NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED512739
Record Type: Non-Journal
Publication Date: 2005-Oct
Pages: 336
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-1-4039-6936-1ISBN-978-1-4039-6936-1
ISSN: N/A
Graduate Study for the Twenty-First Century: How to Build an Academic Career in the Humanities
Semenza, Gregory Colon
Palgrave Macmillan
Many graduate students continue to be regarded as "apprentices" despite the fact that they are expected to design and teach their own classes, serve on university committees, and conference and publish regularly. "The Chronicle of Higher Education" reports that the attrition rate for American Ph.D. programs is at an all-time high, between 40% and 50% (higher for women and minorities). Of those who finish, only one in three will secure tenure-track jobs. These statistics highlight waste: of millions of dollars by universities and of time and energy by students. Rather than teaching graduate students how to be graduate students, then, the guide prepares them for what they really seek: a successful academic career. Following a foreword by Michael Berube and an introduction, this book contains: (1) The Culture of a Graduate Program; (2) The Structure of a Graduate Career; (3) Organization and Time Management; (4) The Graduate Seminar; (5) The Seminar Paper; (6) Teaching; (7) Exams; (8) The Dissertation; (9) Attending Conferences; (10) Publishing; (11) Service and Participation; and (12) The Job Market. Appendices include: (1) Sample CVs; (2) Sample Syllabi; (3) Sample Teaching Portfolios; (4) Examination Materials; (5) Sample Dissertation Prospectus; (6) Conference Materials; (7) Book Prospectus Materials; and (8) Job Market Materials. An index is also included.
Palgrave Macmillan. 175 Fifth Avenue, New York, NY 10010. Tel: 888-830-8477; Fax: 800-672-2054; Web site: http://www.palgrave-usa.com
Publication Type: Books; Guides - Classroom - Learner
Education Level: Higher Education; Postsecondary Education
Audience: Students
Language: English
Sponsor: N/A
Authoring Institution: N/A