John McQueen, Author at Graduate Student Success

About John McQueen

I manage the website and digital communications for the Graduate School.

https://www.flickr.com/photos/scottsm/8638336589/

Image Credit: Scott Sherrill-Mix on Flickr

— Today’s post is by Michaela Willi Hooper, Scholarly Communication Librarian at Oregon State University Valley Library

Do you conduct research? If you’re a graduate student, chances are the answer is “yes.” And if so, you might spend days in the lab or weeks analyzing data. I encourage you to spend a small fraction of that time exploring the options available for disseminating your research. Where you publish can change how often your article is read and cited. It can affect how it’s weighed by future tenure and promotion committees. One thing you definitely want to avoid is publishing in “predatory” journals.

Definitions & the landscape of scholarly communication

To understand predatory journals, you must first be familiar with open access (OA). Open access advocates believe that research findings, particularly those that are government funded, should be freely available to all. The OA movement began to gain traction in the scholarly community in the early 2000s in response to what many perceived to be a crisis in academic publishing, particularly STM journal publishing.

Before the OA movement, the subscription model dominated. Subscribers, either individuals or organizations like libraries, covered most of the costs. Even though this model prevented many people from accessing scholarship, it went largely unchallenged until publishers began raising prices to the extent that even wealthy universities, like Harvard, were unable to afford the content their researchers needed. OA advocates see this as doubly outrageous since academic researchers write and vet the content in journals. In essence, these publishing companies assume copyright for academic works and then sell them back to the institutions and individuals who produced them. I won’t go into further details here, but I’ve provided you with some resources (Ash; Panitch & Michalak; SPARC) if you want to read more about the scholarly communication landscape.

Digital publishing has reduced printing costs, but reviewing and publishing research is still expensive. Without paid subscriptions, many OA journals rely on article processing charges (APCs) paid for by the authors. This is where we finally arrive at predatory journals.

I like Berger & Cirasella’s definition:

“These are OA journals that exist for the sole purpose of profit, not the dissemination of high-quality research findings and furtherance of knowledge. These predators generate profits by charging author fees . . . that far exceed the cost of running their low-quality, fly-by-night operations.”

Jeffrey Beall, a librarian at the University of Colorado Denver, coined the term “predatory journal” and maintains a list of journal publishers he considers predatory. He has made his criteria public. Some maintain that Beall’s criteria include practices that shouldn’t be labeled predatory and might simply characterize less established publishers who don’t have the resources to put into web development and editing.

I think it’s important to note two other things. First, only a small fraction of OA journals could be considered predatory. There are many reputable, high-impact OA journals. Second, OA alone has not led to predatory publishing. Low-quality research and publishing existed before OA, and the pressures of current systems of tenure and promotion also encouraged the rise of these academic scams. Predatory journals certainly do exist, and their numbers have been on the rise in recent years.

My tips on how to avoid these scams and choose reputable journals

Identify reputable OA publishers with the Directory of Open Access Journals (DOAJ). DOAJ members are expected to follow a set of best practices.

If it’s an OA journal, see if the publisher is a member of the Open Access Scholarly Publishers Association (OASPA). This is a strong indicator of the publisher’s good faith and dedication to quality.

Use Beall’s list to identify unscrupulous publishers. But take it with a grain of salt, particularly if it is contradicting the DOAJ and OASPA lists. For criticism of Beall’s list, see Crawford; Berger & Cirasella; Murray-Rust.

Self-archive. Many subscription journals now permit researchers to post a version of their article on their personal website or the university’s institutional repository (IR). This means you can often reap the benefits of publishing in prestigious subscription journals, avoid APCs, and make your research available to all. You can use SHERPA/RoMEO to identify the self-archiving policies for specific journals. OSU has a robust IR (ScholarsArchive@OSU) where you can easily upload your scholarly work. The IR can also help you fulfill any funder mandates to make your work publicly available.

Evaluate the journal yourself. Questions like those provided by Think. Check. Submit. and Butler’s checklist (at the end of this Nature article) can help you be confident you’re choosing to entrust your hard work to the right venue.

Seek advice. Your advisors can be great resources for identifying reputable journals.

And please remember, I’m also happy to talk to you about these decisions. Let’s make sure that you escape these predators and live another day on the grassy plains of academia.

— Guest blog post from graduate student Francisco Guerrero, winner of the 2015 Scholars’ Insights competition and organizer of the LaRGe communication workshops.

It started in 2014 when I decided to take part in the Oregon State University Scholars’ Insights competition. Scholars’ Insights is based on the Three Minute Thesis (3MT) competition where you tell the story of your graduate work to a general audience in only three minutes with a single powerpoint slide. I was afraid that my accent (as an international student) and my nervousness would complicate the delivery of my message. I got some control over the nervousness by working on many versions of my presentation. But my accent was still there making me feel insecure. This insecurity showed up during my presentation and I forgot the script. But that was not the end of the story.

To squeeze all that I could learn from that experience and share it with other students, I organized a science communication workshop called “life-science encounters”. Kelly Lytle, the 2014 Scholars’ Insights winner, presented there and talked about her successful experience. When trying to summarize what she did, I came up with the idea of being Likable, Reliable and Gettable (LaRGe). During the workshop, we learned the elements of this combination: a good story, a powerful body language, and interesting pictures to capture people’s attention.

With the help of OSU’s experts in storytelling, acting, and graphic design, we put the pieces together as the LaRGe communication model workshop offered in spring 2015. The tools we developed through these workshops were the same that led me to won first place in the 2015 Oregon State University Scholars’ Insights as well as an “Outstanding Student Paper Award” at one of the most important scientific conferences in my field.

This spring, with the support of the Graduate School we are offering the LaRGe workshop series to more students across campus.

Our first in a series of guest blog posts from students in the GCCUT program course GRAD 599. GRAD 599 is a self-directed learning experience, providing structure and context for professional development opportunities in teaching, such as workshops, seminars, webinars, symposia, and other relevant programming.

By Katy Serafin

While my formal teaching experience is limited, as a PhD student in the College of Earth, Ocean, and Atmospheric Sciences, I have sat through tens of years of undergraduate and graduate classes as a student in each of the Science, Technology, Engineering, and Math (STEM) areas. I have also had numerous non-formal teaching experiences such as guest lectures at science camps, stakeholder meetings and presentations at science conferences. One challenge I have faced, and have seen others face in the classroom and in public, is presenting material in an engaging, relevant and understandable way.

Details, details, details

As a researcher, I spend my days picking apart datasets, and evaluating and re-evaluating when I think I may have done something incorrectly. In a field where details matter it is often hard to convey the message behind the details without overwhelming your audience.

I know, for example, an explanation of how the coastline changes to a graduate level class would be very different than one to a group of eighth-graders at a STEM camp. But how much detail is too much detail? When do students become overloaded and bored?

A study tracking 17,000 post-secondary education students in the United States and Puerto Rico showed sixty percent of students enrolled in a STEM discipline switched to a non-STEM field or left without a degree [1]. Many of those students who transferred out of a STEM field stated that both the atmosphere and teaching methods in intro STEM classes were ineffective and uninspiring [2].

Less is more

Tyler DeWitt’s Ted talk, “Hey Science Teachers – Make it Fun” describes how science can be fun and inspiring if we learn to become effective communicators. DeWitt’s talk focuses on a classroom experience he had teaching middle-schoolers, but his suggestions pertain to communicating science in general. His major point is, when teaching, we need to stop worrying about details all of the time because students can face information overload memorizing facts without ever realizing the bigger picture. They also often read sentences they do not understand because the language is too technical.

DeWitt states, “Sometimes you have to lie in order to tell the truth.” What this really means is sometimes the details just do not matter—it is recognizing when they do that is important. DeWitt also conveys science can be fun, relevant, and inspiring if we make connections for the students. His approach is to use story telling.

“Sometimes you have to lie in order to tell the truth”

The power of a story

So let me tell you a story. I research how big waves combine with high tides to generate flooding and erosion on the coast. Why do I study this you ask? I grew up vacationing on the beaches of North Carolina with my family and friends. I spent my summers playing in the waves, cartwheeling in the sand, and smelling the salty air. I watched the coast change dramatically as waves ripped through the island during hurricanes and wondered if the place we loved would ever be the same. My passion for my research is intrinsic—I am studying a place I have always and will always have a deep connection to. However, not everyone will have that type of connection to the science I study or the science I will teach. So, in order for others to see the science in another light, we as educators need to tell stories. We need to create analogies that make sense and help students understand the bigger picture. Only then will they want to learn the details.

Waldorp, M.M. The Science of Teaching Science, Nature, 523, pp 272–274, (2015).
President’s Council of Advisors on Science and Technology. Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics (White House, 2012).
Link to graphic: http://www.shutterstock.com/pic-294152666/stock-photo-charming-language-teacher-is-telling-interesting-stories-to-his-attentive-students-during-a-break.html?src=0CQJag4EiUpjyKTQzxspag-1-78

Disclaimer: The content of this blog belongs to the guest author. Content may not reflect the viewpoints or practices of the OSU Graduate School.

The Speak Out on November 16 was a powerful reminder of the work that we have to do—at OSU, in Corvallis, in Oregon, and in the US—to ensure that people feel safe and supported in our communities.

“Oregon State University, in compliance with state and federal laws and regulations, does not discriminate on the basis of age, color, disability, gender identity or expression, genetic information, marital status, national origin, race, religion, sex, sexual orientation, or veteran status in any of its policies, procedures, or practices.” (Source).

We have a responsibility to respond in an intentional manner if people with these or other identities experience discrimination, harassment, or ostracism on our campus. Each and every member of our university community must be proactive in ensuring that people are treated in a manner that does not lead to marginalization for any individual. Each year we ask all graduating graduate students to complete an exit survey so we can understand their experiences at OSU. Approximately 20% of those completing the survey indicate that they have witnessed prejudicial behavior during their time at OSU. I suspect that more would report such behavior if they were informed about systems of oppression and privilege. In addition, 10% of our graduate students report directly experiencing prejudice, most often based on gender, race, sexual orientation, and religion. I expect that intersections among these identities and others—such as age and student-parent status—leads to an even greater probability of experiencing prejudice.

Some identities in our society are bestowed privileges not experienced by others. As a transwoman, I am fully aware that my early career was enabled by white male privilege, made even more apparent to me following my transition. Those with privilege have power and opportunities that those with less privilege will not experience. Graduate students are, on the one hand, privileged by having a bachelor’s degree or higher and, on the other hand, underprivileged when interacting with faculty who not only have a PhD, but who are in positions of institutional power. Credentialism, or privilege based on having met certain educational benchmarks, leads to a significant power hierarchy on college campuses. The individual voice of an undergraduate is less likely to have influence than her Teaching Assistant, and the TA’s voice may have less influence than the Assistant Professor, who has less influence than a tenured faculty member, who is supervised by a department head, whose dean is responsible for a college, who reports to the provost, who is supervised by the President, and who answers to the Board of Trustees. Staff are often somewhere in the hierarchy between students and faculty. Where credentialism intersects with other identities that are conventionally and historically marginalized in academia and society at-large, people can have even less power within this hierarchy. This power hierarchy—alongside a lack of inclusive safety on this campus—is why I and others in the Graduate School hear from 2-3 students a week experiencing, in their words, abusive behavior, from others with more power. It is why the Ombuds office is very busy meeting with graduate students. It is why Counseling and Psychological Services (CAPS) sees so many graduate students. It is why we need a collective voice from graduate students to make others aware of their experiences and instances of prejudice they observe and experience on campus. Since the hierarchy of credentialed power seems inevitable at most academic institutions, what can be done? I suggest that those with the greatest power and privilege have a responsibility to use that power to enable equity and support for those with less power and privilege. That is a responsibility of every one of us.

If you are experiencing the negative consequences of power and privilege, you are not alone. There are resources to assist you: a trusted faculty or staff member, an administrator, the Graduate School, Ombuds Office, CAPS, Intercultural Student Services, and the Office of Equity and Inclusion. Your collective voice is powerful. Seek out others experiencing similar behaviors and speak out as a group. Demand fair treatment. And finally, know that you have allies with culturally bestowed privilege who are in positions of power across campus that stand by you and will do whatever it takes to ensure that you are given what you deserve: the opportunity to succeed and flourish in Graduate School. Reach out – we stand together.

Brenda McComb, Dean
The Graduate School
Rm 300 Kerr Admin Bldg
Oregon State University
Corvallis, Oregon, 97331 USA
brenda.mccomb@oregonstate.edu
Phone: 541-737-4881 , Fax: 541-737-3313
http://oregonstate.edu/leadership/graduate/
http://oregonstate.edu/leadership/trustees/members

Continuing the Dialogue:
The Graduate School
Office of Equity & Inclusion
Ombuds Office
CAPS
Diversity & Engagement
ADVANCE
Student Affairs
Campus Civility & Inclusivity Campaign

Networking, public speaking, scientific presentations, and career fairs were just some of the opportunities that OSU students took advantage of during the SACNAS 2015 National Conference in Washington D.C.

OSU was well represented at SACNAS. The College of Earth, Ocean and Atmospheric Sciences (CEOAS), Department of Fisheries and Wildlife, OSU Cultural Resources Centers, College of Forestry and the OSU Graduate School hosted and staffed booths at the Recruitment Fair. Multiple OSU faculty members, staff and students participated in the fair other conference proceedings.

Graduate student Omar Miranda had his eyes opened to working for NASA.

“I had the opportunity to meet with NASA recruiters; prior to speaking to them, the thought of working for NASA seemed to be out of reach. However, after speaking to them, I feel inspired to pursue a position.“

Assistant Dean of the Graduate School, Fran Saveriano, was also there to network with students. She let them know that graduate school is a great career option. With over 80 different graduate programs, OSU is a leader in many fields of study.

But how can students pay for graduate school? For tuition support, Saveriano says,”there are many opportunities for students coming to OSU, awards like the Diversity Advancement Pipeline Fellowship and the Graduate Diversity Recruitment Bonus.” In addition to these award programs, many departments offer their own scholarships. Student can also find funding through various research projects.

Saveriano wants students to reach out to her and professors at OSU. “You never know unless you ask.”

Congratulations to OSU’s SACNAS chapter who also received an award for outstanding development and outreach.

Students who want to learn more about graduate school can email us at graduate.inquire@oregonstate.edu.

The sound of my ice skates gliding across the rink, scraping the surface as I twirled and twirled into a dizzying nirvana. The cold Minnesota air stinging my cheeks, and threating to penetrate my armor of scarves, mittens, and double-socked feet. The sweet, warm taste of hot cocoa with marshmallows that my Mom made for me when I’d come home. As a kid, winter was a magical time.

Fast forward to today and, let’s face it, life just isn’t as rosy as we remember it as kids at the skating rink. Life as a grad student is a lot of work. Making any sort of magic happen requires some intentional effort.

I asked an OSU grad student, “What would a magical winter look like to you?”

And this is what I heard:

Snowboarding
Exploring Oregon
Getting a lot of writing done
Connecting with friends and family
Netflix binging
Grabbing a beer with my advisor
Reading for pleasure
Lying on a beach in Mexico

Does any of this sound good to you, too? What if grad students gave themselves permission to reclaim their winter magic? Sure, work hard. Write an awesome thesis/dissertation. But allow yourself time for fun, too. Think about it…

And in the meantime, the Grad Student Success Center (GSSC) will soon unveil a series of workshops and events for winter term, that can help put a little magic into your winter. From Writing Workshops to an Explore Oregon Trip, to Grad Career Day and The PhD Movie 2 (and more!), we’re looking forward to helping make your winter dreams come true. The GSSC Event Calendar will be updated soon – tell us what you’re wishing for!

Karen Hanson
Graduate Student Success Coordinator

Writing is one of the best and one of the worst parts of being a graduate student. For most of us writing does not come naturally but, as researchers, there are several important reasons why we do it.

Writing helps us synthesize information which leads to a better understanding of our topic
It helps identify the holes in our reasoning
It serves as a conduit for sharing information and ideas with others for the purpose of critique as well as adding to the growing the body of knowledge in our field.

Start with the reasons

The first, and perhaps largest task of any writing project is to decide what your paper’s thesis is and how you will argue it.

Make a list and include:

The purpose of the paper
The desired outcome
The argument you will use

Keep this list in a place you can easily find it for future referral. When you feel a bit lost on your path or wonder if the detour you have taken is worth the extra mileage, a quick review of these three items will either confirm you path or reset your direction.

Create your working outline

Next, write a very high level outline of your manuscript. You can start with the main sections such as the introduction, conceptual framework, data and methods, results, discussion and conclusion. As you think more about your project add more detail until you have a set of key points under each section. At the top of each section estimate how many pages it will be and how long it will take to write a rough draft. For example, introduction–two pages/three days.

Make a plan

Starting with your deadline and moving backwards make a timeline of tasks. This will help you plan how much you need to get done each day. I find it satisfying to mark things off a list so I break tasks into small parts that can be done in a few hours to a day, which helps me feel I’ve made progress each week. This approach will make your writing project more manageable but it will also allow for you to know when you can walk away and not feel guilty.

Most importantly, set aside time everyday to write, even if its just 15 minutes. If you wait until you have a large chunk of time you will a) never write and; b) spend most of your time trying to remember where you were the last time you sat down to write.

Finally, a word or two about procrastination, the first time it happens don’t worry too much. Take a break and come back to it later. If it persists try making a list of tasks only for that day or try to break your writing into smaller amounts of time punctuated with something short but enjoyable such as a chat with a colleague or a quick review of Facebook (don’t get to engaged in Facebook, remember this is a quick break not an alternative writing project). If you procrastination continues you may want to talk with a friend about having a writing challenge with regular meetings to check in with each other or talk with your faculty advisor about techniques she has used that have helped.

Where to get help

The Graduate School also has several resources to aid students as they write. One of the best resources is the Graduate Writing Center at 123 Waldo Hall on the Corvallis Campus. Students can make an appointment to work directly with a member of the center’s team.

In addition, the Graduate Writing Center also has drop in hours at the Graduate Student Success Center, 203 Memorial Union, from 1-4 every Wednesday. Students can use this time to work with the GTA from the writing center on an issue you may be having with your writing or drop by and discuss writing strategies.

This fall we offer a workshop series led by Chris Nelson from the Graduate Writing Center. Chris has conducted research writing seminars and workshops to graduate students and international students, implemented Writing in the Disciplines (WID) and Writing Across the Curriculum (WAC) approaches in tutoring and training, and conducted outreach to departments to tailor writing support to their needs. The first workshop led by Chris will be October28th. Register and find out more about this series.

If you remember nothing else remember that it’s OK to ask for help with writing—even the best writers struggle.

— Tori Byington, Assistant Dean for Graduate Student Success, Oregon State University

Black and orange confetti decorates the tables in OSU’s historic Memorial Union ballroom where a group of graduate students have gathered with their advisors to celebrate their accomplishments. Once a year, the Oregon State University Graduate School brings together all of their award winners for a celebration at an annual luncheon. This year nearly 150 students and faculty have come to enjoy lunch and reflect on the important work they all do.

This work is highlighted by Ph.D. candidate Allison Barner as she takes the stage and briefly discusses her research in coastal marine ecosystems. The Lenore Bayley Graduate Fellowship she is receiving this year will allow her to deepen and extend this research in new and exciting ways. Allison expresses her gratitude to the Graduate School and all of the people who have made this possible.

Cynthia Sagers, OSU’s Vice President for Research, also takes the stage. She reminds the audience that they are each, in their own way, part of the enormous impact that OSU is having on Oregon and around the world. Just this past year, for example, OSU received over $300 million dollars in research funding, its highest level ever. This would not have been possible without the hard work of the people in this room.

Every year the Graduate School ensures that this work can continue by providing approximately $4 million in scholarships, fellowships, and awards to approximately 300 students. These funds make possible the incredible research performed by these exceptional students.

Check out more of the Graduate School’s awards and award recipients on their website.

Dozens of undergrads lounge on the grass across from Kerr Administration under the swaying sycamores eating ice cream. This is a rare moment for them to take a break, meet students working in other fields, and hear about graduate school. These students have travelled from all across the country to visit Oregon State University for the summer and participate in a variety of summer research programs. The Graduate School invited them here to talk about the benefits of graduate school and the ins and outs of the application process, no matter where they may apply.

Fortunately, the Graduate School speaks to a captive audience. Many of these students already have plans for continuing their education. This event, however, gives them a chance to meet a few peers they may have otherwise missed while showing what the Graduate School at Oregon State University has to offer.

After everyone is settled, graduate school staff move to the front one or two at a time to discuss the benefits of graduate education. No doubt the students have heard these numbers before. The higher your education the higher your salary and lower your chances of unemployment. According to the Bureau of Labor Statistics, unemployment rates for those with a Doctoral degree is 2.1% vs. 3.5% for a Bachelor’s degree and 6% for a High school diploma. Additionally, the median weekly salary for someone with a Doctoral degree is $1,591 vs. $1,101 for a Bachelor’s degree and $668 for a High school diploma.

Through stories of their own personal journeys and experiences, graduate school staff humanize these numbers and encourage students to consider these points carefully when planning their own professional journeys. Fran Saveriano, Assistant Dean of Recruitment and Financial Support, encourages students to seek out funding once they’re accepted into a program. She urges them to, above all else, “Apply! You won’t be funded without asking.”

Looking for summer research opportunities? Check out the Graduate School’s summer research information page. For more information about applying to graduate school or financing your eduction, visit the Graduate School’s website or email them at Graduate.Inquire@oregonstate.edu.

— Rich Collins, Marketing and Recruitment Intern and graduate student

Fall marks the beginning of a new academic year for students and faculty alike. As a graduate advisor I encourage students to use the word “expectations” to help facilitate a conversation with their major professor about what is in store for the future. I believe understanding someone’s expectations clarifies goals and helps you manage your time.

Here are some tips to help you manage expectations and set up a successful new year.

First, define your own expectations. Take the time to reflect on your career and academic goals. Start by re-reading your personal statement from your application. Ask yourself again where you want to go with this degree. Then review job postings in your field based on your future qualifications. If you see positions that excite you, print them out and highlight the reasons why.

Once you have reflected on your own expectations, initiate a meeting with your advisor and share them. Then ask what their expectations are for you. These conversations will be ongoing and can help avoid misunderstandings down the road. Be proactive and don’t wait until a problem forces the conversation. Having a regular meeting time can also help prevent issues from building up over time.

Having clarity of goals and expectiations will help you progress in a meaningful way. Your demeanor and approach to this will help set the tone of your relationship, as well as help your advisor improve their own understanding and management of students.

It is important to realize your faculty advisor is also feeling the excitement and anxiety of a new academic school year. They may not be thinking about their expectations for you yet. Faculty have a lot on their plate at the beginning of a term ranging from delivering courses to working on their own research. This is exactly why you meet with them early in fall term to discuss initial expectations as well as those for the entire academic year. Document this conversation and adjust as things change. Because things will change.

As an advisor, I find miscommunication is often the root cause of dissatisfaction between an advisor and the student. These small misunderstandings can grow to become a major ingredient to a significant conflict.

If you feel a miscommunicaiton is happening, ask. Also consider using email to summarize the discussion or what was agreed upon and send that out to everyone involved.

A discussion about shared expectations helps provide clarity and an opportunity to convey your hopes and aspirations for graduate school. This is a wonderful time in your life, but it will go quickly. The process will be much easier and more rewarding if everyone is on the same page from the beginning.

— Robert Allan, Director of Student Services, College of Earth, Ocean, and Atmospheric Sciences

Join us on Oct. 14 for the second part of our mentor relationship series “How to build a productive relationship” presented by Breanne Taylor of the OSU Ombuds Office. Register here »

Graduate Student Success

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Author Archives: John McQueen

About John McQueen

Don’t be the gazelle: How to avoid predatory publishers

Definitions & the landscape of scholarly communication

My tips on how to avoid these scams and choose reputable journals

LaRGe: Making your presentations likable, reliable, and gettable

Storytelling in science

Details, details, details

Less is more

The power of a story

Privilege

OSU Graduate School at SACNAS Conference

Winter wishes

Jump start your writing

Start with the reasons

Create your working outline

Make a plan

Where to get help

Our awards luncheon 2015

Grad School: A Sweet Deal

The word “expectations” is your friend

Contact Info