#phdchat, Job Search, PhD

The Vitae: Brewing Academic Experience for Your CV

A key part of the academic application is the vita. Since I mentioned I’m on the job market, a number of peers have asked me, what does my curriculum vitae (CV) look like? My response – it depends. It depends on the type of position – academic or nonacademic – and the institution. For the most part, I have a standard CV that I tailor for my applications and will update as I review my  academic job search spreadsheet o’ fun this week.

Screen Shot 2013-11-26 at 10.56.41 PM

Besides the cover letter, the vitae is probably the most important document for your academic job search. The vitae provides a detailed, yet distinct, review of your academic experiences and background that is chronological, skill-based, and in a combination of formats.

Viva Vita Java

The CV is a presentation of you on paper (for the most part) that highlights your expertise and development as a scholar. Although the organization resembles a resume, a vitae does not have length restrictions and it focuses on your academic experiences (you may want to include non-academic information if it strengthens your CV, and this information is relevant and specific for your discipline):

A typical CV includes:

  • Your Information (e-mail, address, mobile, website, etc.)
  • Education (undergraduate and graduate school)
  • Dissertation information & faculty advisor (title, expected graduation, if ABD)
  • Areas of research (or teaching) interest
  • Publications – peer-reviewed and relevant non academic publications
  • Grants, honors & awards
  • Teaching scholarship – link to teaching portfolio if applicable
  • Related work experience & positions (academic & non-academic; paid & unpaid)
  • Names of references (phone and email)

Format, style, and visual presentation of the CV is really up to you; however I recommend reviewing vitae examples, and getting other faculty or scholars in your discipline to review it. A few helpful tips on the curriculum vitae from Barnes (2007) includes:

  1. List your publications on the first page – show how you are already contributing to the literature in your discipline.
  2. Separate academic from nonacademic publications – distinguish between peer-reviewed articles, book reviews, & nonacademic publications.
  3. Separate publications from presentations – differentiate writing from teaching.
  4. Provide lists in chronological order – most recent first and move backward in time for easy reading & review.
  5. Include works in progress – identify if it is in review, accepted, and dates.
  6. Avoid filler – be confident and concise in your details.
  7. Include honors and grants immediately following publications – introduce most recent achievements & that you are able to acquire funding sources.
  8. Include related and nontraditional employment – consider the position and what experiences are relevant for your applications, perhaps you should industry, university administrative role(s) on your CV.
  9. Include postdoctoral experiences in the “education” section of the vita.
  10. Include service-related experiences – leadership role in a department, committee work or organized a conference helps to make you look like a more rounded candidate.

Format and style for your CV is a personal choice. You may wish to organize your CV differently for research-focused vs. teaching institutions vs. nonacademic roles vs. positions. There are a number vitae examples to review herehere, here, and here. I would also recommend looking at faculty profile pages for vita examples at the departments/institution you are applying to, and be sure to review CVs from scholars whose work you follow in your field. More often than not, CVs examples are posted online (pros & cons of this) and shared – as it also shares academic scholarship and experiences.

Ask your faculty advisor, current faculty, and respected researchers for advice. Many would be happy to support your academic search, and gladly review your CV — plus a few may want to have a copy of this document if they will serve as your reference. Get support with editing and fine tuning your vitae. Another set of eyes, and feedback from an outside perspective will help you improve your CV.  Good luck with your applications — I’m off to edit and update my own.

Reference:

Barnes, S. L. (2007). On the market: Strategies for a successful academic job search. Lynne Rienner Publishers.

#AcWri, #AcWriMo, #phdchat, PhD

#AcWriMo Peer Pressure: Time, Challenge/Support & Cheerleaders

As many of you know, I signed up and successfully completed my first UNT Eagle Dissertation/Thesis Boot Camp over that past few days. What did I accomplish? (you might ask). Here is my summary, in a tweet:

The boot camp structure helped me find time, space (physically & mentally), and support to dedicate 3 FULL DAYS of just writing and research for my dissertation. Dr. Oppong and the Toulouse Graduate School provided the group of doctoral students with advice on the PhD process, motivation, meals, and, of course, COFFEE! Boot camp let me be selfish with my time and required me to just SHUT UP AND WRITE my dissertation.

Shut Up & Write #AcWriMo Start of Dissertation Boot Camp

During the camp, I purposefully unplugged from all social streams, e-mail, phone, etc. Unless you were my faculty advisor,  my friend Paeng from our COI research lab, or my partner-in-crime – you probably did not hear from me much.

Similar to #AcWriMo November 2013, this boot camp included goal setting and accountability with our writing progress. Here’s my self-evaluation from camp:
Boot camp sel-evaluation. #acwrimo #phdchat #latergram

My main purpose for this boot camp was to finish my dissertation proposal for my committee to review. Essentially the dissertation proposal consists of Chapter 1 (Summary), 2 (Literature Review) & 3 (Methodology) for my final dissertation. Want to learn more about this writing process? Check out SAGE’s new resource: Do You Understand What is Required in a Doctoral Dissertation or Thesis? [PDF]

I managed to get most of these beginning chapters drafted, and have them loosely reviewed by my faculty advisor. I also put my writing drafts into the official UNT Dissertation format, and identified areas I need to edit and add to. I plan on using December to meet with a few faculty members to review my research methodology (the recipe for research), and then I will work with my faculty advisor to set up a time for my dissertation committee gather for review in early 2014.

Overall, this boot camp was a great experience, and I am quite pleased with my progress. I think that agraphia groups and writing support programs are invaluable for doctoral students. Events like this offer peer pressure, social support, and, most importantly, TIME for writing. I would like to attend the next UNT boot camp in February to write up Chapter 4 (Data Collection, Analysis, & Findings) and Chapter 5 (Conclusions) in the Spring.

Thanks for the challenge & support from the following tweeps: #AcWriMo writersinstigator of research ideas, and especially those of you who cheered me on. Always be writing…

BreakDrink, CTCX

Delicious Until the Last Sip… Goodbye @BreakDrink!

It’s been a while coming, but a couple of days ago Papa BreakDrink, Jeff Jackson, pulled the plug on BreakDrink.com. I am sad to see it go, but I am happy for what it was. This side project brought together a collaborative spirit of sharing and discussion around topics in Student Affairs and Higher Education, specifically “dedicated to providing alternative forms of professional development.” For the experiences, interactions, and laughs – I am fortunate to have had the pleasure. Thanks BreakDrink Family & Campus Tech Connection (#CTCX) listeners/friends.  [p.s. There are a number of our shows sitting in the archives should you want to take a listening walk down memory lane or check it out for the first time.]

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 Over the last few years a number of new (social media) spaces and places have appeared for Student and Academic Affairs professionals to flock to for trends, issues, news, learning, and connection. It might be my lack of interest in competing in the higher ed market place to be “the next big thing” online, or just a shift in personal and/or academic priorities – but it is time to say farewell to BreakDrink.com.
breakdrink_icon I would like to sincerely thank Jeff Jackson for instigating @BreakDrink, and inviting me via a Twitter DM to join the fun with Jeff Lail & then Bruce Mann. From thoughtful discussions, interesting debates, lively podcast interviews, snarky comments, new online training initiatives, mentoring relationships, and growing friendships – I say a fond goodbye to the BreakDrink family and friends. This community of practice has been a solid part of my informal/alternative professional development plan. From this beginning, I have continued to research and work in this area of higher education, and I am grateful to those who lit this spark.
I owe a great deal to many who are accomplices to the BreakDrink experience,  (see Jeff’s Pull the Plug Post) by contributing as podcasters, bloggers, creatives, brainstormers, and then some – I’m looking at you Julie Larsen. As we close this chapter of our lives, I am proud to say that I am leaving BreakDrink with some new tech skills, a broader understanding about things in the Student Affairs and Ed Tech realm, a new support professional network, and a few amazing people in my life. Here’s to our continued friendship, learning and sharing, BreakDrink Family! Until the next podcast or blog post… Laura Pasquini, for @BreakDrink #CTCX is signing off from BreakDrink.com! {Cue the closing music.}
#AcWri, #AcWriMo, Dissertation

#AcWriMo Discipline: Dissertation Boot Camp Here I Come!

In honour of my #AcWriMo November Goal #1, I decided to apply to the UNT Eagle Dissertation Boot Camp that is happening this week (November 21-23). To date, my word count for the month is 19, 344; however I need to dedicate more of these words to my dissertation drafting.

BootCampGraphic

Image from UDaily post from University of Delaware.

After approval from my faculty advisor and support from my supervisor, I applied to this 3-day boot camp to SHUT UP AND WRITE.  I just received my official acceptance to the program from Dr. Joseph Oppong, the Associate Dean for Research and Professional Development in the Toulouse Graduate School:

 Dear Student,

Congratulations, you have been accepted to attend the Eagle Dissertation Boot Camp! It will be held in the Willis Library Forum (first floor area). The boot camp is designed to provide you 3 days of interruption-free, stress-free, no-excuses-just-do-it writing time for your dissertation. To help you prepare so that you optimize your output here are some packing tips.

Be sure to clear your calendar for the whole of the boot camp. You need to commit to attend the entire workshop. You will not be excused to teach or attend class. Arrange transportation and childcare so that you are free to attend each day.

This is your notice that you are enrolled in Boot Camp. If you cannot attend this session let me know immediately. If you cancel within 3 days of the event you will be considered a “no show” unless you situation truly is serious. If you “no show” you will not be allowed to participate in the next session and your advisor will be notified. We have limited funds, space, and resources and you must commit to coming or give your seat to someone else.

Please bring a laptop, a mug (coffee/tea available) and/or water bottle. If you don’t have a laptop, you can check one out from the Library, but, bring a flash drive to save your work. MP3 players and headphones are recommended if they help you concentrate, or if you find nearby conversations distracting. Work tables, lunch, and snacks are provided.

No lateness, please. It’s distracting for the other campers…

Here is the line up this week’s dissertation boot camp – so don’t expect a whole lot of tweets, email responses, social network posts,  or interaction from me as my Interwebs use will be limited from Thursday (11/21) morning onward:

Boot Camp Schedule

Day 1 Day 2 Day 3
8:00-9:30 a.m. Formatting Workshop
9:30-10:00 a.m. Roll Call, Welcome, Introductions, Breakfast
10:00-11:30 a.m. Writing
11:30-12:00 p.m. Wellness Activity
12:00-1:30 p.m. Writing
1:30-2:00 p.m. Lunch
2:00-3:30 p.m. Writing
3:30-6:00 p.m. Optional Writing Time or Optional Individual Consulting
9:00-10:30 a.m. Writing
10:30-11:00 p.m. Wellness Activity
11:00-12:30 p.m. Writing
12:30-1:00 p.m. Lunch with Advisors
1:00-2:30 p.m. Writing
2:30-3:00 p.m. Self-Assessment and Discussion
3:00-6:00 p.m. Optional Writing Time or Optional Individual Consulting
9:00-10:30 a.m. Writing
10:30-11:00 a.m. Wellness Activity
11:00-12:30 p.m. Writing
12:30-1:30 p.m. Lunch
1:30-3:00 p.m. Writing
3:00-6:00 p.m. Optional Writing Time or Optional Individual Consulting

Each day includes:

  • several blocks of writing time
  • scheduled, limited time for web-browsing
  • tip sheets
  • wellness breaks
  • a lunch conversation with fellow campers (box lunches provided)
  • space to continue writing in the afternoon (if interested)

The reason I applied, is to have specific time carved out and a dedicated space to move forward on my #AcWriMo goal #1. A number of things get in the way of my dissertation writing, including other writing projects, presentations, work items, and life. Also, as a student who wears “many hats” on campus and outside my job, I can sometimes find it challenging to pick up where I have left off, and my motivation to just write is fragmented with other responsibilities. I think this dedicated writing schedule will push me further along with my dissertation goals.

I will report back in after “camp” is over. Write on, my friends. Write on.

#AcWri, #AcWriMo

#AcAWriMo Reading: The Literature Review

In SAGE’s Doing a Literature Review, Hart (1998) defines the literature review as “The selection of available documents (both published and unpublished) on the topic, which contain information, ideas, data and evidence written from a particular standpoint to fulfill certain aims or express certain views on the nature of the topic and how it is to be investigated, and the effective evaluation of these documents in relations to the research bring proposed.”

Reviewing my literature this afternoon. #phdchat

I have been collecting and organizing literature, publications, and more on the topic of social media guidance for quite some time. I have been reviewing the key questions used for a typical literature search and review of my research topic (Hart, 1998):

  • What are the key sources?
  • What are the major issues and debates around the topic?
  • What are the key theories, concepts, and ideas?
  • What are the epistemological and ontological grounds fro the discipline?
  • What are the political standpoints?
  • What are the origins of this topic?
  • What are the definitions involved with this topic?
  • How is knowledge on the topic structured and organized?
  • How have approaches to these questions increase our understanding and knowledge?

In thinking about my own doctoral research, the literature review, a.k.a. Chapter 2 and part of Chapter 3 (methodology), often demonstrates a specialization in a topic and focus. For a number of doctoral researchers, the dissertation/thesis is requires a high level of scholarship, and it is an opportunity to make an original contribution to the field. Phillips and Pugh (1994) conducted a study around doctoral research and literature reviews, in which they identified nine definitions for originality:

  1. doing empirically based work that has not been done before;
  2. using already known ideas, practices or approaches but with a new interpretation;
  3.  bringing new evidence to bear on an old issue or problem;
  4. creating a synthesis that has not been done before;
  5. applying something done in another country to one’s own country;
  6. applying a technique usually associated with on are to another;
  7. being cross-disciplinary by using different methodologies;
  8. looking at areas that people in the discipline have not looked at before;
  9. adding to knowledge in a way that has not previously been done before.

It appears I will be working on #1, #6, & #7 with my dissertation research methodology. Enough talking about it, back to my literature review additions, and more writing. Go #AcWriMo Go! [p.s. Word count to date for #AcWriMo = 16, 271 now. How are you doing?]

References:

Hart, C. (1998). Doing a literature review: Releasing the social science research imagination. Sage.

Phillips, E. M., & Pugh, D. S. (1994). How to get a Ph. D.: a handbook for students and their supervisors. Buckingham, UK: Open University Press.

Dissertation, PhD, Social Media

Your Higher Ed Website + Search: “Social Media Guidelines” or “Social Media Policy” = A Database for My Dissertation Research

Yes. I know that this may be my  LONGEST blog post title ever. I created it for one reason. It is the equation which will help me move my research forward for my dissertation.

featuredimages_socialmedia

You may recall a previous request for this from an earlier blog post: Gathering #SocialMedia Guidelines from #HigherEd. So, basically what I’m saying is…

I NEED YOUR HELP! => Submit Your Social Media Guidance Please!

My dissertation research methodology (good ol’ Chapter 3) will involve text mining analysis for reviewing all these many social media guidelines (policies, strategies, beliefs, regulations, etc. included) I am gathering right now. The caveat for this type of research is –  I need to build a large enough database of documents to examine and evaluate. BONUS: After collecting all of these documents, I will share this Social Media Guidance database AND my research findings for you here: http://socialmediaguidance.wordpress.com/

As of today (4:30 pm CT), I have collected approximately 176 Social Media Guidance documents from 13 different countries. Hoo-ray!

Check to see if your institution is listed below, and if it is not – please SEARCH YOUR COLLEGE OR UNIVERSITY WEBSITE to see if you might just happen to have social media guidelines, a policy, a directory, and/or anything that might be related to social media. Thank you!

Social Media

Do You Have Social Media Goals?

After participating in today’s Social Media Metrics in Government Using GSA Guidelines webinar hosted by Hootsuite, I began to think more about the WHY and HOW social media guidelines and policies develop. This session discussed how the government developed their guidelines around their GSA social media goals which were connected to their strategic communication plan and web presence.

Obviously this webinar had a focus on measurement and assessment for social media use using both free and paid tools, like Hootsuite; however it offered some sound advice to organizations that are just developing social media guidance or for those who are re-thinking their social media policy. Instead of starting with a policy, strategy, or guideline list of what to do or not do, it would be more helpful for institutions to think through the WHY of social media. This process provides organizations focus, sets out objectives, and creates a rationale for social media use and how these goals might be measured and assessed. For example, the GSA wanted to use social media and social data goals, included:

  • Be more effective in how they distribute critical information to citizens & communities
  • Engage citizens to help shape to public programs
  • Better inform strategies leading to greater efficiency
  • Increase use of innovative tools and services to further development

It is important to consider your institutional goals when organizing your social media guidance, here a few suggestions given from the webinar – but I am sure your organization has many others.

Internal Considerations:

  • Collaboration
  • Knowledge sharing
  • Cost saving & cost avoidance strategy
  • To be transparent
  • Talent acquisition

External Considerations:

  • Citizen engagement – Active use and participation (2-ways)
  • Promote services and resources
  • Provide customer service – feedback
  • Provide real-time resources – expand upon current communication channels

Here are a couple of examples shared from the GSA for their use of social media goals:

Example of Goals for Using Social Media in Government

Another reason to consider developing social media goals before establishing your guidelines is to consider how you will evaluate social media use for your organization. Social media management of your resources is critical. To help assess social media engagement and use it will be helpful to align your goals to evaluation as part of your strategic communication plan. Social media analytics and metrics through different 3rd party tools and social dashboards; however what will be relevant for your organization to track and use for assessment purposes. You want to connect your goals to your key performance indicators (KPI) and desired evidence-based outcomes.

Planning for Measurement

One example was the use of hashtags from the Twitter for Public  Health case study to outline a clear system for planning social media management. This public health group utilized a hashtag, #SM4PH, to build hype around the start of a regular, organized Twitter chat and to launch a hashtag for community development. Their goal was to measure the impact of the hashtag use, conversation, and community involvement before, during, and after this first chat to assess the long tail of this campaign.

Does your organization or institution have social media goals? How do these goals support your social media spaces? How do you assess and measure your social media goals? Let me know.

Reference:

Macey, B. (2013, November 14). Social media metrics in government: Using GSA Guidelines – Webinar. HootSource. Retrieved from http://blog.hootsuite.com/social-metrics-gsa-guidelines/

UPDATE 11-19-13: If interested, this webinar is available for viewing on demand.