tower".

When I was still doing the corporate thing, I noticed that my back was killing me all the time at work (disclaimer: I do have a chronic back condition, so that obviously adds to it). I finally broke down and used my tax rebate to buy a Herman Miller Embody chair. While I'm embarrassed to mention how much I spent (can be easily found by googling it), but I don't regret it one bit. The chair has completely made things better for me, and to think I sit in the thing 8-hours a day, and divide that by the cost, it's more than worth it. Also, the chair has a 12-year (yes, you read that right!) warranty, and they come to me when I have a repair. Repairs are free! I paid mucho for it, but completely worth it.

I'm a little confused after reading the top, so maybe by mentioning my workflow, you can elaborate some? I will bring a source into Endnote, and attach the PDF. Even if you bring in a PDF, and keep it, Endnote makes a copy of that PDF and puts it in the Endnote library data folder. I have this folder on Dropbox. When I open a Pdf in Endnote, and annotate it, I'm working on the copy Endnote made that is stored in the library data folder in Dropbox. So it sounds like I'd keep doing this, and just make sure to open the PDF in the library data folder in Dropbox and mark it up in GoodReader? You are definitely correct here! Endnote X6 will be out in September for Mac, so only make sense for the iPad app to become available in the same timeframe.

Making friends in a PhD program is horrible hard... at least where I am. Sure, we all attend some of the same classes, but the majority of us are married, and just want to go home and veg after class. Sitting in an office all semester is really isolating! Here's to hoping I either find more energy, or we have more social students in the incoming class!

I think the the one thing all must realize when blogging (just like using any form of social media), you must be VERY careful of the content you post. "The Adventures of Notorious PhD" http://girlscholar.blogspot.com/, is a blog I absolute love and follow, but she's very careful to protect her identity. I would start a blog too, but I'm too afraid I'm have some rant where I completely disclose who I am, and therefore have this permanent record of said issues. Employers, yes even academic ones, are trolling websites, google, etc, anything they can find to mine data in order to complete a profile of you as either a potential student, or potential employee. Basically, if you wouldn't say it in front of your momma, don't post it online!

While I hate the layout of Endnote, it does a really great job of storing, managing, and creating what I need. (I'm aware of Mendeley, Zotero, etc, but Ednote does exactly what I need). I'm trying to go completely digital with my PDFs this fall (2nd year of PhD program), but need something that "marries" well with Endnote. Anyone figured out a workflow where they can use Endnote for referencing and bibliography creation on the Desktop, while using some software on the Ipad (or similar) for annotating/marking-up the PDF? Endnote has a the ability to markup/annotate in the desktop client, but the interface is far from great.

I unfortunately can't comment on any of the programs you mentioned, but I do know that University of Iowa has a really good PhD program in PR. Because of that, maybe it's logical to assume their MA program is good too?

** Totally subjective opinions ahead! ** I use to live in KY, and dealt with a lot of academics from UT. The program at UT-K is definitely good, but UT Austin is by far, the best in the nation! It's really tough to get into UT Austin, but well worth it if you can get admitted. My background is in advertising, and I'm currently working on a PhD. Feel free to message me if I can help you more!

I have few contacts in Europe, and I'm currently pondering how to get a professor job in Europe once I"m done with my American PhD. It has come to my attention that European vs US PhD programs are quite different: US PhDs usually do coursework and then their dissertation, while European PhDs often go straight into their dissertation, with few or no coursework. One person may state that an American PhD is better than a European PhD, but I'm sure it really comes down the field and school where you studied. I've also found out that PhD students in Europe are more likely to do postdocs in the social sciences, whereas it's basically unheard of in the US. Knowing that I will probably have a US PhD with no postdoc, will I be competitive for European jobs against European postdocs? With US PhDs being held as more "rigorous", maybe I'll be a level playing field?

Why not start a list of the relevant conferences? I think it's more appropriate to have general conferences, so that everyone can benefit, but fee free to list niche/specific sub-conferences as well. NCA - National Communication Association ICA - International Communication Association AEJMC - Association for Education in Journalism & Mass Communication IAMCR - The International Association for Media and Communication Research

First, I appreciate all the inputs from all the responders here. Excellent, excellent feedback! It seems as if we have to sides to this argument: longer, more detailed, or short, sincere emails. I personally went with the short and sweet, as based on my personal experience, it's what actually gets responses. Academics get tons of email everyday, so it seems that they have precious little time to read through paragraphs in an email. In emailing, I tell them straight-up that I'm a PhD student, i'm interested in what they do, and get a point where I ask what they're working on, and if they are possibly attending conferences I plan on attending. This whole process of emailing people is just so $#%^ frustrating, as we are supposed to share the knowledge we acquire, but academics are so overburdened with other tasks, that networking is not at the top of their priority list. Here's to getting responses from academics. Thanks again guys!

Networking is one of those things we all hate, but we have to do... especially as academics. As a PhD student, I need to make contacts with established scholars in my field. So, how do you actually get scholars to return your emails? I typically keep my email short, less than a paragraph, and include some information about myself, and ask them about their research: _____ Dear Dr. Whomever: I'm a PhD at University X doing research in this field. I have come across several articles of yours that involved my research area. May I inquire what you're currently working on? Best, Some worthless PhD student ____ Some will bite and email me back, others will tell me they're not interested, and others will just not respond. Have you had any luck getting academics to respond to your emails? Networking is the name of the game, but how do you do it when no one will respond!!

Just completed my 1st year in my PhD program, only to find that I may potentially be rejected for in-state tuition in the fall (my GTAship only pays out-of-state tuition for a year, so i'm potentially on the hook for a lot of $$ in the fall). I have to prove that I came to my state to not just be a student, but establish long-term roots. Anyone have some general advice, or been successful in petitioning this crazy thing?

I'm pretty sure I've seen this topic covered here before, but am unable to find any specific threads. In light of my inability to find anything, how you digitally organize your class readings? I'd love to not have to print a stack of papers for every class, but reading on a computer screen isn't that great. I'd love to see if anyone has found a combination of analog/digital that has been a good balance for them.

So you go through and do this for each article? Are you reading articles in thier entirety, or just mostly the abstract, intro & conclusion? After reading the articles, you have some themes/concepts that are relevant to your topic, and then you organize those themes into some type of order, and then basically plug in stuff from the article under the appropriate theme?

Haven't done a lit review in years, and here I am staring at this insurmountable stack of articles. What is your process for writing a lit review? Really just looking for opinions and advice on how everyone tackles this beast of a challenge: Do I get my articles first and then synthesize the main points? Do you make an outline of the arguments you think are relevent, and then plug in the lit to support those arguments? I'm in the social sciences, but surely lit reviews follow the same format amongst the different disciplines?

I was hesitant at first to let my advisor know, but they seem to be supportive. I think it's good to know where you want to end-up, so that you can take advantage of your time in grad school and can tailor your CV and studies to being employed in that type of environment (SLAC, R1, etc). Absolutely love teaching undergrads (not that I've taught grad students or anything). While it's a struggle to break them from technology (cellphones, etc), the mentoring aspect and seeing them mature is what I absolutely love the most. My university also offers a teaching certificate and some workshops as well. They're free, and can only help your CV/job pursuit, so why not take them? Ditto to what I said above. I think it's fine to not know exactly where you're going, but TAing will definitely help you figure out if you prefer smaller or larger classes, sole lecturing vs. team lecturing, etc.

Ditto to the working from the office thing. I can't get work done at home, as I'd be glued to the news and social networks all day. I make it a habit to get to campus by 9:30 and stay until around 4:30 or so. What I don't get done I don't get done. It makes for roughly a 40-hour week, and then when I'm home I don't do work at all. I'm a firm believer in work/life balance. This PhD crap will eat you alive if you let it. I may not be the best student, but I get my shit done, and I still have plenty of time to hang-out at home.

I can definitely see how you think that, and to an extent I agree. Networking at smaller conferences, at least to me, is easier because you just have smaller pool of people to chat with, and people seem to be friendlier and more open at smaller conferences. My program won't pay for conference attendance unless I'm presenting, so I'll be paying my way if I go to a conference. $500 for a smaller conference is well worth it to me if it helps me get a job. The same thing got me in a PhD program, so it worked!

Anyone know of any worthwhile conferences that are smaller than NCA, ICA, or AEJ? I'm looking for networking and the big conferences are just too much of a PITA.

Don't take this as an attack, but your methodology is actually the reverse of what I'd pursue. I've taught as the solo instructor now for several semesters, and getting students engaged is one of my greatest priorities. Students may say intially they would rather be in front of computer and not be bothered, but after several semesters of informal research, as well as in-class observation, I feel quite comfortable in stating that my students, at least, would much rather be engaged. Getting them engaged is quite the process, but just having them sit in front of computer with no class interaction is quite the fruitless pursuit. Yes, they are there to learn software, but they are also there to be engaged and to be part of a classroom. Technology is not the savior of education, but rather another obstacle I have to overcome in order to get my students to pay attention. After surveying endless students, I can also say that my students love the fact I ban cellphones and laptops and in my classes. They are overwhelmed with technology, and welcome my class period as a refuge for learning and disconnecting from technology (albeit briefly). Student evals, unfortunately, have much sway too, which makes it even more necessary for students to feel engaged. Literally, my TAship depends on getting decent evals. I will do whatever I can within reason and resources to make sure students are challenged, and not just sitting in front of a computer for almost 2-hours. It is my responsibility as an instructor and mentor to make sure my students get as much as they can. While learning software is an objective, it is by no means the only objective in my classroom. I'm not here to do the easy thing in class and just let my students slide through; I'm here to push them, make them feel uncomfortable, and help them learn as much as I can.

I can always expect you to come up with a good reply (nothing like the Chronicle's forums, which I disastrously experienced earlier today, but that's another story). We don't have that software, but I'll definitely look into it. I think having them all turn around and move their chairs to the front, or closer to me, is a great idea. It gets them closer to me, and hopefully more engaged. It also gets my message through, as I'm not talking to the back of student's heads. They aren't required to take notes, and most of them do not. The nature of the class is somewhat "self discovery" and learning through just playing with the software. Again, excellent idea!

I'm used to teaching in a "normal" classroom (students in chairs with prof at front of class), but now I'm teaching a class in a computer lab. The course is something I haven't taught before, which is a struggle, but also getting used to a new physical setup is tough as well. I'm teaching a course introducing the students to software, and the majority of them are quite new to all the software we cover. The room is a square shape, and the computers run along the wall, facing away from the projector screen. When I teach, I sit literally next to a student, and therefore can't "hide" my notes in my PP if I'm using one. I typically will have the software on the projection screen, and stand beside it with a laser pointer showing the various tools, etc. It's tough getting everyone to pay attention, as the students in the back of the class are sitting at their computer with their backs to me. To get everyones attention, I must literally make them turn around in thier chairs so they can see me. (Seriously, the lab needs to be setup in rows facing the projector screen, but there's not enough room to do so. A really, really bad teaching setup.) The lab meets once a week for an hour and forty minutes. The demonstration of software usually lasts for the first fifteen minutes of class, and the rest of class students work on software related exercises. I spend the rest of class going around and answering questions, showing software shortcuts, etc. For those that teach in a computer lab environment, do you have any tips? Or if you understand the teaching setup I'm facing, any tips on how better to demonstrate software?

So what are you doing to ensure that you end-up at a teaching university (or small liberal arts college)? I'm getting a Teaching Certificate, which who knows how much that'll help, but surely can't hurt. I'm currently TAing, but hope to get some more solo experience teaching before I get outta here. I'm going to take some classes in Education, as I have to take four classes outside my main area. Might include some classes in education theory or pedagogy just to help as well. Research also adds to your knowledge and therefore ties in directly with teaching. I'm learning to like research, but it's gonna have to grow on me a lot to replace my first priority of teaching. And the same question to you: what are you doing to enable yourself to teach after graduating?