Criminal Justice 601
Dissertation Writing, Dissertation Psychology, and Pre-professionalization
Fall 2001


LOCATION: 5th Floor, Gladfelter Hall (room not yet assigned)
TIME: Thursday 1-3:30
INSTRUCTOR: R. B. Taylor 

STATEMENT OF PURPOSE. This course serves one main purpose, and one auxiliary purpose. The first is to talk about how to approach the writing and the researching of topic for an extended paper, like a dissertation or a major literature review. This will get us into the psychology of writing as well as the mechanics. The first may be more important than the second. Further, we will talk about professional matters relevant to advanced doctoral students as they prepare for entry into the job market.

APPROACH. You are going to complete and write weekly assignments to serve the first purpose. To serve the auxiliary purpose you will be preparing a range of materials. We will meet weekly. In these meetings we will review the material you have prepared, talk about the next step in the writing process, and review professional matters.

The main topic on which you are working may not be in final form by the end of the semester, but it will be in close-to-final form. Your grade for the semester hinges on you completing the weekly assignments, and on turning in the close-to-final paper at the end of the semester. I also will give you some credit for participating in the professional side of the course

BOOKS (two of these are available through Amazon)

Becker, H.S. (1986) Writing for social scientists. Chicago: University of Chicago Press
Boice, R. (1992) The New faculty member . San Francisco: Jossey-Bass (out of print - you can borrow book IN THE OFFICE and make copies)
Lamott, A (1994) Bird by bird. New York: Anchor
Vick, J. and Heiberger, M (2001). The Academic Job Search Handbook. Philadelphia: University of Pennsylvania Press (3rd Edition).

Also helpful: Bolker, J. (1998) Writing your dissertation in fifteen minutes a day. New York: Holt. Here is why I think it is helpful (1) It makes the point, as does Lamott, that you need to do the actual writing every day. And, to encourage you in that direction, it suggests you set goals on a week-by-week basis that you are sure you can achieve.

Two of these books are about writing - one by a social scientist, one by a creative writer. I think you will find some of the commonalities pretty intriguing. The Boice book is about how to survive being a new faculty member.

SEQUENCE OF TOPICS AND READINGS

WEEK OF

TOPICS - ASSIGNMENT is due the FOLLOWING week

READINGS -to be completed BY that week

8/30

IN-CLASS: The "rules;" finding research moving forward and backward - using the book and E version of SCI and SSCI;
ASSIGNMENT: follow an article that you think is probably moderately well known and is in an areas of interest; it should be from circa 1990; you follow it FORWARD - make a list of all subsequent pieces that CITED that piece. Also, pick one reference that was IN the piece you started with, and see how many other places also cited that same reference in the same year.

9/6

IN-CLASS: the perils of an all-e search approach; the writing process; all the problems with getting started. 

Becker, Ch. 1, Ch. 6
Lamott, 1-32, 110-130

9/13

IN-CLASS: what is necessary mentally, and ecologically, to develop a writing commitment?; putting the garbage out; the process of developing the trusted network; the norms; the size. "Free writing" assignment.

Becker Chs. 2-5
Lamott: 133-172

9/20

IN-CLASS: Understanding different levels of editing; first edits; organizing material; second edits. Doing a couple of second edits. Pointers from Becker and Lamott on how we write. Pointers from Lamott about the writing group.  "Free writing" assignment.

Becker Chs. 2-5
Lamott: 133-172

 

9/27

IN-CLASS: Issues in preparing to go on the market; resume, teaching portfolio; learning about the department; preparing the academic job talk; more second editing in class. "Free writing" assignment. Begin to organize conceptual model for major piece.

 

Platt, J. R. (1964) Strong inference. Science 146, 347-353.
Boice: 81-106; 161-206
Lamott: intro, 172-182

TCHE articles on the academic job interview process

10/4

IN-CLASS - reviewing in class the material you have provided; further development of conceptual outline; "Free writing" assignment

 

10/11

IN-CLASS: further elaboration of conceptual model for prospectus piece; review qualitative paper;

Becker, Chs. 8,9

10/18

IN-CLASS: review two works in progress; orientation to bibliographic tools

Becker, Ch. 7.

10/25

IN-CLASS: review writing; preparation for job market; resume review; cv review; the difference; teacher portfolio review

AJSH: pages TBA

11/2

IN-CLASS: review writing; writing a statement of research interests; 

AJSH: pages TBA

11/9

IN-CLASS: review writing; Preparing proposals - the protocol - gov. agencies, state agencies, foundations; letters of recommendation; interviews at conferences

AJSH: pagesTBA

11/16

IN CLASS: review writing; on site job interviews

AJSH: pagesTBA

11/30

IN CLASS: review writing; after the job interview

AJSH: pagesTBA

12/6 ASSIGNMENT: Detailed idea piece/lit review and complete bibliography due  

GRADING

10% In-class participation defined as being ready for class, having done the readings, being prepared to discuss them, and, if required, having read the work of your classmates.

30% Turning in the weekly assignments (aside from interim/final big pieces.

20% Turning in interim outline of acceptable quality

40% Turning in the final idea piece/lit review

RESOURCES

Two files describing problems with doctoral education
The main study- pdf file - real big - you may NOT want to print out
Extra web tables

Leaving the field - reasons and responses

Professional tips from the Chronicle of Higher Education. These are links to

Friday, May 19, 2000 When You Want to Stay on Campus (and You Don't Want to Teach) By MARY MORRIS HEIBERGER and JULIA MILLER VICK

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Friday, June 16, 2000 Used Up and Burned Out By MARY MORRIS HEIBERGER and JULIA MILLER VICK

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Friday, July 14, 2000 Is It OK to Leave for Another Tenure-Track Job? By MARY MORRIS HEIBERGER and JULIA MILLER VICK

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Friday, August 11, 2000 Should I Tell Them? By MARY MORRIS HEIBERGER and JULIA MILLER VICK

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Friday, September 22, 2000 Coping With Chronic Illness WhenYou're on the Job Market By MARY MORRIS HEIBERGER and JULIA MILLER VICK

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Friday, October 20, 2000 The C.V. Doctor Returns By MARY MORRIS HEIBERGER and JULIA MILLERVICK

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Friday, November 10, 2000 The 80/20 Rule and Other Real-World Phenomena By ROBIN WAGNER

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Friday, November 17, 2000 Why More and More Ph.D.'s Are Turning to Consulting By MARY MORRIS HEIBERGER and JULIA MILLER VICK

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Friday, December 8, 2000 The Secret to a Successful Job Interview By ROBIN WAGNER

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Friday, December 15, 2000 Interviewing Before You're Invited to Campus By MARY MORRIS HEIBERGER and JULIA MILLER VICK

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Friday, January 26, 2001 Getting (Most of) What You Want By MARY MORRIS HEIBERGER and JULIA MILLER VICK

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Friday, February 2, 2001 Getting Great Letters of Recommendation By RICHARD M. REIS

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Friday, February 23, 2001 How To Be Your Own Worst Enemy on the Job Market By MARY MORRIS HEIBERGER and JULIA MILLER VICK

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August 28, 1998 Do I Need My Own Web Page? By MARY MORRIS HEIBERGER and JULIA MILLER VICK

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September 18, 1998 How important are letters of recommendation? By MARY MORRIS HEIBERGER and JULIA MILLER VICK

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Friday, November 13, 1998 Career Talk: How To Get the Most Out of Conventions By MARY HEIBERGER and JULIA MILLER VICK

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Friday, December 11, 1998 What to Do When They Say, 'Tell Us About Your Research' By MARY HEIBERGER and JULIA MILLER VICK

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Friday, January 22, 1999 How To Handle Difficult Interview Questions. By MARY HEIBERGER and JULIA MILLER VICK

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Friday, February 19, 1999 Making the Most of Your Campus Interview By MARY HEIBERGER and JULIA MILLER VICK

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Friday, April 9, 1999 Deprogramming From the Academic Cult By MARGARET NEWHOUSE

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Friday, April 16, 1999 What to Do When You Don't Get the Job By MARY HEIBERGER and JULIA MILLER VICK

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Friday, May 14, 1999 You Got the Job -- Now What? By MARY HEIBERGER and JULIA MILLER VICK

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Friday, June 11, 1999 Deciding Whether to Shoot for a Job in Academe By MARY HEIBERGER and JULIA MILLER VICK

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Friday, July 9, 1999 Why Didn't I Hear From the Search Committee, and Other Questions By MARY HEIBERGER and JULIA MILLER VICK

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Friday, September 17, 1999 The CV Doctor By MARY HEIBERGER and JULIA MILLER VICK

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Several chronicle articles about racial preferences and hiring and admissions. BEWARE: this is a large file - about 1.6 meg - it is a PDF file for acrobat reader

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