Doctoral Student's Comprehensive Guide to Finishing the Degree (CG)

Benchmarks

• Identify types and styles of academic writing that are central to your discipline(s)
• Learn new writing and research skills necessary to excel in graduate school
• Seek out resources to consult as you meet new obligations and expectations

Action Steps and Reflection Prompts

• In your field/discipline, what articles and book chapters do advisors, teachers, librarians and peers point to as examples of "good, scholarly writing"? 
  • From a list you generate, select two articles and chapters to read.  (Perhaps the writers share a research interest with you or make use of a methodology you hope to employ as a scholar or are someone you know.) 
  • To help you understand writing patterns in your field, look at how the pieces are organized, at how paragraphs are developed and linked together to explore themes or shape sections, and at how the beginning and end of the pieces work to provide a framework for readers. 
  • Talk with your advisor about your observations, and if your work is interdisciplinary be sure to discuss differences you detect in the work you've reviewed.

• What is your writing history? 
  • To begin understanding this history, write for 20-30 minutes about your past writing experiences: Write without stopping to consider a few pivotal writing experiences you would call successful, challenging, unsuccessful and interrupted. 
  • For those who prefer making lists, focus on listing (1) your strengths as a writer, (2) improvements you could make as a writer based on feedback from readers you trust, and (3) attitudes and situations that lead you to shut down as a writer.  This isn’t time to dwell on or generate put downs – assess skills and analyze problems openly and honestly. 
• What fears do you have about writing – in general and even more specifically those related to writing a dissertation? 
  Honestly note what you don’t know about – or can only assume to be true about – writing a dissertation.

• How do you approach writing? 
  • Scholarly, academic writing requires daily chunks of writing time, commitment to drafting and substantially revising work, and writing-supportive peers.  Take 20-30 minutes to inventory how you now approach/complete major writing projects or assignments – does your approach incorporate “writing as a process”? does some (or much) of the process of writing seem a mystery to you? are there components that you regularly skip?
• Review ideas you've generated in completing these prompts in order to identify 3 writing goals with plans for meeting the goals during the first year of coursework.

Resources

• Research Skill Building
• Research Quick Study: drop down menu will link you to research resources commonly used in your field, letting you know how to access these materials in print and/or electronic versions.
• University Subject Librarians: As part of its research-oriented role, the University Libraries supports a "liaison librarian" system that links individual librarians to particular disciplines/colleges.  As a graduate student, you can make an appointment with the liaison librarian to learn more about research tools and resources that will support your growth and development while doing graduate course work and dissertation research.  One note: aim to set up an orientation meeting that involves several students – perhaps your first year cohort – to make wise use of this professional's time and to begin working supportively with your new peer researchers. 
• Learn how to manage an electronic portfolio by starting to build a collection of your own writing – drafts, revision notes and revised papers.  The eFolio Minnesota site is free, easy to learn, and accessible throughout graduate school years and beyond.

• Writing Development and Support
• The Center for Writing, One-to-One Writing Consultations
  
• The Graduate School Writer's Nexus: the University hub for resources and support related to dissertation development and writing:
• " Procrastination, Busyness and Bingeing," Robert Boice on how – and why to – make a plan for regular writing with the support of peers. Behavior Research Therapy 27 (1989) 605-611.
• Writing as a Process
• "The Writing Process" from Claremont Graduate University
• "The Writing Process" from MIT
• An Excerpt from On Writing without Teachers

 

Benchmarks

• Understand “the dissertation” as a particular type of text document (see Resources, this section) and suggestions gathered from a trusted mentor or advanced graduate student as starting places)
• Frame possible topics and articulate these to others
• Learn what components your department expects to be in a dissertation
• Explore field-appropriate methodologies

Action Steps and Reflection Prompts

• Review two to three available resources in order to understand “the dissertation” as a particular type of text document. 
  While a dissertation is written in and for a local context (your committee as an audience, local rules about what’s to be included/how it’s to be presented, local research and conversations influencing the purpose or focus of your research), this long, sustained piece of scholarly writing is at the same time written for a large and largely unseen audience – scholars in your field(s) of study. 
  
  You’ll need to:
  • Learn what your department and college expect a dissertation to include (both content and methodology), to look like, be developed and defended.
  • Begin composing a description the imagined, target audiences for your dissertation: who are they, what are their interests/expertise, when did they write their major works, where might their work influence the development of your scholarship/thinking, why would they want to engage your work to learn more, and how will you seek them out during the process of developing your dissertation ideas?
• Actively collect and cultivate ideas – noticing not only what people are writing about but also what choices they’ve made with regard to methodology (what/ which methods but also how they use/deploy various methodological approaches to create a framework for the study, interpretation, discussion).

• Collect ideas
  As you’re reading new materials (or rereading in new ways), composing seminar papers and talking with colleagues don’t just think “that’s interesting, I could make use of that,” act on the awareness that this idea, resource, conversation, presentation could contribute to your scholarly project, your scholarly growth. 
• create a virtual file drawer – If you're a graduate student, the MyLibrary tab on your Portal Page gives you ready access to RefWorks and Have a Citation?, also known as Citation Linker. Both of these tools allow you to create a virtual file drawer for storage of electronic scholarly publications and resources.  Using this alongside a social bookmarking site, which can help you keep track of electronic citations beyond what's available through the libraries, will allow you to build resources and organize ideas.
• cell phone photos and text messages are good “in the moment” resources for storing serendipitous ideas and research leads.
• invent ways you can keep track of ideas that come when you don’t have an electronic device at hand; one that works: carry an address book and small pen as a mini-file cabinet with alphabetical tabs.
• Start writing
  Without writing in these early moments, you’re not really engaging in the creative, practical and necessary work of writing a dissertation.  Dissertations start and end in regular 15-minute rounds of writing. 
  
  Here’s a way you might begin to work with the simmering, burgeoning ideas:

• prepare a minimum of 3 possible titles
• to imagine the dissertation that might develop from each title, write a one-paragraph summary or a working abstract, including a sentence addressing methodology/methodologies;. image the same topic as you'd approach it with different methodologies/combinations of methods
• sketch out a possible table of contents, noticing whether/where common dissertation components emerge in your line up of chapters; also, consider whether any of the chapter ideas might be developed as a conference/ course paper as a way to try out a particular idea and/or writing practice
• alternatively, write a letter to you future self – the one who will be writing exams and a prospectus in a year or so – in order to sketch out these ideas so that they're preserved for when you can begin to act on them
• just write – make your own blog if that help, or start a wiki so that you can grow/update ideas, or put fingers to keyboard/pen to paper and spill the ideas, even the ones you don’t think you want to consider anymore.

Resources

• "What Is a Dissertation?" Gary Shank — Duquesne University. 
• "Dissecting the Dissertation," a 5-part Podcast created by graduate students in the midst of the dissertation process.
• “Chapter 1: Getting Started.” Writing the Successful Thesis and Dissertation: Entering the Conversation by Irene L. Clark (Prentice Hall, 2006). 
• “Chapter 1: The Work of Writing.” The Work of Writing: Insights and Strategies for Academics and Professionalsby Elizabeth Rankin (Jossey-Bass, 2001).
• “Writing and Presenting Your Thesis or Dissertation.”  S. Joseph Levine. 
• Dissertation Calculator, Stage 4, Reviewing the Literature in Your Field

 

Benchmarks

• Understanding personalities and communication styles
• Establish meeting schedule
• Discuss research interests
• Develop timeline to completion

Action Steps and Reflection Prompts

• Assess personalities and communication styles
  Your relationship with your advisor is one of the most important factors for completing your degree. It is critical to understand the similarities and differences in personalities and communication styles between you and your advisor, keeping in mind that culture often plays an important role. Start by assessing your own culture, personality and communication style.  Are you introverted, extroverted or a bit of both? Do you communicate directly or indirectly? How do you prefer others to communicate with you?  Ask your family, friends, and peers to assess your personality and interpersonal communication style.
•  Set meeting dates with your advisor well in advance
  Part of effectively communicating with your advisor is to establish a regular meeting schedule (monthly or bi-monthly) to discuss your progress and to address questions you may have not only about the graduate program and research project, but also about professional development and career goals. Since you and your advisor have multiple commitments, set meeting dates for each semester ahead of time so there is “protected” time set aside to meet.

• Be prepared for each meeting by writing down major points for discussion and questions prior to the meeting
  These meetings provide an opportunity to raise questions or concerns you may have about the dissertation writing process or writing in general.
• Broadly define your research interests and discuss those with your advisor
  Be open to feedback and suggestions on narrowing the scope, but make sure you are comfortable with the direction of your topic or research interests.
• Using the IWP as one of your resources, draft a timeline to complete your graduate degree. 
  A timeline is useful to: (1) set and meet major milestones in the graduate program; (2) breakdown major goals into manageable tasks; and (3) establish a visual aid to make the journey seem less daunting.

Resources

• Resolving Graduate Student/Faculty Conflicts: Establishing Good Relationships with Faculty—Michigan State University
  
• Mastering Your Ph.D.: Better Communication with Your Supervisor, Science Careers

 

Benchmarks

• Join student organizations
• Seek out opportunities to hear presentations and discuss research in your field
• Ask advanced grad students about committees/policies that affect grad students

Action Steps and Resources

• Get involved in student organizations beyond those in your own department
  • The Council of Graduate Students (COGS) is a University of Minnesota organization that “provides opportunities for graduate students to participate actively in University administrative and policy-making decisions, as well as social and cultural programming and job training." COGS offers links to multiple campus leadership opportunities
  • The Council of Graduate Schools is a national organization whose mission "is to improve and advance graduate education in order to ensure the vitality of intellectual discovery.” The Council offers a page on Graduate Student Organizations.
• Attend university events related to your research
  These campus resources will help you learn about presentations and discussions that departments, institutes, offices and programs offer:

• The Campus Events calendar The University maintains a campus-wide events calendar to help faculty, staff and students keep track of upcoming events. Scan the calendar early in the month to plan ahead.
• Brief is the official University of Minnesota electronic news digest for faculty and staff statewide. Publication is every Wednesday during the academic year.
• UMNnews provides a staff and faculty page that organizes information about news/events/presentations by topical areas.
• Great Conversations is a program that pairs a University of Minnesota faculty member with international/national “thought leaders, risk takers, and peacemakers for energetic conversations that bring issues into sharp focus."

 

Networking and Professional Development/ Years 1-2

Benchmarks

• Attend local talks, workshops and events in departments, centers, institutes, other colleges
• Join professional associations
• Learn how conferences operate: program planning, calls for papers/posters, review of proposals

Action Steps and Reflection Prompts

• What does networking and professional development have to do with writing the dissertation? 
  Everything! In graduate school, completing your dissertation and landing a job depends on both what you know and who you know. Establishing and expanding upon your academic and professional networks are critical to increase your motivation to write, keep your momentum to finish the degree, and secure a job in your chosen career path.
• Participate in scholarly functions and conferences
  Participating in on and off-campus scholarly functions, joining professional associations, and becoming familiar with major conferences in your field offer many advantages that are critical to expanding your network and enhancing your professional development. Among those advantages are: (1) connecting you to peers and faculty in your discipline who have similar research interests and with whom you can collaborate on presentations and publications; (2) keeping you current on academic and professional trends or practices established by leading scholars in your field; (3) informing you of conferences or meetings in your discipline where you can present your research and actively participate in discussions; and (4) exposing you to listservs and newsletters containing information on writing resources, funding and employment opportunities.

• Find out about departmental functions, centers, and institutes in your field
  Check with your advisor or advanced graduate students about departmental functions or centers and institutes within and outside your college with which you should be involved.
  • Many departments coordinate opportunities for graduate students, faculty and staff to interact through monthly gatherings such as brown bag lunches or through lecture series, providing faculty and graduate students the opportunity to present their research.
  • Some University units such as the Graduate School, Center for Teaching and Learning and University Counseling and Consulting Services also provide professional development workshops.
  • Some centers and institutes sponsor national or international scholars to speak on campus. There are also networking opportunities through local colleges/universities, institutions, and community organizations outside the University of Minnesota.
• Find out about professional associations and conferences in your field
  Ask your advisor and advanced graduate students about professional associations in your field that you could join and the major conferences in your discipline with which you should become familiar.
• Join professional associations
  Seek information on association structure, scholarly gatherings, conferences and publications.
• Become familiar with details about the major conferences in your field
  • Find out about the target audience and programming (duration, format, registration procedures and deadlines, etc.). 
  • If you are interested in presenting, pay special attention to the guidelines in the call for papers/posters to make sure your presentation falls within one or more of the conference sub-themes or categories.
  • Make sure you understand the selection criteria and proposal review process.
• When seeking professional development opportunities, think locally, nationally and globally.
  Participating in departmental or university sponsored events helps cultivate your relationships with faculty and peers, while joining professional associations exposes you to intellectual discussions and scholars on national and international levels.

Resources

• UMN Colleges and Schools
  
• University of Northern Iowa Career Services
  
• University of Notre Dame "Succeeding in Graduate School"
  
• Minneapolis colleges and universities
• St. Paul colleges and universities
• Minnesota State Colleges and Universities

 

Benchmark

• Identify & actively explore all available assistantship and fellowship options in your department, in related fields on and off campus.

Action Steps and Reflection Prompts:

• The key to establishing a strong funding record is to keep in mind that money acquires money.  Most funding sources, especially those external to the University, want to see you have secured funding from other agencies or from the University, for previous research or fellowships, before funding your proposal.  Regardless of the amount, each grant received helps to build upon your funding history and increases your chances for receiving larger awards in the future.
• Begin seeking information at the departmental level by asking your advisor, the Director of Graduate Studies, the department chair and advanced graduate students for possible funding sources.
• Inquire about opportunities within your college and within University units.
• Once you have explored on-campus resources, seek information on external funding by conducting a database search—see links below, talking with faculty and students in your field who have been successful in securing external grants, and inquiring within your professional associations.
• As you attend off-campus lectures or events, ask individuals from the community or staff of the sponsoring organization for information on funding sources.

Resources

• Workshops at the University Libraries
  
• College of Liberal Arts Office for Research Development
• Graduate School Fellowship Office
  
• Council of Graduate Students (COGS)
• Foreign Language & Area Studies Fellowships (FLAS)
  
• Center for Urban and Regional Affairs (CURA)
  
• Community of Science
• SPIN
• Social Science Research Council
• Foundation Center
• GrantsNet
• National Science Foundation
• National Institutes of Health
• National Endowment for the Arts

 

Benchmarks

• Seek out peer feedback and establish a writing group
• Learn to use feedback to improve writing
• Determine writing support needed for development of scholarly writing
• Examine dissertation genre carefully to discover key components and their characteristics, especially in your discipline

Benchmarks

• Narrow your topic to a manageable scope
• Have literature review well underway, adhering to conventions of your field
• Select methodology

Benchmarks

• Seek guidance to narrow topic and review methodology options
• Discuss committee selection
• Inquire about departmental/ college co-authorship protocols

Benchmarks

• Move into leadership roles
• Join/form a writing support group
• Discuss course papers, emerging research topic and get feedback
• Broaden interdisciplinary networks of peers and faculty locally, nationally and internationally

Benchmarks

• Present at conferences
• Prepare/submit publications
• Learn strategies for efficiently integrating elements of academic life

Benchmarks

• Identify processes & timelines for fellowships in your field(s), seek out & review successful applications
• Complete prerequisite training for human subjects research

Benchmarks

• Discuss with advisor samples of writing in your field in the form of grants, teaching materials/ documents & papers, presentations, posters for conferences.
• Distinguish among the criteria for acceptance of papers, proposals, posters, articles, and book chapters in your field
• Update your plan to further advance key writing skills

Benchmarks

• Determine whether your project needs IRB approval and submit application
• Conduct research and develop working outline for your dissertation project
• Understand and explain to others how your research and outline come together as a whole

Benchmarks

• Clarify research direction/intended topic
• Identify faculty with expertise in methodology appropriate to your work
• Keep faculty apprised of professional goals and accomplishments so they can write effective reference letters

Benchmarks

• Join/form a dissertation-specific writing group
• Understand and articulate the kinds of feedback you want from readers

Benchmark

• Identify mentor(s) in chosen career

Benchmarks

• Apply for fellowships
• Seek major travel grants

Benchmarks

• Gather manuscript guidelines for key publishers of books and periodicals in your field and related areas of study
• Understand the different approaches to drafting and revising scholarly research when preparing a manuscript for a specific audience, purpose, or type of degree requirement or publication or presentation

Benchmarks

• Consult with advisor and, if possible, committee members about when to stop researching
• Develop full first draft, using UMN dissertation template for word processing
• Make a plan for gathering committee response to draft

Benchmarks

• Plan for feedback: decide how to ask for feedback and from whom
• Submit draft to dissertation advisor and circulate to committee members as appropriate;
• Write cover letter to request specific feedback from readers.

Benchmarks

• Assess current writing group/support group for fit
• Determine how to address conflicting feedback (and who will be your main advisor in this task)
• Incorporate and prioritize relevant feedback in revising dissertation draft

Benchmark

• Talk with various mentors about day-to-day life in academic and non-academic careers and what practical skills you need to develop to pursue different employment options

Benchmark

• Research postdoctoral fellowships and the academic job market

Benchmark

• Prepare an Individual Writing Plan to guide you in the transition from dissertation writer to junior faculty, post-doctoral associate, or non-academic position

Benchmarks

• Revise dissertation draft with committee input
• Finalize defense draft with advisor
• Discuss defense expectations and protocols
• Conduct mock defense

Benchmarks

• Set defense date
• Evaluate final feedback from readers in preparation for defense
• Consult with advisor about defense format and roles of participants

Benchmark

• Seek feedback on mock defense

Benchmarks

• Finalize job search portfolio including CV/resume, research, statement and teaching portfolio
• Conduct mock job talk and interview with mentors and peers

Benchmark

• Apply for jobs