The Compleat Academic: A Practical Guide for the Beginning Social Scientist

The Compleat Academic: A Practical Guide for the Beginning Social Scientist

The Compleat Academic: A Practical Guide for the Beginning Social Scientist

The Compleat Academic: A Practical Guide for the Beginning Social Scientist

Synopsis

This volume is a collection of information about the concerns and problems of the beginning social scientist in the academic and nonacademic world. Covering topics from the senior graduate student's job search to the assistant professor's research and teaching experiences, this book serves as an official introduction to the "rules of the academic game."

Excerpt

It is my honor, as encumbant SPSSI president, to write a foreword to a book that I think will be truly unique in our field. This book, The Compleat Academic: A Practical Guide for the Beginning Social Scientist, has been very long in development, and has benefited from the support and effort of a number of SPSSI past presidents, publication chairs, and editorial advisors, in addition to its editors, Zanna and Darley, and the other eight contributors. Now, at last, the book is completed. And in my judgment, the product is well worth the effort and the wait.

The Compleat Academic is a compendium of information about a host of problems and concerns that beset the work and life of the beginning academic social scientist. It covers the period from the start of the senior graduate student's job search, through the new assistant professor's first years of research, teaching, and graduate student supervision. (There is also one chapter on a parallel portion of the life of the young social scientist who chooses to follow a non-academic career path.)

It is a veritable gold mine of information for young social science professionals who are in or plan to enter academic settings. Its topics range widely. It includes detailed recommendations about preparing and giving a job talk, discussion of hidden problems and opportunities involved in planning and organizing one's research projects in the new job setting, advice for avoiding a series of potential professional traps that can stunt or destroy a young academic career, tips on teaching and on writing, advice about scheduling and managing time on and off the job, and a discussion of the difficulties involved in adjusting to one's new role in the faculty-graduate student relation.

As I read the manuscript to prepare this foreword, I began by skimming . . .

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