The Scholar's Survival Manual
A Road Map for Students, Faculty, and Administrators
Publication Year: 2013
The product of a lifetime of experience in American universities, The Scholar’s Survival Manual offers advice for students, professors, and administrators on how to get work done, the path to becoming a professor, getting tenured, and making visible contributions to scholarship, as well as serving on promotion and tenure committees. Martin H. Krieger covers a broad cross section of the academic experience from a graduate student's first foray into the job market through retirement. Because advice is notoriously difficult to take and context matters a great deal, Krieger has allowed his ideas to percolate through dozens of discussions. Some of the advice is instrumental, matters of expediency; some demands our highest aspirations. Readers may open the book at any place and begin reading; for the more systematic there is a detailed table of contents. Krieger’s tone is direct, an approach born of the knowledge that students and professors too often ignore suggestions that would have prevented them from becoming academic roadkill. This essential book will help readers sidestep a similar fate.
Published by: Indiana University Press
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Praise, Title Page, Copyright, Contents
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Quick Guide to Contents
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You know everyth.aing in th.ais.a b.aook. My j.aob is to remind you of what you already know, make you more likely to do the right thing the f_irst time. Here is occasional advice about how to survive and thrive, to do your personal best, and to recover from mistakes – from graduate school through an academic career in the professoriate and university ...
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Sinc.ae I.a was writing.a a blog.a, I.a was less c.aareful than I.a might have been about exact sources. And the sources of some col-leagues’ contributions have been lost. If you have any corrections or Susan Krieger taught me how to write. More than three.ozero.o years ago, Larry Susskind at MI.aT.a asked me to coach students on how to structure their ...
A Way into This Guide
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T.ahe advic.ae and c.aounsel I.a offer is c.aontex.atual, arising.a in particular situations, with some sensitivity to your nature (although that is quite dif_f_icult to achieve for an unknown reader, and that advice is not too forgiving). In the academic life, there are a small number of questions that recur again and again, and so there are parts of the book ...
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1 Graduate School (Essays #1–54)
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Hans Bethe (1906–2005) was a Nobel Prize–winning physicist known for his capacity to solve problems, moving through them much as would an armored tank. He was conservative and cautious in choosing prob-lems and areas in which to work. He recognized his strengths and his limitations. And he believed that the empirical data and the theory must ...
2 Writing (#55–95)
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Learn to write clear prose, with grammar and diction that do not call attention to your writing. It is perhaps remarkable that some doctoral students cannot write straightforward sentences and paragraphs, but it is unimaginable that they do not learn as soon as possible how to do much better. I am told by colleagues in the natural sciences, engineering, ...
3 Getting Done (#96–112)
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Moses did not make it into the Promised Land, but it is better that you get done, file your dissertation, and get a suitable academic or nonacademic position or pursue your other goals. If you plan to have an academic job in the fall, you really need to be almost done by mid-summer, so you can have your oral defense. Looking for a job is demanding. A year early, you ...
4 Getting the First Job (#113–150)
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...2. What is crucial is that our doctoral students gain positions that they merit. Moreover, I am told by experts that for most academics “you Aim high for your first post-PhD position. If it is a postdoc, it is your gateway to a teaching/research university position if you choose that direction. If it is an assistant professorship, you want to be at an institu-...
5 Junior & Probationary Faculty (#151–174)
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Universities are bureaucracies. They provide for five-to-seven-year pro-bationary periods for new professors (assistant professors), although a small number of universities or departments have longer periods. (And many European universities have shorter probationary periods, but much more demanding subsequent promotion criteria.) There is ...
6 Grants, Fellowships, & Other Pecuniary Resources (#175–183)
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...“Incentivizing research” typically means faculty bringing in sponsored research contracts and grants, time off from teaching to do research, research assistance, and, crucially, overhead. This may have little to do 1. Much research is not about sponsored contracts and grants. In many fields, fellowships and grants from foundations may play a larger ...
7 Your Career (#184–219)
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You are more in control of your career and grades than perhaps you 1. If you want to do excellent work, you need to do more, and with more care and attention to detail, than is normally expected. Excellent work is not just a bit better, it is much better. (If you think it is a matter of fulfilling a list of requirements, then you will not do well in the rest ...
8 Tenure & Promotion (#220–290)
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Tenure is lifetime employment at your university (no guarantee of pay level or advancement), with an obligation to teach and write well, once 1. Say you are hired as a new assistant professor soon after finishing your PhD or a postdoctoral appointment or some other terminal degree (JD, MFA). You may have some publications, usually coauthored with ...
9 After Tenure – Associate & Full Professorship (#291–307)
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What do professors do during the summer, when they are not teaching? They are doing their research. Since most are on a nine-month salary, they may well be spending the time at their summer cottage, or their lab or an archive, or their office and the university library, working. The kind of busyness that characterizes our lives during the school year has ...
10 Scholarly & Academic Ethos (#308–391)
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Some of you may wonder if it is you or your professor who gets you a job. First of all, no one in academic history ever got a job purely “on their own merit.” Others who had authority had to put the weight of their experi-ence and authority behind them. Second, there are many strong candi-dates for any single position. The chosen one is to some extent arbitrary. ...
11 Stronger Faculties & Stronger Institutions (#392–420)
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The Shape of the River (W. Bowen and D. Bok, 1998) is about selective col-leges and race-sensitive admissions. College admissions at non-selective colleges admit any qualified applicant; at selective colleges, admission is based on a very wide variety of factors, academic qualification being in effect a minor factor. Post-college success is directly related to the se-...
About the Author
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School of Public Policy at the University of Southern California and a Fellow of the American Physical Society. He has taught at Berkeley, Minnesota, MIT, and Michigan, and has been a fellow at Study in the Behavioral Sciences. He is author of Doing Physics (2003), What’s Wrong With Plastic Trees? (2000), Constitutions ...
Page Count: 416
Publication Year: 2013