Tag Archives: social sciences

UTP Goes to Congress: Enter Our Twitter Contest!

Our team is on its way to the beautiful University of British Columbia for Congress! Heading to BC? Plan to drop by the UTP display to meet with editors, grab some swag, and enter our contests – and, of course, add a book or two to your reading list.

First up: we’ll be kicking off the week with a Twitter contest. It’s easy: during Congress, follow us @utpress and send out a tweet using the hashtag #UTPGoesToCongress. You’ll be entered to win a prize pack of our top titles in higher ed. Hanging out at Congress and aren’t on Twitter? Stop by the UTP booth and sign up for our newsletter for another chance to win. Never miss an update and you may have some great reads heading your way…

Learn more about our higher ed prize pack:

Work Your Career: Get What You Want from Your Social Sciences or Humanities PhD

How do you choose between a non-academic and an academic career? Prepare for both from your first day on campus! Authors Jonathan Malloy and Loleen Berdahl show how your PhD can take you down any number of paths. Filled with practical, no-nonsense advice tailored to you, you’ll want this handy guide beside you every step of the way.


The Craft of University Teaching

How does university instruction look when it’s approached as a craft? In an era of bureaucratic oversight, diminishing budgets, and technological distraction, Peter Lindsay seeks to reclaim teaching as the rewarding endeavor it is.

 


The Slow Professor: Challenging the Culture of Speed in the Academy

A must-read for anyone in academia concerned about the frantic pace of contemporary university life. Focusing on individual faculty members and their own professional practice, Maggie Berg and Barbara Seeber present both an analysis of the culture of speed in the academy and ways of alleviating stress while improving teaching, research, and collegiality.


Course Correction: A Map for the Distracted University

The university’s business, Paul Gooch writes, is to generate and critique knowledge claims, and to transmit and certify the acquisition of knowledge. Course Correction engages in deliberation about what the twenty-first-century university needs to do in order to re-find its focus as a protected place for unfettered commitment to knowledge, not just as a space for creating employment or economic prosperity.


Kickstarting Your Academic Career: Skills to Succeed in the Social Sciences

An essential primer on the common scholastic demands that social sciences students face upon entering college or university. Based on the challenges that instructors most often find students need help with, Robert Ostergard Jr. and Stacy Fisher offer practical advice and tips on topics such as how to communicate with instructors, take notes, read a textbook, research and write papers, and write successful exams.

 


Contest Rules and Regulations – University of Toronto Press
Open to residents of Canada (excluding the Province of Quebec)

1. CONTEST PERIOD: The 2019 University of Toronto Press Twitter contest commences at 12:00 AM Eastern Time (“ET”) on June 1, 2019, and will end at June 8, 2019 (the “Contest Period”). All times are Eastern Times.

2. RULES: By entering this Contest, entrants agree to abide by these Contest rules and regulations (the “Official Rules”). The decisions of the independent contest organization with respect to all aspects of the Contest are final. These rules are posted at http://blog.utorontopress.com/2019/05/30/utp-congress-twitter-contest

3. ELIGIBILITY: To enter the win the Contest and be eligible to win a Prize (see rule 6), a person (“Entrant”) must, at the time of entry, be a legal resident of Canada (excluding the Province of Quebec) who has reached the age of majority in his/her province or territory of residence. The following individuals and members of such person’s immediate family (including mother, father, brothers, sisters, sons, daughters, partner or spouse regardless of where they live) or persons with whom they are domiciled (whether related to the person or not) are not eligible to enter the Contest: employees, officers, directors, shareholders, owners, general and limited partners, agents, representatives, successors.

4. HOW TO ENTER: During the Contest period, follow @utpress on Twitter, and tweet using the hashtag #UTPGoesToCongress that pertains to the Contest. Limit one (1) entry per person per day during the contest Period regardless of method of entry. Any person who is found to have entered in a fashion not sanctioned by these Official Rules will be disqualified.

5. PRIZE: The winner will receive one (1) print copy of each of the following: Course Correction, The Slow Professor, Work Your Career, Kickstarting Your Academic Career, and The Craft of University Teaching.

6. DRAW:

i. The random draw will include all eligible entries, and will take place on June 9, 2019 at 12:00 PM at the University of Toronto Press offices, located at 800 Bay St. Mezzanine, Toronto, Ontario, M5S 3A9.

ii. The winner will be contacted via social media, and will be included in the announcement on Twitter. If a selected Entrant cannot be reached via social media within 7 days of the draw, then he/she will be disqualified and another Entrant will be randomly selected until such time as contact is made via social media with a selected Entrant that satisfies the foregoing requirements or there are no more eligible entries, whichever comes first. University of Toronto Press will not be responsible for failed attempts to contact a selected Entrant.

7. CONDITIONS OF ENTRY: By entering the Contest, Entrants (i) confirm compliance with these Official Rules including all eligibility requirements, and (ii) agree to be bound by these Official Rules and by the decisions of University of Toronto Press, made in its sole discretion, which shall be final and binding in all matters relating to this Contest. Entrants who have not complied with these Official Rules are subject to disqualification.

8. CONSENT TO USE PERSONAL INFORMATION: University of Toronto Press respects your right to privacy. The information you provided will only be used for the purpose of administering this Contest and prize fulfillment. For more information regarding University of Toronto Press’s privacy statement, please visit https://utorontopress.com/ca/privacy-policy.

UTP Goes to Congress 2019

With summer fast approaching, that can only mean one thing here at UTP. Yes, we’re packing our bags and heading to Congress 2019 in gorgeous Vancouver, BC. We will be mounting our largest ever display of books in Vancouver, and we’ll be teaming up with our Journals and Distribution divisions to showcase an even wider range of publications.

Whether you are attending your association’s conference or are a member of the Vancouver community, we would love to see you. Don’t miss this opportunity to develop your social network, or maybe add some fabulous UTP books to your home or office library. You can find us at the Congress Expo, located in the Congress Hub. You can also follow us on Twitter throughout the conference for regular updates.

In this blog post, we’ve listed a number of key events throughout the week of Congress that you should mark in your calendars. We hope to see you in Vancouver!


Key Events at Congress

Sunday, June 2, 2019: 10:30 AM – 11:30 AM (AMS Nest – NEST 2301 Expo Event Space)

Book Launch: Amplify

Join us for the book launch of Amplify, where author Norah Bowman will discuss this latest addition in graphic storytelling.

In this highly original text – a collaboration between a college professor, a playwright, and an artist – graphic storytelling offers a unique way for readers to understand and engage with feminism and resistance in a more emotionally resonant way.


Sunday, June 2, 2019: 12:00 PM-1:00 PM (Laserre 102)

CAS Book Celebration

Come and learn about the books that have been published in 2018-19 and meet their authors. Some copies will be available for purchase and/or author signing. Natalie Kononenko will be in attendance to launch her new book Ukrainian Epic and Historical Song, and Erica L. Fraser will be there to celebrate her book Military Masculinity and Postwar Recovery in the Soviet Union.


Monday, June 3, 2019: 5:30 PM – 8:00 PM (Ideas Lounge and Patio)

Reception of the Canadian Committee on Women’s History

Featuring Reading Canadian Women’s and Gender Historyedited by Nancy Janovicek and Carmen Nielson.

Inspired by the question of “what’s next?” in the field of Canadian women’s and gender history, this broadly historiographical volume represents a conversation among established and emerging scholars who share a commitment to understanding the past from intersectional feminist perspectives.


Monday, June 3, 2019: 6:00 PM – 8:25 PM (Wise Hall, 1882 Adanac Street, Vancouver, BC, V5L 2E2)

Marvellous Grounds: Queering Urban Justice

A discussion with the editors of the Marvellous Grounds Collective on queering urban justice and challenging racialized state formations and geographies.

Speakers:
  • Ghaida Moussa, PHD Student York University, PhD Student York University
  • Jin Haritaworn, Professor, York University, Professor, York University
  • Syrus Marcus Ware, PhD Student York University

Tuesday, June 4, 2019: 1:30 PM – 3:00 PM

Book Launch for A Violent History of Benevolence

Following on from the Queer Caucus meeting at noon, The Canadian Association for Social Work Education will be hosting the launch for A Violent History of Benevolence by Chris Chapman and A.J. Withers.

The book traces how normative histories of liberalism, progress, and social work enact and obscure systemic violences.


Tuesday, June 4, 2019: 3:00 PM – 3:30 PM (Dorothy Somerset Studio – Room 101)

Coffee Break and Book Launch: Insecurity

The Canadian Association for Theatre Research will be hosting a book launch for Dr. Jenn Stephenson’s new book Insecurity: Perils and Products of Theatres of the Real.

“This book offers a compelling and timely investigation of the ‘real’, ably and amply illustrated by a diversity of case studies. A must-read addition to scholarship on Canadian theatre and performance.”

Susan Bennett, Department of English, University of Calgary


Wednesday, June 5, 2019: 12:00 PM – 1:30 PM (Buchanan Tower 1197)

Book Launch for Violence, Order, and Unrest

The Canadian Historical Association will be hosting a book launch for Violence, Order, and Unrest edited by Elizabeth Mancke, Jerry Bannister, Denis McKim, and Scott W. See.

This edited collection offers a broad reinterpretation of the origins of Canada. Drawing on cutting-edge research in a number of fields, Violence, Order, and Unrest explores the development of British North America from the mid-eighteenth century through the aftermath of Confederation.


Wednesday, June 5, 2019: 1:30 PM – 3:00 PM (AMS Nest – NEST 2301 Expo Event Space)

Peter Lindsay on The Craft of University Teaching

What does university teaching – as a craft – look like? What changes does a craft perspective suggest for higher education? These questions will be addressed in both a general sense – What does the act of teaching become when treated as a craft? What changes to a professor’s educational philosophy does it require? – and with respect to the practical, everyday tasks of university professors, such as the use and misuse of technology, the handling of academic dishonesty, the assignment of course reading, and the instilling of enthusiasm for learning. Join author Peter Lindsay as he addresses these questions, outlined in his book, The Craft of University Teaching.


Thursday, June 6, 2019: 3:30 PM – 5:00 PM (AMS Nest – NEST 2306)

Work Your Career: How to Strategically Position Yourself for Career Success

How can prospective and recent PhD students best position themselves for rewarding careers? Do you have to choose between preparing for an academic or non-academic career path? Drawing on research and their personal career histories in the nonprofit, government and academic sectors, the speakers will outline tools to: identify current career competencies and networks; create an action plan to increase competitiveness for both academic and non-academic careers simultaneously; and articulate competencies to potential employers. Current and recent PhD students, postdoctoral fellows, and graduate supervisors and chairs in the social sciences and humanities should plan to attend.

Speakers:
  • Loleen Berdahl, Professor and Head, Department of Political Studies, University of Saskatchewan
  • Jonathan Malloy, Professor, Department of Political Science, Carleton University

Thursday, June 6, 2019: 6:00 Pm – 8:00 PM (Indian Residential School History and Dialogue Centre – IRSHDC Main Room)

Genocide, Residential Schools, and the Challenge of [Re]Conciliation: Dialogue and Panel Discussion

Join in a panel discussion and dialogue with Professor David MacDonald (Guelph University) and Dr. Sheryl Lightfoot (University of British Columbia). as they discuss MacDonald’s new book, The Sleeping Giant Awakes: Genocide, Indian Residential Schools and the Challenge of Conciliation.

Speakers:
  • David MacDonald, Guelph University
  • Dr. Sheryl Lightfoot, UBC

Ideas for Building Career Development into PhD Seminars

By Loleen Berdahl

Since the publication of our book Work Your Career: Get What You Want from Your Social Sciences and Humanities PhD, my co-author Jonathan Malloy and I have been asked for ideas about how to use the book in PhD seminar classes. I am delighted that faculty are looking for ways to help PhD students start thinking about their careers at an early stage, and that they are working to create a climate where students feel safe to discuss career options. Over the past couple of years, Jonathan and I have led conference sessions and workshops with PhD students, postdocs, and others interested in PhD career development that draw on the ideas we present in Work Your Career. Most recently, we offered a Career Corner session at the 2018 Congress of the Humanities and Social Sciences, and we were pleased to see students across a broad range of academic disciplines enthusiastically engage with the topic.

For our sessions, we have led students in discussions and group activities. The discussions of PhD career development prompt students to think about the many career options—including but not exclusively academia—for which PhD students can prepare. The group activities are particularly useful to help students engage with the ideas; for these, we ask students to complete a self-assessment on a specific area for a short period, and then share their responses with each other in small groups of 3-4 people. This is then followed by a larger full group discussion. We conclude the process by asking students to come up with a personal “action plan” to develop areas they wish to strengthen. What we particularly enjoy about this collaborative process is that it helps students identify further strengths that they already possess. By developing an action plan students increase their awareness of how they can use personal agency to achieve their goals.

Building off these conference sessions, I have developed a list of activities for faculty who wish to use Work Your Career in their PhD seminars or in non-credit, stand-alone professional development seminars offered to students. For the group activities (Table 1), I suggest that students begin with individual work, followed by small group student discussions, and then full class discussion. For some classes, instructors might consider including students at other stages of their program. This can have the dual benefit of bringing in some different perspectives as well as prompting more senior students to reflect on their own studies. For the reading responses (Table 2), I suggest that instructors limit responses to 250 words, and assign grades on a complete/incomplete basis to avoid any perception that there are “right answers.” The reading response items could also be adapted to serve as seminar discussion questions.

It is rewarding to see that so many faculty—and particularly PhD supervisors, graduate program chairs, and department chairs—are deeply committed to advancing PhD student career success. For those who use Work Your Career in the classroom, I hope that you will find these activities useful as you guide and mentor your students. I welcome your ideas to expand this list, as well as any feedback on how the activities work in your classroom, at loleen.berdahl@usask.ca. And I thank you for looking for opportunities to prompt PhD students to engage with their own career development as early in their programs as possible.

Table 1: Group Activities drawing upon Work Your Career: Get What You Want from Your Social Sciences or Humanities PhD

Group Activity Reading and Material
Assess your current career competency evidence and strengths, and select areas where you would like to develop your evidence and strengths further. Chapter 1, particularly Table 1.2
Explore how you can build further career competency evidence through program activities such as classes, comps, and dissertation, and create a personal action plan. Chapter 3
Evaluate how you can build further career competency evidence through non-program activities, and create a personal action plan. Chapter 4, particularly Table 4.1
Create an informational interview action plan. Chapter 4, particularly pages 87-89
Assess and refine the significance of your current dissertation project idea. Chapter 5, particularly Table 5.1
Create a schedule for the remainder of the semester, strategically booking tasks into high energy and low energy schedule blocks. Chapter 7, particularly pages 142-149
Detail your current professional network, and select areas where you would like to develop your network further. Create a personal action plan to do so. Chapter 7, particularly Figure 7.1
Appraise which PhD activities you find most energizing and rewarding. Chapter 8, particularly Table 8.2
Develop a short narrative story that uses evidence to demonstrate one or more of your career competencies. Chapter 8, particularly pages 179-183
Formulate specific strategies to identify the problem that an organization is hiring to solve, and create a personal action plan for how to approach job applications. Chapters 8 and 9
Plan specific answers to the common questions raised during academic job interviews. Chapter 9, particularly Table 9.4

Table 2: Reading Response Topics drawing upon Work Your Career: Get What You Want from Your Social Sciences or Humanities PhD

Reading Response Topics Reading
What is your personal career goal? How does your PhD program fit into this goal? Chapter 1
What are the strengths of your current program for your personal career goal and how can you realize these strengths? Chapter 2
What factors should students regularly consider when deciding whether or not to continue their program? How can you make this a safe question for yourself as you move through your program? Chapter 3
What are the opportunities for you to use non-program activities to increase your experience and skills? (Examine your university’s doctoral professional development opportunities and be specific in your response.) Chapter 4
What are the opportunities for you to build your funding track record? (Search online for opportunities and be specific in your response.) Chapter 5
Identify one potential scholarly journal option and one potential non-scholarly publishing option for your work. Explain why these options are good fits for your research. Chapter 6
In what ways do you personally use graciousness, professionalism, and discretion to cultivate your own professional reputation? Chapter 7
What do you see as the advantages and disadvantages of an “academia-first” mentality? Chapter 8
What amount of teaching experience do you feel would best position you to be competitive for tenure-track academic jobs? Chapter 9
Which of the identified faculty “actions” do you feel would most benefit PhD students? What other actions, if any, do you recommend? Appendix

Loleen Berdahl is Professor and Head of Political Studies at the University of Saskatchewan, and co-author (with Jonathan Malloy) of the book Work Your Career: Get What You Want from Your Social Sciences and Humanities PhD (University of Toronto Press, 2018). After completing her PhD, she worked for ten years in the nonprofit think tank world. Her research considers public attitudes, intergovernmental relations, and political science career development, and she is the recipient of three University of Saskatchewan teaching awards. Follow her on Twitter (@loleen_berdahl), where she tweets about political science, higher education, and opportunities for students, among other topics, and connect with her on LinkedIn.

The Story Behind Work Your Career: Get What You Want from Your Social Sciences or Humanities PhD

In the lead-up to this year’s Congress of the Humanities and Social Sciences, where authors Loleen Berdahl and Jonathan Malloy will be leading a Career Corner for graduate students, we are pleased to present some background information on their new book, Work Your Career: Get What You Want from Your Social Sciences or Humanities PhD. Pick up your copy at Congress or order it online today!

Jonathan Malloy, Professor and Chair, Political Science, Carleton University

The issue of career paths for PhD students has received increasing attention in recent years. As someone who has been engaged on this topic since the 1990s, I am excited to see this conversation moving forward and to add my voice to them with a new book, Work Your Career: Get What You Want from Your Social Sciences or Humanities PhD (University of Toronto Press, 2018). In this short and accessible volume, my co-author Loleen Berdahl and I offer practical advice to on how to navigate a social sciences or humanities doctoral program in Canada to lead to career success. It is both about doing a PhD and what to do with a PhD—and thinking about both from the start. One of the things that makes our book distinct is that we strongly advocate a seamless approach to PhD career development that does not require having to decide between “academic” and “non-academic” tracks.

We developed this approach based on our own personal experiences. While we only met in 2014, both of us pursued PhDs in the 1990s being open to the idea of non-academic careers and taking a proactive approach to publishing, networking, and overall career development. After finishing her PhD, Loleen worked outside academia in a public policy role, a career path she greatly enjoyed. For my part, as a PhD student I worked in government briefly and began to write materials for doctoral student audiences, authoring a guide for incoming students in my program and an essay for The Bulletin (the now-defunct official University of Toronto newspaper) on the need for more work and attention to non-academic jobs for PhDs.

I ended up in a position as a faculty member in a department with a large PhD program. Every year, I saw new waves of PhD students constantly struggling with the same issues over and over—not just about academic careers, but every aspect of their programs. I also realized that the mentality I had developed back in my own PhD years gave me a broad perspective and a lot of tacit and relevant knowledge that could be passed on. A particular moment for sharing this knowledge was in 2010, when “rumour blogs” became popular among many PhD students and junior academics, including some devoted specifically to Canadian political science (my discipline). These unmoderated bulletin boards responded to the genuine need and desire for career information and guidance in the sprawling and often opaque world of academia, but were ugly and disreputable—aggressive, often sexist, and defamatory. I decided to counteract this by creating my own blog, “Advice and Discussion about Canadian Polisci Jobs,” and for a year made weekly posts of career advice for Canadian political science PhD students and junior academics. The blog was well-visited and attracted commentary and discussion. I eventually ran out of fresh things to say every week, but the blog stayed up for years and continued to attract visitors.

Loleen was mostly out of the academic world for ten years and while her work connected her to other PhDs working in a variety of non-academic environments, she was not actively engaged in doctoral career mentorship issues. But she later returned to academia with her position at the University of Saskatchewan, and in 2014 we were both elected to the board of the Canadian Political Science Association (CPSA) and met for the first time. After discovering our shared mentality and approach to PhD education and job opportunities, I sent Loleen a link to the blog. Loleen has a strong applied background in knowledge mobilization, and saw the potential for the blog to be expanded and updated to help promote much-needed discussion on the issue. She suggested it could be the foundation of a book, an option I had not previously considered. The idea for Work Your Career came together easily at that point, and Mat Buntin at University of Toronto Press was instantly receptive and supportive.

Our engagement on this topic goes beyond the book to include research and outreach initiatives on career mentoring and development. Of particular note are our conference workshops for PhD students and recent graduates, doctoral supervisors, and interested faculty. After two decades of thinking about PhD education and academic mentoring, I find it encouraging to see a growing number of students and faculty looking at opportunities for doctoral students to prepare for multiple career paths. We will be discussing these ideas further at our Career Corner session at the Congress of the Humanities and Social Sciences on Wednesday, May 30, and welcome all Congress participants interested in PhD careers to attend.

Doctoral students, individual faculty, academic disciplines, and universities are paying growing attention to the career training and futures of Canada’s social sciences and humanities PhD students and graduates. I am happy to have Work Your Career: Get What You Want from Your Social Sciences or Humanities PhD as part of the larger discussion.

Jonathan Malloy is Professor at Carleton University.

Kickstarting Your Academic Career

The authors of Kickstarting Your Academic Career: Skills to Succeed in the Social Sciences, Robert L. Ostergard, Jr. and Stacy B. Fisher, discuss their experiences teaching undergraduate students and how those experiences—some great, some challenging—shaped the writing of this very helpful new skills guide for first-year college and university students.

Kickstarting Your Academic CareerOver the decades of teaching experience that we have accumulated we like to think that we have probably seen it all; yet, every year we continue to be amazed at the gap between how much we assume students know about colleges, universities, research, and studying, and how little some actually know. We have had great moments in the classroom—student awards and achievements, scholarships and fellowships, defended theses, and, the ones we always love, those “ah ha” moments and the joy on students’ faces when they have them. We have also had moments that we wish we could bleach from our memory—stepping in between combatants during an impending fight in a large lecture hall, student outbursts, students watching the Star Wars Trilogy during class, and, one of our favorites, a student who took out a set of toenail clippers and clipped their toenails during a seminar. No, you can’t make this stuff up! With each successive year, it seemed either our syllabi were getting larger to cover eventual class issues or we were spending entire class sessions going over what we had always assumed was basic knowledge that students possessed. Yes, one of us even pondered if we had to have a “no toenail clipping” policy.

When the University of Toronto Press approached us to write Kickstarting Your Academic Career, we saw it as an opportunity to think about our assumptions as teachers and as researchers heavily engaged in teaching. Both of us are lucky to be in a research department that also prizes teaching. Five of our current faculty members are award-winning teachers and advisors with a few up-and-coming “rock stars” so we are also in an environment that is flush with ideas for interesting approaches to teaching and learning. For better or worse, this environment also has given us a certain perspective about balancing our research with our teaching. Not everyone is so lucky to be in such a department, but trying to be a researcher, a teacher, and an administrator all at the same time can be overwhelming. We want to be good at these things, but there is also a certain reality that goes with each of the hats we wear. Thus, the approach we have taken in the book is not necessarily as a “friend” to our students, but more as mentor or, as one of our reviewers kindly said, “Like an older sibling explaining what it’s really like after high school.” We certainly have a perspective that might be “teacher-centric,” but we also have a perspective that we think is equitable for our students and representative of all students who want to get the most of their education.

As professors, we enter lecture halls at the beginning of each semester with our own understanding of what students do and do not know. One problem with that type of assumption is the simple fact that each student has his or her own story. As a group, they come from such diverse backgrounds that it is difficult to assume anything about what they know. As professors, we now try to avoid making the mistake of assuming everyone is already on the same page in terms of skills. Our book is an attempt to fill that void and to provide students with the tools that they need to excel as undergraduate social science students. Entering college or university is scary, and sometimes downright terrifying; few things are more intimidating to students than their first college or university examination, or even their first email correspondence with a professor. The culture is different and the expectations are even greater than most of them anticipated. Kickstarting Your Academic Career attempts to shed light on these topics and to provide students with an easily accessible source for navigating through this new world. We try to answer students’ questions that they never wanted to ask because they did not want to be “dumb” or to say something “stupid,” while also giving professors a way to address situations that they find uncomfortable or just time consuming in an already busy day. Studying at a college or university is meant to be challenging. If it can be made just a bit easier for students and professors, then we have succeeded in providing something useful to both groups.

Robert L. Ostergard, Jr. is Associate Professor in the Department of Political Science at the University of Nevada, Reno.

Stacy B. Fisher is Associate Professor in the Department of Political Science at the University of Nevada, Reno.

Excerpt: Click here to read the introduction and Chapter Two: So You Thought You Knew How to Read?

Infographic: How to Read and Take Notes from a Textbook

Instructors: If you are an instructor who will be welcoming new students into your classroom this year, contact us for an examination copy of Kickstarting Your Academic Career. This book is designed to save time for both students and instructors!