Below you will find details regarding my expectations as a major professor. Our mutual agreement to work together as advisor/advisee entails that you accept the conditions outlined throughout this document. Please remember that these expectations go both ways and that you should feel free to ask me about my approach to advisees.
Choosing a major professor is an important first step in completing your graduate education. Keep in mind that if you have not had a class with a particular faculty member, it is not likely that this professor will be a suitable advisor. In fact, if you have not had a class with me, do not ask me to be your major professor; I will say no. In Section 4, I have provided some questions that you might ask as you consider who your major professor might be. This decision will be different for MA and PhD students, though some of the same criteria may apply.
For anyone considering asking me to be his/her major professor, you will be expected to participate in some type of collaborative research with me. Collaborative research could include, for example, a conference presentation, a publication, or a joint grant application. MA students who choose to complete a thesis will be strongly encouraged to choose a research topic that complements my own research agenda. In linguistics, working with collaborative projects has become increasingly common, and I encourage this type of work with all my students. You should take advantage of your time as a graduate student to learn how to work on group research.
In addition to working with me collaboratively, I expect you to present your research (either individually, with me, or in collaboration with other scholars) in academic settings. The first place to do so is at the Romance Linguistics Colloquium (held year-round) and the Linguistics Colloquium (held on Fridays in the Spring semester), each featuring talks by students and sometimes faculty from UGA and other institutions. Any student, MA or PhD, working with me is expected to give at least one presentation in the RLC related to his/her thesis/dissertation research; this is not optional. Moreover, there are a number of conferences that would be good venues for your work, e.g., the Hispanic Linguistics Colloquium, Workshop on Spanish Sociolinguistics, Linguistic Symposium on Romance Languages, Southeastern Conference on Languages and Literatures, New Ways of Analyzing Variation, Annual LSA Meeting, among many others. Presenting at academic conferences is one of the best ways to meet other students and faculty interested in your topic and to get feedback on your research. UGA has a number of resources available to students attending conferences, including departmental funds and Graduate School support.
If you are a graduate assistant at UGA, you will have a number of duties related to the teaching of your classes. Although I won’t have a supervisory role in your teaching, I’m happy to offer advice as needed, such as it is. During each semester, my intention is to observe your teachoing at least once, just to have an idea of your teaching style so that I can address this in my letters of recommendation. Also, if you’d like for me to attend a class or would like to sit in on one of mind, just let me know. I’ve learned a lot about teaching from watching my students and am always looking to learn new approaches.
You should also be prepared to treat your teaching (like your research) as another opportunity for professional development. As such, I highly recommend consulting with the UGA Center for Teaching and Learning which offers, among many other programs, a wide range of opportunities for Graduate Students. Again, my primary focus regarding your education at UGA is helping you develop and execute a successful research program. But you should always look out for ways of improving your teaching.
At some point in your program (preferably sooner rather than later), I will give you a schedule specific to your program. This schedule will include dates for turning in different pieces of your MA thesis or dissertation. Regarding submission of materials, please keep in mind the following. Before any materials (in particular, chapters of a thesis or a dissertation) are submitted to the other members of your advisory committee, they will need to be approved by me. I will need to provide feedback on your work before you send it out to others. When you do submit something to me (and to others), it should be as polished as possible. Do not submit a set of bulleted notes and expect to get feedback. Finally, regarding turn-around times (see also the section on Selecting a Chair and Committee, my goal is to give you feedback on your work no later than two weeks after submission. I will make every effort to get your work returned to you in a timely manner.
Also, you should feel free (and in fact obliged) to send me other submissions that you might be working on. In particular, I will be happy to read drafts of conference abstracts and journal/proceedings submissions. At the very least, you should have one other set of eyes reviewing your work before you send it out. I (and your committee members) will certainly be available to give you feedback on these items.
I am more than happy to provide letters of recommendation for my advisees, including those for whom I am not the major professor. However, please keep in mind that preparing multiple letters requires a considerable amount of time, even if the content of these letters is largely repeated for different applications. Thus, for any given letter writing venture that requires more than five (5) individual letters (e.g., letters for academic positions), students will be expected to use a dossier service, like Interfolio. This requirement applies to anyone (advisees and non-advisees) who may request that I provide a letter of recommendation.
All requests for letters should be done with at least three weeks of advance notice. More substantive letters (e.g., letters for job applications), require more time; please keep this in mind as you plan your requests. When you ask for a letter (or letters), I’ll need the following:
Finally, I need to make two additional points regarding letters. First, unless you’re certain that I can provide a generally positive letter, then you should reconsider asking me for one. The better I know you and your work, the more specific the letter will be. But if you don’t believe that I will serve as a good or accurate recommender, then please ask someone else. Second, I welcome and appreciate ``Gentle Reminders’’ as needed, particularly as a deadline approaches.
In completing your thesis or dissertation, you should make every effort to learn new skills that will be useful to in field. This includes research skills (e.g., quantitative analysis), software, and equipment. Starting in Fall 2020, all advisees will be required to use the newly revised UGA Dissertation LaTeX Template, developed by Joey Stanley and Jonathan Crum. There are lots of resources for learning how to use LaTeX, including some available through the UGA DigiLab. For the purposes of working with me as an advisee, knowledge of the following resources will be required:
This (woefully inadequate) list should provide you with a sense of my expectations regarding the skills you should be learning. There will be many other resources that will be useful as you navigate your research and teaching interests. If you have no background in coding or using programs like these, welcome to the club. Remember that now is the time for you to expose yourself to as many new ideas and techniques as possible. Take this time to push yourself into new areas, even it requires moving out of your tech-comfort zone. I strongly encourage you to interact with me and your fellow students in learning more about these resources. If you would like for me (or someone else) to arrange a workshop that covers any of these resources, I am more than happy to do that.
As you start developing a research program at UGA, you will want to make this work visible. In addition to being active with conferences and paper submissions, you should also make your work known via the web and other social media. To be clear, you do not need to be an avid Twitter or Instagram user, but you should make full use of the web resources available to you.
To begin, you should make sure that your university webpage is complete–i.e. includes as much information about you and your work as possible. Here’s a good example of a student website that is (a) informative and (b) easy to find. Here’s another that isn’t hosted on a university server. I encourage you to look into other options as well, for instance, creating a website through GitHub or WordPress. The one advantage of using your UGA webpage is visibility, which is crucial when you’re hoping that people will come across your work. Other alternatives include Academia.edu or Researchgate, both of which have their drawbacks. I recommend that you look around to see what’s the best option for you.
In addition to fleshing out your UGA webpage (at the very least), you will be required to do two additional things if you’re working with me. First, you will need to register for an ORCID. Here’s a brief description:
Your ORCID ID is a persistent and unique digital identifier that distinguishes your research identity from others. ORCID assigns you this identifier that is associated with your research and scholarly work throughout your research workflow, including grant and manuscript submission all the way to publication and beyond.
Additional information on obtaining and using your ORCID can be found here. Once you’ve obtained your ORCID, you can now use it to update your profile on UGA Elements, which is “a web-based system that enables the university to collect, search, and report on the research, scholarship, creative works, and professional activities.” You and I will use UGA Elements to keep track of your yearly evaluations.
While at UGA, you should consider expanding your training by enrolling in one of the many interesting and useful graduate certificate programs offered. If you’re considering a career in academia, a certificate can help to distinguish you from other candidates and can also demonstrate your skills beyond your core areas of interest. A certificate is also quite handy for careers oustide of academia (see the following section on Alt-Ac careers). Here are a few possibilities for certificates you might pursue at UGA:
These are just a few of the certificate options. I encourage you to explore these (and other) opportunities.
I don’t know how long this term has been around (i.e. Alt-Ac or Altac), but it is now the reality that most graduate students live in. Given that (a) the job market is much tighter than it used to be and (b) grad students are much better prepared (and smarter) than I was/am, having some ‘outside-the-university-box’ options (forgive the trite expression) is a good idea. There are some resources available, like this library source from UNC Chapel Hill. For my part, I am dangerously uninformed about this topic, but I will be adding some resources here in the very near future to help.
One place to get started, especially for language/linguistics folks, is the Post-Ac Guide for Language Experts created by Cindy Blanco, PhD. In addition to her vast research experience, Dr. Blanco has a deep knowledge of the ins and outs of linguists working outside of academia, and her website provides a wide array of resources to help students and faculty navigate these opportunities. I strongly recommend checking out this site. For UGA students, you should also consider consulting the Experiential Professional Development (xPD) Program of the Graduate School. The xPD program is designed to support career planning for Graduate Students and offers a number of fantastic opportunities:
More information regarding these opportunities is available on the xPD website. Also, here’s an interesting article from the Chronicle of Higher Education about developing your Plan B.
For information regarding the MA in Hispanic Linguistics, please read carefully both the Degree Requirements and the Romance Languages Graduate Handbook, in particular section III.2. This section provides a ``Suggested Timetable to Complete the M.A. program’’, which is normally done in two years. For students in the Department of Linguistics, you should read the information regarding the MA (thesis) or MA (non-thesis). The Checklist in Section III.2.g explains the specific requirements for completion of the MA, most of which apply both to students in Romance Languages and Linguistics. Students from the Department of Linguistics should also consult the website regarding Graduate Advising as well as the Linguistics Graduate Student Handbook. In addition to this information, you should also consider the following:
Below is a (non-exhaustive) list of theses that I have directed:1.
A note on Thesis vs. Non-Thesis The choice between doing the thesis or the non-thesis option of the MA is one that should be guided largely by your experiences in your first semester (or two) at UGA. After arriving at UGA, you should talk to your professors and get an idea of what you might be able to do for thesis research. Keep in mind that you’re not necessarily expected to come up with a thesis topic completely on your own. Ideally, your research would relate to/interface with/contribute to the work being conducted by the faculty in the department. If you’re considering moving onto a PhD after the MA, you should consider your decision of doing a thesis very carefully. Although the trend as of late seems to be that MA programs in Spanish Linguistics (and some in General Linguistics) do not require a thesis, completing a thesis-like project can be a good way of gauging your interest and ability in the field. Moreover, since the idea of a thesis is to have you produce a piece of research that is of sufficient quality to present at academic conferences and to publish in scholarly journals, then this work could be used as part of your application to PhD programs (should you be interested in pursuing a career in academics). In short, I urge you to keep your options open; you never know when you might be struck by inspiration and decide that research on the complex nature of variable past reference in Spanish is indeed your true calling.
So, you’ve decided to do a PhD. You will likely find yourself in the position of asking yourself (and having others ask you) “Why are you doing this?” This is normal and will continue throughout your career in academia. The more relevant question to ask yourself at this point is “How am I going to get this done?” For students in Romance Languages, you should consult the Degree Requirements for the PhD in Hispanic Linguistics as well as the relevant sections of the RL Graduate Student Handbook. Once again, you should pay close attention to the sections outlining the Suggested Timetable (III.3.g) and the Checklist (III.3.h). For students in the Department of Linguistics, you should consult the following information provided in this section of the departmental website.
Like any life choice, choosing to do a PhD should be approached with considerable care and preparation. There are many resources on the internet regarding this question, and I would suggest going through them before you commit. It’s also a good idea to take a look at resources like the Chronicle of Higher Education, which has resources regarding the academic job market. I also recommend a document entitled How to Be a Successful PhD Student (by Mark Dredze at Johns Hopkins University and Hanna M. Wallach University of Massachusetts Amherst). In addition to many other helpful comments, Dredze and Wallach note that “[g]etting a PhD takes a long time and a great deal of dedication and hard work. Unless you really want it, you will not finish the PhD.” A healthy dose of practical consideration is helpful before embarking on a program of doctoral study.
Here are a few things you have to keep in mind if you’re considering doing a PhD in general and with me more specifically:
If you’re planning on asking me to be your Major Professor, you will be required to meet the following deadlines. Failure to meet these deadlines may result in the postponement of the completion of your degree or termination of your program.
MA in ROML “The M.A. written examinations will be given three times a year: in the 2nd week of November; in the 5th week of the Spring Semester; and in the 12th week of the Spring Semester. Students choosing to write a thesis must take the M.A. written examinations in November. The examination in the 5th week of the Spring Semester will be reserved for students choosing the non-thesis option and students who failed the exam in November. The examination in the 12th week of Spring Semester will be reserved for students who failed the examination in the 5th week of Spring Semester. The Graduate Coordinator will inform students in writing of the date of the exams and ask them in turn to inform him or her of their intention to take the exam. Previous exam questions will be kept on file and made available to students.”
MA in LING For Masters students in the Department of Linguistics, there are also two options: M.A. (Thesis) and M.A. (Non-Thesis). The Thesis option does not require an exam, but the Non-Thesis option does. For more information regarding the Final Examination for M.A. (non-thesis) Students, please consult the departmental website.
A note on summer defenses: First and foremost, under not circumstances will my advisees be permitted to defend their theses during the summer. You will have to complete all of the requirements for Graduation in order to graduate in the spring. Failure to do so will result in postponement or early termination of your degree. Again, I will NOT be available for thesis defenses during the summer semester so do not consider this an option. If under some exceptional circumstance you cannot fulfill your degree requirements during the spring semester, it may be possible to defend during the following fall semester. Doing so, however, may require you to pay for your own tuition. You will need to consult the Graduate School and the Romance Graduate Student Handbook for more detailed information. Nevertheless, such arrangements will only be made under extraordinary circumstances and are subject to the availability of your Advisory Committee members.
The process of completing a PhD is, to put it bluntly, difficult, as it should be. You will inevitably find yourself drawn to a variety of different areas of inquiry, each interesting and distracting in its own way. However, I urge you to formulate a concise calendar from the very beginning; this will give you a measure of how you’re progressing in your program of study. Remember, at this stage in your career, it’s not enough to check boxes, but it sure does help to have some boxes to check.
You should be aware that as of Spring 2020 that doctoral students in both Romance Languages and Linguistics have the option of completing a set of two research papers, typically referred to as qualifying papers (QP). The expectations for these papers are quite similar for students in both departments, but you should consult the ROML Handbook and the Linguistics Research Paper format for further details. If you are working with me, you will be expected to have your QP1 ready by your third semester in the program. Your QP2 should be completed by your fifth or sixth semester. I have plenty of QP samples; feel free to request a copy. The following schedule provides an overview for students wanting to take the comprehensive exams.
In this section, I’ve provided some information regarding the process of choosing a major professor. If you’re considering working with me, please be sure to read the section above on Expectations. Ideally, you and your Major Professor should be on the same page about what the expected work flow will be. Should we decide that working together is in your and your project’s best interest, we will put together a Mentor-Mentee compact document that outlines the structure of our partnership. The Graduate School provides examples of these compacts.
Selecting your committee is a very important step in the process of preparing your dissertation or master’s thesis. The chairperson of the committee usually has broad power and influence throughout the process of completing the dissertation or master’s thesis.Therefore, the selection of a chairperson for your project is a very important decision. In collaboration with your chair and committee, you will delimit your topic, develop your proposal, conduct your research, and write your dissertation or master’s thesis. Ultimately, your committee will judge the quality of your project. In this chapter, we present some suggestions that might help you in selecting your dissertation or thesis chair and other committee members.
Before choosing a faculty member as your chairperson, consider the chair’s role. As mentioned previously, your chair will have broad power and influence over the dissertation or thesis process. While the specifics of this role vary from institution to institution, from department to department, and from chairperson to chairperson, some general functions of the chair are relatively universal. First, the chairperson will approve your dissertation or thesis topic.Second, the chairperson will approve, in consultation with you, the other committee members. Third, the chairperson will approve every line, section, and chapter of the dissertation. Fourth, the chairperson will determine how committee members will be involved in the dissertation or thesis process.Fifth, the chairperson will decide when you are ready to defend your dissertation or master’s thesis. And, ultimately, the chairperson will determine whether you will be granted the degree.
Most departments have rules concerning who may and who may not serve as dissertation or thesis chairpersons. Some universities allow only those individuals who are on the graduate faculty to serve as dissertation chairs; that is, faculty who have adequate, recent publication records and who teach graduate classes. These rules are based on the rationale that faculty who do not have active programs of research will lack the necessary skills to guide a doctoral research project.Rules regarding who may chair master’s theses may not be as stringent as those concerning doctoral dissertations. Because practice varies on who may and who may not serve as dissertation chairs, we recommend that you learn your institution’s rules as soon as possible.Knowing your institution’s local ground rules will help you avoid considering a potential chairperson who is not eligible to chair a dissertation or thesis.
Selecting your committee is a very important step in the process of preparing your dissertation or master’s thesis. The chairperson of the committee usually has broad power and influence throughout the process of completing the dissertation or master’s thesis. Therefore, the selection of a chairperson for your project is a very important decision. In collaboration with your chair and committee, you will delimit your topic, develop your proposal, conduct your research, and write your dissertation or master’s thesis. Ultimately, your committee will judge the quality of your project. In this chapter, we present some suggestions that might help you in selecting your dissertation or thesis chair and other committee members.
Before choosing a faculty member as your chairperson, consider the chair’s role. As mentioned previously, your chair will have broad power and influence over the dissertation or thesis process. While the specifics of this role vary from institution to institution, from department to department, and from chairperson to chairperson, some general functions of the chair are relatively universal. First, the chairperson will approve your dissertation or thesis topic. Second, the chairperson will approve, in consultation with you, the other committee members. Third, the chairperson will approve every line, section, and chapter of the dissertation. Fourth, the chairperson will determine how committee members will be involved in the dissertation or thesis process. Fifth, the chairperson will decide when you are ready to defend your dissertation or master’s thesis. And, ultimately, the chairperson will determine whether you will be granted the degree.
Most departments have rules concerning who may and who may not serve as dissertation or thesis chairpersons. Some universities allow only those individuals who are on the graduate faculty to serve as dissertation chairs; that is, faculty who have adequate, recent publication records and who teach graduate classes. These rules are based on the rationale that faculty who do not have active programs of research will lack the necessary skills to guide a doctoral research project. Rules regarding who may chair master’s theses may not be as stringent as those concerning doctoral dissertations. Because practice varies on who may and who may not serve as dissertation chairs, we recommend that you learn your institution’s rules as soon as possible. Knowing your institution’s local ground rules will help you avoid considering a potential chairperson who is not eligible to chair a dissertation or thesis.
You must consider the following factors in choosing a chair: (a) expertise, (b) accessibility, (c) feedback, (d) success, (e) personality style, and (f) attitudes toward methodology. The importance of each one will be discussed in turn.
Ideally, it is in your best interest to find a chair with expertise in your topic area. You may want to read some of your potential chair’s publications. In our opinion, following this advice generally will produce a better product. Obviously, the closer your chair’s area of expertise is to your topic, the more competent he or she will be to (a) identify difficulties you may encounter as you proceed with your study, (b) direct you toward literature sources pertinent to your topic, and (c) guide your choice of methods for collecting and anlayzing data. Furthermore, a chair who has an interest and competence in your topic area is likely to be more invested in your project; that is, think through the project more fully and keep a vigilant eye on your progress than one who is not knowledgeable about your topic area, and, therefore, may lack interest in it as well.
Another important factor to consider in selecting a chair is accessibility. Several things can interfere with a chair being consistently accessible to you during the life of your project. When considering someone as a possible chair, you should think about these things. Nationally known scholars may be too busy with their own research activity to give you the time you need. Other faculty may have active clinical practices or be away from campus frequently due to consulting commitments. Faculty members who have nine-month contracts with the university may not be available during the summer. Faculty who are planning a sabbatical leave may potentially interrupt your progress. Another faculty member may be planning to take a position in another university and, therefore, may not be available during the progress of your project. One of the authors of this book had her chair go on sabbatical leave during the final semester of her dissertation work; therefore, a new chair had to be appointed. Popular chairs may have an excessive number of dissertations or theses to monitor, because they are in high demand.
Then there is the issue of tenure. Whereas nontenured faculty contracts may not be renewed, tenured faculty members are likely to be more stable. You will need to consider the relative accessibility and stability of potential chairs, along with your own time constraints and projections for completion.
Typically, the chair provides the first line of quality control for the dissertation or thesis. And usually the chair will approve the proposal and final version of the project before you will be permitted to forward chapters of the dissertation or thesis to other committee members. Therefore, look for a chair with a reputation for reading, critiquing, and returning written drafts promptly.
What is a good turnaround time? A good rule of thumb is to allow two weeks for a response. After that, a tactful inquiry may be appropriate. Obviously, students should recognize that it might take longer during very busy periods (e.g., end of grading periods, holidays, and before graduation deadlines when all students want to finish their projects).
You should balance timelines of response with the thoroughness with which the potential chairperson reads submitted material. Some chairs provide vague feedback (e.g., rewrite this section), while others may provide detailed comments (e.g., “You need to identify the three main factors and then evaluate them in light of the theories you have discussed.”). Waiting longer for a chapter to be returned by a chair may have some positive consequences. First, if you satisfy a chair who provides a thorough critique of your work, you are less likely to encounter serious problems with other committee members. Second, you will be better prepared for your proposal defense and final oral defense of your dissertation or thesis. Third, once you have satisfied your chair’s standards, he or she is more likely to support you if one of your other committee members becomes overly or unreasonably critical of your work.
Success at bringing students to graduation is an important factor to consider when selecting a chair. Because you are concerned with completing your degree, count how many successful students your potential chair has; that is, what percentage of the chair’s students finish their degrees. Consider that criterion cautiously because some faculty members may not have had the opportunity to chair doctoral dissertations or master’s theses.
Personality styles matter to some people. Writing a dissertation or thesis is a collaborative process between you and your chairperson. Obviously, you want a chair with whom you can work reasonably well. You will need to assess the match between what you expect from your chair and your chair’s notion of the best way to perform his or her role.
Chairpersons vary greatly in how they work with students on dissertations and theses. Those at one end of the continuum closely monitor each phase of the students’ work, in some cases stipulating exactly what is to be done at every step, and then require the student to submit each section of material for critique. Chairs at the other end of the continuum tell students to progress on their own and to finish a complete draft of the project before submitting it for evaluation. Most chairs will probably fall somewhere between these two extremes. Chairpersons also differ in the way they provide criticism. Some are blunt and even derisive. Others are direct and kindly in critiquing students’ work. Still others are so cautious of students’ feeling when pointing out weaknesses that they fail to guide their students in correcting deficiencies. In the latter case, someone else on the committee will have to step up and perform that duty; for the role of the chair and committee is to ensure that the candidate has met the university, college, and department standards.
Students also have personal preferences with whom they want to work, in general. For example, some students prefer to work with female faculty members, while others prefer to work with male faculty. Some students prefer to work with older people, while others prefer younger faculty.
Faculty members often differ concerning their preferences for a particular research method. A research method comprises the strategy followed in collecting and analysing data. The major distinction in classifying research by method is the distinction between quantitative and qualitative research (Gay, Mills, and Airasian 2006). Quantitative and qualitative research can be broken down further into several distinct types, each designed to answer a different kind of research question. Quantitative research involves the collection and analysis of numerical data, which are usually rendered in the form of statistics. Advocates of quantitative studies tend to prefer such types as descriptive (or survey), correlational, causal-comparative, and experimental research. Proponents of such studies claim that their work is done from within a value-free framework (Denzin and Lincoln 2005).
Qualitative research involves mostly nonnumerical data, such as extensive notes taken at a research site, interview data, videotape and audiotape recordings, and other nonnumerical artifacts. Qualitative researchers stress the socially constructed nature of reality, the intimate relationship between the researcher and the participant, and the situational constraints that shape inquiry. Qualitative researchers emphasize the value-laden nature of inquiry (Denzin and Lincoln 2005). Proponents of qualitative studies tend to favor such research approaches as case study, ethnography, ethology, ethnomethodology, grounded theory, phenomenology, symbolic interaction, and historical research.
You need to examine the match between your preference and your potential chair’s preference for a research method. Many faculty members accept both quantitative and qualitative research methods, including the authors of this text. We believe that the issue is not which method is better, but rather which method (quantitative, qualitative, or mixed methods) will best answer the particular research question or direction of inquiry.
These questions have been adapted from a document prepared by the Graduate School at the University of Pittsburgh.
Note Not all of these questions are equally important when choosing a Major Professor to direct an MA thesis. You should, however, consider these issues when choosing someone to work with, whether it be at the MA or the PhD level. Also, don;t be afraid to ask your professors for ideas about topics. At the MA level, you aren’t necessarily expected to come armed with a full-fledged research topic in hand.
The expectations for each graduate student are to develop an understanding of and capacity for scholarship, independent judgment, academic rigor, and intellectual honesty. As such, graduate faculty are responsible for fostering and facilitating the student’s professional development to meet these expectations.2
Guiding principles for which both graduate faculty and students share responsibility:
Note This section is still very much under construction [insert animated icon of worker here].
Much of the following information is summarized from How to Be a Successful PhD Student (by Mark Dredze at Johns Hopkins University and Hanna M. Wallach University of Massachusetts Amherst). The this document is directed primarily at doctoral students, though much of the advice applies equally well for MA students.
Transitioning into a graduate program (especially if you’re teaching) involves a good deal of time management. It’s often difficult (at least it was for me) to start thinking of your chosen discipline (e.g., Spanish, linguistics) as a job rather than as a hobby. It will help if you start treating your time as you would if you had a `normal’, 9-to-5 job.
If you plan to work with me, chances are that you will be encouraged/required (1) to conduct fieldwork as part of your thesis/dissertation project and (2) attend conferences. All these endeavors cost money, but fortunately there are some funds available for you (as well as access to the types of equipment you’ll need to actually conduct your work). Here are a few possible sources that you should consider when planning your research projects. When applying for grants, I like to encourage the Wayne Gretzky principle: “You miss 100 percent of the shots you never take.”
There are of course other sources of funding that you can take advantage of. If you happen to run across any others that look particularly appealing, let me know. In all of these cases, I will be happy to provide you with letters of support.
The following are guidelines for preparing your thesis or dissertation prospectus (prepared by Dr. Margaret Lubbers Quesada). Your prospectus should be approximately 10 pages (for MA thesis) or 20+ pages (for dissertation).
There are a number of great resources for graduate students. I’ve listed a few below that provide help with different graduate school related tasks–e.g., editing, revising, citing, maintaining good mental and physical health. I’m always open for suggestions.
Last updated on 2021-04-21.
For an exhaustive list of the theses I’ve directed, along with abstracts, see the Student Section of my personal website for more examples↩︎
Guidelines are for instructive purposes and do not constitute statements of institutional policy or requirements. Approved by the University of Georgia Graduate Council on April 18, 2007.↩︎