Author’s Note: I’ve re-posted this article for your perusal as I am on vacation.

Big projects, like term papers or dissertations or what have you, really freak people out. Sometimes I try to give other people advice about getting s**t done. They never appreciate hearing my exquisitely condensed single line of wisdom, so sharp it sings out like a band of angels with knives: Sit down and get to work (dumbass).

If they’re unappreciative a**holes about it, I shrug and walk away. Their big dumb project is their big dumb problem, not mine. But if they’re all quietly sad and hopeless and ask for some expansion on my awesome advice, I will relent and add one shred more: Set a timer for an hour or thirty minutes or whatever you think you can handle without losing your s**t. Sit down and work on the project until the timer goes off. Take a short break, and repeat.

Little chunks that you can see the end of never seem insurmountable, and it’s actually fairly painless to move a mountain from here to way over there if you do it one bucket at a time.

Peg Boyle Single wrote a piece in Inside Higher Ed about how to change your procrastinating ways so’s you can write your dissertation already. It’s helpful advice (and she’s much kinder in her delivery than I am).

Further Reading:

Write or Die V2.0
Getting Past the Overwhelming Wall
Monumental Tasks
A Writing Routine

Posted by Alexa Harrington

(image source*)

Author’s Note: I’ve re-posted this article for your reading pleasure while I’m on vacation.

The notion most of us have when thinking about the University (read that with a deep and important voice, please) is of a well-architectured limbo-land full of higher thought, in-depth learning, and forward motion steeped nicely in tradition. The University isn’t (or didn’t used to be) as susceptible to the rules of government and society; they’ve managed to create their own little spheres.

These days, when you really stop to ponder the reality of the University bubble, that place of higher thinking seems a lot more watered down in its autonomy. Money, politics and red tape have pulled the rest of the world into the fabric of the University, while the University is forced, more and more it seems, to rely on the non-University world in order to survive.

No less than eight members of my family, between 1932 and the present, have spent their careers at Universities. I’m not an idiot; I know that even in 1932 the University was already pretty susceptible to red tape and politics. But the University was still thought of, from without and within, as a place where academic freedom was considered sacred.

It appears, especially through the eyes of those on the inside, as though the last vestiges of higher learning and new thinking are being chipped away at an increasingly rapid rate, all in the name of popular research and big-name publishing. That all comes down to the ongoing faculty wrestling-match to figure out who will land the biggest chunk of grant money.

You can’t survive without money, and you can’t continue your research (or your job) without funding. Grant money is usually awarded to those trying to answer the newest, biggest, hottest question of the year. It’s difficult to land decent financial support for researching the esoteric topics.

When a dispute regarding academic freedom comes up, it’s usually about the rights of instructors to speak freely (within reason; there’s never any need to go overboard, for crying out loud) about politics and religion and all the Big Bads no one’s supposed to bring up in classroom discussions. Academic freedom is also supposed to include the rights of students and faculty to think, wonder, ask questions, and to perform research in order to find some answers. If money and funding are driving the machine, it seems obvious that the academic freedom to do research is being severely shaped by outside interests.

President Robert Zimmer of the University of Chicago gave a speech recently at Columbia University’s conference entitled “What is Academic Freedom For?” He spoke about academic freedom at institutions of higher learning, what that means and why it’s important to protect and maintain that tradition in the modern-day University.

The greatest contributions universities can make to society over the long run are the ideas and discoveries of faculty and students that emanate from the resulting intellectual ferment and the work of alumni across the scope of human activity―alumni whose capacity for invention has been dramatically enhanced through their education in this environment. Moreover, that universities are almost unique in making this type of contribution only highlights its importance to society.

If this is the purpose of universities, the purpose of academic freedom is precisely to preserve this openness of inquiry and freedom of thought. In other words, academic freedom is designed to protect and preserve for the long run the unique capacity of universities to contribute to society. More…

Further Reading:

Academic Freedom in the 21st Century College and University
Academic Freedom
AAUP: Academic Freedom
What is Academic Freedom For?
Pres. Zimmer’s Address Delivered at Columbia Univ.

Posted by Alexa Harrington

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Author’s Note: I’ve re-posted this article for your reading pleasure while I’m on vacation.

I love it when highly educated, intelligent, and knowledgeable scientists find something new that’s so damn cool, the only thing they can come up with to say is, “It’s a big weird looking freaky thing.” Ichthyologist Doug Long of the California Academy of Sciences came up with that one in an interview with Wired Science.

He’s right. I mean, look at that thing. It’s fascinating, but it’s a tad bizarre. I don’t care how many degrees that guy has, even I would be too giddy to remember my super science-y vocabulary words if someone had just discovered some crazy new organism that I was going to get to play with.

Posted by Alexa Harrington

Watch it, people. Just because information is second only in volume to pollution on this planet, it does not mean all info is available for you to use and then slap your name on to it like you wrote it or something. Plagiarism, for those of you who missed that day in class, is when you take someone else’s work and falsely claim it as your own. It’s very bad, and it makes you look like an ass@$%*.

The NY Times has an article up about plagiarism and the tech-savvy information generation. The lines are blurry for Gen-Y, apparently.

If you’d like to avoid being an uninformed cheating ass@#$%, the following links are helpful.

Purdue Online Writing Lab: Avoiding Plagiarism
Plagiarism.org

I must go. The line above regarding information and the volume of it is freaking me out. Can digital information have volume at all? And is it possible to measure the volume of every printed word on the planet? What about all the still-intact newspapers in old landfills? Do those count as existing information? Crap!

Posted by Alexa Harrington

Gaaah! I’ve nerded down! San Francisco: supah nerdy. Seattle: only the fifth nerdliest city in the country. Lameness!

Posted by Alexa Harrington

(via robpitingolo.org)

A Thank You to StudentLoans.net for including Educated Nation in their Top 50 Continuing Education Blogs. I’m in the section that includes Inside Higher Ed and The Chronicle of Higher Education, which means I may have fooled the blogosphere into thinking I’m all about the smartness. (My evil plan is working!)

Posted by Alexa Harrington

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Graduate school, should it have escaped everyone’s notice, prepares no one for reality. One learns insanely vast oceans of information, but this just means that the M-Something or the PhD in question just knows a lot of stuff—more than most other breathing bodies about one particular slice of one weensy area of reality. Knowing that much information is awesome. But a job it does not acquire. I know, I am an unnecessarily logical bitch. I get that a lot.

So, here you are, all filled up with the knowledge and no way to turn the smartness into cash money. There’s always teaching, fighting for tenure, and someday becoming a beloved professor. But that rarely works out these days. I’ve heard you have to either off someone, sell your soul, or hand over your firstborn to get a professorship. I’m going to officially state that academia may not be the best option. Which is unfortunate, as by this point, your particular topic and the world of academics are the two bits of this life you grok fully and without any doubt as to your capabilities.

I’m thinking you may require assistance with the prying off of your fingers from your lab table/thesis/dissertation/research notes/library carrel/desk in the windowless basement “office.” The Oxford University Press will save you: they’ve just published Jerald M. Jellison’s book, Life After Grad School: Getting From A to B. Technically still under the very edge of academia’s umbrella, but much more saturated with real life and logic.

Jellison’s book is simple; it reads like a To Do list with only the necessary explanations to go along with each item. This is not at all what I expected from a Univ. of California professor. He’s done well in academia as well as in the business world, so perhaps that combination has helped to simplify his writing. Whatever the reason, it’s comfortingly logical in its this-is-possible forward momentumness. Rarely do academics leave their world with emotional grace; they’ve invested too much to walk away easily. Jellison has broken down the horrific task of leaving one life and beginning another into absorbable and complete-able bites.

From the publisher:

There are 2.5 million graduate students across the U.S. in programs designed for a career in academics, and it is rarely acknowledged that less than five percent will realize their dream of becoming a professor. And as tenure track job openings disappear, this percentage will only shrink. The truth is that many of these students aren’t getting the support and instruction from their grad schools on pursuing a career outside academia, nor do many realize that they have the knowledge and skills that could make them a very attractive candidate for a job with a corporation, government agency, or nonprofit.

Posted by Alexa Harrington

Campus-dwellers are safely past the Winter Bleak, the March Doldrums, and are now in that half-in, half-out, two-month moment between Spring Has Sprung and Summer Freedom that exists in its own slow-drip cubicle in the space-time continuum. The world is beautiful and there is no end of coursework in sight. It is excruciating. How long is this going to take?!

This may help to put it all in perspective for any higher-education seekers and providers who may be having a difficult time embracing Spring and letting go ever so slightly:

“If I were able to live my life anew, in the next I would try to commit more errors. I would not try to be so perfect, I would relax more. I would be more foolish than I’ve been, in fact, I would take few things seriously.

I would be less hygienic. I would run more risks, take more vacations, contemplate more sunsets, climb more mountains, swim more rivers. I would go to more places where I’ve never been, I would eat more ice cream and fewer beans, I would have more real problems and less imaginary ones.

I was one of those people that lived sensibly and prolifically each minute of his life; Of course I had moments of happiness. If I could go back I would try to have only good moments. Because if you didn’t know, of that is life made: only of moments; Don’t lose the now.

I was one of those that never went anywhere without a thermometer, a hot-water bottle, an umbrella, and a parachute; If I could leave again, I would travel lighter. If I could live again, I would begin to walk barefoot until autumn ends. I would take more cart rides, contemplate more dawns, and play with more children, If I had another life ahead of me.

But already you see, I am 85, and I know that I am dying.”

Variously attributed to Jorge Luis Borges and Don Herold (via Ben Casnocha)

Let go a little, people. I promise you it will all work out.

Posted by Alexa Harrington

As of yesterday, students, scholars, faculty, and librarians needing to research the fields of Islamic Studies, Social Work, Criminology, and the Classics have available to them the Oxford Bibliographies Online. The first four modules were launched on Monday, with more to come.

Here’s what the people at the Oxford University Press had to say about their new product:

In recent years, the explosion of original research and its increasing accessibility through new technologies is a blessing for scholars—but also a tremendous challenge. For faculty, students and librarians querying new areas of research, the most pressing challenge for researchers at all levels is sifting through and managing the immense amount of material available online. “With the growing ease of digital access and dissemination, scholars and students are increasingly overwhelmed by the enormous volume of academic material available to them,” noted Nigel Portwood, OUP’s Chief Executive. “The need for responsible and sophisticated filters has become critical. Oxford Bibliographies Online represents a significant step forward in providing meaningful navigation through the vast body of research material accessible on the web.”

Oxford Bibliographies Online—a series of intuitive and easy-to-use “ultimate reading lists” is designed to help users navigate vast seas of information. OUP’s first online-only product goes beyond search algorithms to present bibliographies in several disciplines selected by leading subject experts and vetted by the highest professional standards.

According to Casper Grathwohl, VP, Publisher of Reference and Online Products, “An increasing amount of scholarship is bypassing traditional publishing channels. OBO is one of several ways in which publishers are extending their reach beyond their own publishing models to validate good research in a new world of unregulated online scholarship.” Oxford Bibliographies Online will help scholars increase productivity, save time and elevate the quality of their work, while enabling them to more efficiently engage with platforms like Google Books.

I rarely cheer the idea of having to pay for information, especially research (scholarly or otherwise). However, I dislike the gallons of time I’ve spent with a numb ass and eyes glued open in a trancelike attitude, searching and searching for the articles I want and require until everything either looks perfect or utterly worthless.

And, lest we forget, we all pay money for books, journals and access to the Internet. I’m fairly certain that those all count as paying for the information we want and need. And, seriously, it’s worth the money if it will cost you less time. We are very busy people! Also, you can try it out for free before you jump.

Posted by Alexa Harrington

Ever wondered why there are more girls into studying the STEM subjects (Science Technology Engineering Math) than there are women who actually pursue careers in science, technology, engineering, and math? The girls and young women who become interested can stay focused enough on their STEM career dreams all the way through majoring in STEM subjects in college. Then things start veering off the tracks.

Somewhere during the earning of the BS degree, minds are changed and the women veer away from what had been their dream careers. Some don’t even complete their intended degree and switch to something less STEM-oriented. What the heck happens?

The American Association of University Women (AAUW) has just published a report on exactly that: Why So Few? Women in Science, Technology, Engineering, and Mathematics.

From the quick-and-dirty:

In an era when women are increasingly prominent in medicine, law and business, why are there so few women scientists and engineers? A new research report by AAUW presents compelling evidence that can help to explain this puzzle. Why So Few? Women in Science, Technology, Engineering, and Mathematics presents in-depth yet accessible profiles of eight key research findings that point to environmental and social barriers – including stereotypes, gender bias and the climate of science and engineering departments in colleges and universities – that continue to block women’s participation and progress in science, technology, engineering, and math. The report also includes up to date statistics on girls’ and women’s achievement and participation in these areas and offers new ideas for what each of us can do to more fully open scientific and engineering fields to girls and women.

Further Reading:

Report Examines Why Women Are Under-Represented in STEM Fields
The Hotness of Geek Barbie
You Can Kiss My Math Because Smart Girls Are Hot
Smart Girls Are Hot

Posted by Alexa Harrington

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