Blogs

A new correspondent writes: "I'm writing in the hope that you can share your insights on the reasonableness of earning an M.A. in order to teach at a community college."

Okay, here goes…I’m here to confess: I’m an 8th year doctoral student. I admit this in hopes other drifting graduate students will realize they are not alone, and perhaps summon the courage to accurately assess the situation and make needed changes. My first couple years were full of excitement—I welcomed any chance to talk about the Ph.D. program and my classes. As the years went by, I became reticent, hoping no one would ask how grad school was going. If asked, I would have to acknowledge my lack of progress. I avoided research conferences, knowing they meant encountering former classmates, now graduated and holding tenure-track professor positions.

How can you afford to pay upfront if there's no room on your credit cards (or you don't have one)?

How do you choose your books? We need to choose books that offer a high R.O.T. (return on time). The opportunity costs of reading are heavily weighted toward time rather than dollars.

My older daughter came home last week, after taking a New York State ELA (English Language Arts) statewide exam. Normally after she takes a test, she mentions whether the test was easy or hard and what, if any, were the areas that give her difficulty. This time it was different. She complained about a reading passage concerning a race between a pineapple (that did not move) and a hare.

A few years ago, I took a 2-hour music improv workshop at the school where I was studying straight (acting) improv. The teacher, Rob, was first rate, fun and supportive, but were all terrified. (Of course there was no objective danger, but as we know, people tend to be more afraid of public speaking than of death, so imagine the terror involved in spontaneous singing in front of a group of strangers.) A few people abstained from singing through the entire class, which they had paid for, waiting for courage that never came. I forced myself to participate, but it was a real stretch. The payoff was enormous, though. I felt I was exploring areas of my brain that I had not known were there.

It's finally here, summer. That means long days laying out in the sunshine, late nights with friends and extended trips to far away places away from the hustle and bustle of the university. Oh wait... you're a grad student. Then it means long days of trying to teach summer classes, late nights working on ones own research and extended trips to libraries and other universities to raid their archives and labs for that pivotal missing link that would turn your dissertation into a masterpiece. Fear not though, GradHacker is here. Over the past semester we've had articles that cover every aspect of grad school from how to turn your stress into delicious baking or how to deal with fighting committee members. Not only that, we launched our podcasts which interviews academics on broader issues and discusses the articles from the last few weeks. In case you are new to GradHacker, or just need some inspiration to survive the summer, here are our top posts from the last semester.

Why should higher ed and ed tech people care about the valuation of Facebook? Does it really matter if a bunch of young technologists and investment bankers get fabulously rich, and if a group of wealthy, visionary or gullible investors make or lose tons of money?