Tag Archives: mentorship

Working Group: January Agenda

Although we’re excited to continue the conversations about data that we started during our December meeting (see meeting report here), our meeting this afternoon will focus almost entirely on our May 4 event because we need to solidify our plans so that we can begin contacting prospective participants.

Core Working Group
January 17, 2017

Meeting Agenda:
  1. Plans for May 4 event: Town Hall Meeting on Careers in the Humanities
    • Event title
    • Event structure
    • Event participants, inc. potential keynote speakers
  2. May 4 event publicity and invitations

Full Meeting: December Report

Overview

This was the first full meeting of both the Core Working Group and Project Steering Committee. In this joint-session, we wanted to summarize the curricular changes that we thoroughly discussed in our previous meetings and then jump into our discussions about current and desirable data collection practices.

Discussion of Proposed Curricular Changes

The group began by examining a summary document of ideas for curricular changes that were generated during our past months’ meetings. The ideas have been divided into the categories that follow below.

We want continued conversations that might actually be useful and produce changes that are feasible. The goal of all curricular changes is to add additional opportunities without adding any additional time to degree.

The generated document will be what we move forward with for curricular changes pending any possibility for future implementation.

(1) Career/professional development modules

The English Program’s spring Intro to Doctoral Studies class will pilot a combination of career and professional development modules. The goal is to ground discussions of non-academic careers. The module will hopefully address the concern of faculty members who feel underprepared or unqualified to teach about careers that are outside of their own experience. Such courses are already overburdened by articulating examination requirements and program expectations. The modules could also sign-post various offices and centers at the Graduate Center in order to help promote the activities that they are already doing.

Another possibility will be to cull first-year working hours for a professional development free-floating workshop. Students could be given a menu of programs to choose from. The idea has already been enthusiastically received by a majority of the humanities EOs. One key concern while developing this workshop is that it assumes that the majority of students are on a Graduate Teaching Fellowship. How can we not show prejudice against students who have different fellowships?

During our discussion, it was asked if we could find a way for interested students to participate in another program’s professional development? This would require each program to distinguish between those events that are localized within the program and those that should be interdisciplinary.

(2) Alternatives to the monographic dissertation

Suggestions regarding alternatives to the monographic dissertation are perhaps more challenging and require implementation from the individual programs. But, making such changes would put us in step with a national conversation about the dissertation.

The dissertation is not a unified concept; it varies greatly across disciplines and time. Is it a practice vehicle for academic writing? Is it evidence of a research practice? The institution needs to consider what the dissertation is across the humanities. There is a need for coherent guidelines outlining the required components of such a project that includes elements like sustainability and thinking about audience accessibility. The library is currently involved in working with students and advisors to construct data sets and present their work publicly based on current and future interests of working with that data. Expectations for longevity need to match formats.

Next steps might be:

  • Resuscitating the digital dissertation group.
  • Working on a program by program level to look at comparable institutions with policies already in place for proposal, execution, and evaluations phases.
  • Looking internationally (at places such as the U.K., Australia, and Canada) for how to address alternatives to the monographic dissertation, such as the incorporation of a practical component.

(3) Internships

There are semi-structured internship opportunities available during the summer. We might be able to take all of the students who have participated in such projects to form a cohort and organize a larger event (or smaller events within each program) in order to inform other students about larger opportunities available to them.

Most of these institutions who offer such internships have an underlying goal of how to make their current projects more public, whether through blogging or catalog-writing. This speaks to a key concern in the Working Group about addressing a wider audience. How do you take the theoretical information and communicate it to the public?

(4) Expanding mentorship

We continue to ask: How do we expand our alumni engagement with students in productive and organized ways?

Look at Current GC Alumni Data

We shifted to discussions of our second planning theme, data: collecting and publicly disseminating data about retention rates and student post-doctoral career paths.

We had two graduate students come to speak about and share the alumni data that currently exists as part of an internal study conducted by Institutional Research (IR). The study began in the spring of 2015 in reaction to an extremely low alumni survey response rate. IR first contacted programs to find out what data they had on their alums. The researchers then began to discover alumni information through web searches, institutional pages, and LinkedIn. The study has tracked 90% of GC graduates between 2003 and 2014. The remaining alums that are undiscoverable (about 10%) are mostly presumed to be international students who returned to their country of origin.

Lots of data exists, but it is yet unclear how the data should be aggregated.

The researchers created an executive summary of the data in order to demonstrate some possible things that can be expressed with the alumni data that exists.
We came up with a brief list of questions that we hope the data can answer. We’re particularly interested in looking across years in order to recognize trends relevant to our project:

  • A comparison of numbers between alums working inside and outside academia.
  • What happens to ABDs and/or other students who are leaving programs before completing the dissertation?
  • How can we take into account that decreasing enrollment numbers at the institutional-level might be affecting data?

Other things that have been considered include: Who is the audience for this kind of data? What can the data be used for by people within the institution?

According to the researchers, we don’t currently have the infrastructure to continue tracking data as alumni change positions.

Discussion of Data Collection Practices

The Project Leaders outlined three key issues for us to address:

  • What can we do to better support programs in keeping data? What can we do to make this kind of tracking easier?
  • Is this something that we need to ask students about when they enter the program? Should we ask students what they intend or hope to do with their degree? How do we measure students’ intentionality and then discover if we are meeting their expectations? Should this data be shared with incoming students?
  • Can we create a better process for alumni to report their information or status with us? Both quantitative and qualitative data results are interesting. It is a shared responsibility across the institution. There’s also a lot of room for cross-disciplinary force.

We need some standard on how programs are gathering and sharing alumni data. It was suggested that the administration require programs to keep track of alumni information.

Sharing information on program websites seems to be a successful way of keeping track of the information. Thus, we need to highlight those programs that are already doing well at collecting and publishing data. The Theatre Program has been identified as one humanities program that is particularly good about collecting and publishing alumni data. Could we intervene at the APO meeting to highlight processes that are effective?

If we’re trying to get programs to contribute to data collection, we need to outline a series of questions that the numbers actually answer. What do we know? What other things might we want to know? Can we formulate the findings as prose rather than as data only? What questions might more articulated data collection help us answer?

One committee member suggested that the Graduate Center create a better alumni feature on the institution’s website.

An ongoing question we’ve had is: Can we work backwards from our data to craft professional development support? We might also consider both how our data is limited by what our programs have already articulated as job possibilities and how we might account for serendipitous career outcomes.

Beginning Plans for May 4 Event

We turned to opening discussions of the May 4 event, which has been tentatively titled as a Town Hall Meeting on Careers in the Humanities. The ultimate goal of the event will be to foster communication between alumni, students, and faculty.

Moving Forward

The next project meeting is scheduled for mid-January. At that meeting, the Core Working Group will finalize recommendations for data collection practices. This meeting will also serve as the transition from our second planning theme (data) to our third (partnerships). We will begin developing recommendations and strategies for building, fostering, and maintaining better partnerships with both alumni and employers.

Working Group: November Report

Overview

Although the original purpose of the Core Working Group’s November meeting was intended to be the inaugural discussion of data collection practices, the committee’s wrap-up of curricular discussions was exceedingly productive and dominated the meeting.

Our meeting focused on three areas: (1) analyzing program professional development syllabi, (2) discussing the implementation of career planning modules, and (3) (re)considering the value of digital dissertations.

Professional Development Syllabi

Following last month’s discussion about implementing a professional development module as part of every doctoral program’s first year class, the Project Leaders gathered course syllabi and other professional development materials from the various humanities PhD programs and made them available to the Core Working Group. At the beginning of our meeting this month, the committee directly addressed the gathered documents, which provided the basis for much of our discussion.

One committee member raised the logistical concern of inserting nonacademic elements into the existing syllabi. Would it be a two week session? How could these elements help students think about nonacademic jobs? Additionally, it’s unlikely that faculty members would be able to lead these sessions as most don’t have expertise in nonacademic career options.

Another committee member noted that those programs that do include information about nonacademic careers in their syllabi often point to the existence of alt-ac positions (i.e., “we want to make you aware that you may have to look for other types of employment”) rather than helping students build skills. There was some surprise to see individual program syllabi (notably Philosophy) so heavily geared towards academia even when there are particularly few academic jobs in those fields. Additionally, several remarks were made about the requirement for Art History students to complete 50 hours of teaching preparation for no credit. Part of students’ eagerness may stem from the fact that they have teaching fellowships, and they may feel that they need this level of preparation to be successful. It certainly demonstrates that students are eager to broaden their professional capacity.

Implementation, Structure, and Content of Modules

The discussion regarding individual program syllabi then segued into discussion regarding the creation of modules in order to address professional development across humanities disciplines. Modules might be particularly effective because they can be designed for early use in programs rather than level three interventions.

There were some general concerns about the best way to implement a module format. For instance, could we press programs on several levels by adding specific learning outcomes to the accreditation requirements of each program? Could we require programs to demonstrate that they have met these outcomes? Another suggestion put forth was for faculty members to complete a workshop on mentoring students and helping them to develop leadership skills.

The Core Working Group generally seemed to like the suggestion of selecting a student cohort to pilot a project. The students who participate in the pilot could help work on the course module (as an alternative to faculty being required to do so). The individual programs could identify students who are open to thinking broadly about what it means to get academic training in the humanities.

One committee member suggested that it might be beneficial to rethink students’ WAC (Writing Across the Curriculum) fellowships, which were created in the 1990s. Perhaps a long-term plan could redesign them to align with a new module. Additionally, more flexible thinking around course credits could also open up interesting teaching possibilities.

After some brainstorming, the committee settled on the following list of desirable nonacademic learning outcomes:

  • Ability to write for a general audience
  • Flexibility and adaptability
  • Ability to effectively collaborate

It was also agreed that mentorship is very important. We could work with programs to help students identify a secondary mentor, perhaps outside of the programs themselves. A benefit of the dual mentorship idea would be developing an additional reference for nonacademic jobs.

Another important phase of the module would be an internship component. If students could get a course release in the spring and then again in the fall (two course releases but not in the same academic year), they would have an entire calendar year to work on a project. Something akin to the Provost’s Digital Initiative could fund GC offices to hire students to work on worthy institutional projects.

Other module suggestions included advocating for the humanities and differentiating between writing for the public and scholarly communication.

In discussing desirable student skill sets that modules could promote, the conversation turned back towards the digital dissertation and the skill sets that it demonstrates.

Digital Dissertation Skill Sets

Two digital dissertation projects by Graduate Center students served as the nexus for the discussion:

Venereal Disease Visual History Archive
the web component of a dissertation by Erin Wuebker, GC PhD History

Walking with Whitman: A Mobile Walking Tour
a fully digital dissertation by Jesse Merandy
(project cited by the Chronicle of Higher Education)

Committee members familiar with digital dissertations commented that many of these projects are archive-intense Omeka sites and have some complementary written component. The audiences for digital dissertations varies, but they are often geared towards nonacademic audiences. Additionally, they demand a higher level of project planning and require students to share the building blocks of their project and think about accessibility. They require students to ask complex questions about maintenance and archives and to think about privacy and copyright concerns. Students learn about outreach and publicity. Students completing these projects have to get test users and work collaboratively. They also have to choose the right digital tool—exposure to a kind of decision-making that might happen on a regular basis in a nonacademic setting.

One committee member remarked that a humanities background is more and more relevant to public issues and questions. Gaining business-related skills would be extremely handy for humanities students.

Moving Forward

The continuing discussion about possible curricular changes has been fruitful, and committee members have lots to consider before our May Town Hall Meeting.

The next project meeting is scheduled for early December. That gathering will be a full meeting of both the Project Steering Committee and the Core Working Group. Our goals will be the examination of data collection practices and the creation of recommendations around data collection.