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Reviewed by Joellen E. Coryell
As a second year assistant professor and member of a department that will begin offering its first PhD program this fall, I jumped at the chance to review Paul Gray and David E. Drew’s recent book, What They Didn’t Teach You in Graduate School: 199 Helpful Hints for Success in Your Academic Career. The authors offer 15 chapters and four appendices of numbered hints based on their (and others’) practical experiences in U.S. academe. With a humorous, sometimes cynical, and always straightforward style, Gray and Drew present valuable hints about how to navigate, survive, and succeed in graduate school, finding a job, teaching and service, administration, and the tenure and promotion process. A basic theme throughout the book is the importance of networking. First, they recommend getting to know the top 100 scholars in one’s discipline (Hint #2). Then, throughout the book, it is clear that making time to build and foster good relationships with academic colleagues (in and outside of the department/institution), staff, students, research/teaching assistants, and publishers is vital to professional success and happiness. Chapters on teaching, research, tenure, rank, salary, and Life as an Academic present useful tips about what to expect and what is expected. They also offer essential insight into academic writing with two extensive chapters (Writing and On Publishing) and two particularly helpful appendices (The Dissertation and Writing Tips). Finally, sections on diversity, outside income, and personal health complete this comprehensive reference. Some of my favorite hints include: #1: Gray’s Theorem of N+2. The number of papers required for tenure is N+2, where N is the number you published. Corollary: Gray’s Theorem is independent of N. #4: Drew’s Law: Every paper can be published somewhere. Your first papers will be rejected. Don’t worry about this. View the reviewer’s complete misunderstanding of your brilliance as cheap editorial help. Use his or her advice to revise. Every paper has a market. If Journal A rejects it, make the appropriate changes and send it to Journal B. If the work is sound, someone will publish it. #39: Teaching is a great personal satisfaction and an important public good that you perform. However, publications are your only form of portable wealth. #108: Never, never become a department chair, even an acting department chair, unless you are a tenured full professor. #140: In writing the Nth paper, make your contribution to the issue clear….whatever it is, be explicit in claiming it in the paper. The reviewers need to be convinced that the manuscript contains something new that merits publishing. #149 recommends not becoming Editor in Chief or Department Editor of any publication early in one’s career; however, #150 highly suggests one should serve as a reviewer for journals, particularly top journals. #158: Completion Time. No matter how long you think it will take to write a paper based on your research; see the paper you just submitted in print; complete a research project; prepare a new course; [or] prepare for a session of a course you gave previously: it will always take longer. # 191: Minimize stress. Although we go into academia because we think it involves little stress, that’s a legend that is not true. If you’re junior and nontenured, you can expect that gaining tenure will be the most intense, stressful experience you will face in your entire career. Throughout the book, I found myself surprised at times, concurring at others, and laughing aloud often. We know the processes of completing a doctorate degree, finding a job, and negotiating the challenges and successes of the professoriate require specific skills that are not typically addressed in graduate courses or previous work experiences. The fortunate novice may find a mentor who can guide him or her through portions of the academic trajectory. Happily, the rest now have an indispensible guidebook for that exciting, perilous, and often mysterious journey. ----------------------------
Joellen E. Coryell is an Assistant Professor in the Department of Interdisciplinary Learning and Teaching and Co-Director of the M.A. in Adult Learning and Teaching program at the University of Texas at San Antonio. She received her M.Ed. from Texas State University and her PhD in Educational Human Resource Development from Texas A&M University. Within the specific discipline of the learning and teaching that occurs in adulthood, her research encompasses interdisciplinary professional development of higher education faculty and instructors of adults in diverse global and cultural/linguistic settings. She is also the coordinator of an international doctoral student research forum where students can network with each other and with experienced researchers and educators to support their academic development and dissertation research.
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Reviewed by Joellen E. Coryell
