NOTES FROM 2008 ASHE GRADUATE STUDENT
CONFERENCE SESSIONS
Graduate Session 1: Symposium
Title
The Pressure to Publish: Demystifying the publications process from the research project to the
final article
Abstract
The purpose of this graduate student symposium is to provide insight into the process of
publishing. Panelists will address the following: (a) determining when a research project is
publishable; (b) selecting which journal to submit to; (c) understanding and writing for your
audience; (d) working through the edits and revisions. The session is intended to demystify the
process of publishing and provide students with comprehensive information beginning with the
research project itself to understanding the tiers of journals and ending with the final published
product. Graduate students at all stages of their current research project or dissertation will find
this session helpful if they intend to submit articles for publication.
Moderators
Judy Marquez Kiyama, Assistant Professor, University of Rochester
Kelly R. Risbey, Doctoral Candidate, University of Minnesota
Presenters & Notes
Jenny Lee
Assistant Professor, Center for the Study of Higher Education at the University of Arizona
jennylee@email.arizona.edu
How to Approach the Publishing Process (Lee’s direct notes)
1. Think of class papers as early drafts towards publication. If the instructor allows it, use
papers from previous classes as a way to advance your drafts. Incorporate feedback from
one class to another class. One well-developed paper towards publication may be better
than three or four undeveloped class papers.
2. Submit your papers as presentation proposals at conferences (AERA, ASHE, ACPA,
NASPA, AIR, etc.). A conference presentation is a typical step towards publication.
Even if your paper is not accepted, you will usually receive some helpful feedback, which
you may incorporate towards another conference proposal. If your paper is accepted,
presenting at conferences is a great way to get some immediate feedback on your ideas as
well as suggestions towards improvement.
3. Volunteer to be part of projects that match your interests. Even if you don’t get paid,
think of this opportunity as part of your graduate student training. In many cases,
students learn more about the research process by participating in research projects than
by taking additional classes.
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4. Related, if you are part of group project, don’t be afraid to ask faculty about authorship.
Share with faculty your publication goals and find out what is required for you to be
included as an author. If you are a paid graduate student researcher and there is no
opportunity within your job to publish, volunteer to go above and beyond in order to be
an author.
5. Publication opportunities can come from unexpected places. (i.e., program evaluation,
class papers, graduate assistant work, etc.) Think creatively about how program
evaluation reports can be tailored to a wide audience. As your research agenda becomes
clear and known to the other students and faculty, you may soon find that they will be
approaching YOU with opportunities!
6. One paper need not (and can not) address all possible aspects to an issue. A broad
question can be approached from many angles. Think about future research questions
based on your particular findings and pursue them!
7. Peers should read early drafts. Faculty should read final drafts. Peers can note the more
glaring errors that you may have overlooked. As you ask students and faculty to review
your work, be specific about what areas need their attention. Anticipate critical feedback.
After all, journal reviewers will often only note the weaknesses of your article as a way to
suggest how the article can be more suitable for publication.
8. Peer review is essential to publishing. Volunteer to review books, conference proposals,
students’ drafts, etc as a way to improve your writing process.
9. Talk to faculty about the journals out there and the possible steps towards resubmission.
Rarely will a paper be accepted after the initial submission. Faculty can help interpret the
editor’s review letter and suggest next steps. You may revise and resubmit (if the editor
allows it) or decide to submit the article to a different journal.
10. Stay motivated by your passion in your research, not simply passion to publish.
Otherwise, you may experience quick burnout and discouragement. Remember,
publishing is only one medium by which you can make your ideas known. Don’t give up
easily and think of how your work will make a positive impact on many!
[Some Helpful Writing Tips: Step away from your writing before you’re exhausted. Carry a
notebook to jot down unexpected ideas (while you’re exercising, talking to a friend, reading a
book, etc.). Set aside some time to think/meditate at an undistracted location as a way to stay
focused and maintain perspective. Read your writing aloud as a way to catch your mistakes. For
every paper you write, ask yourself, “Is it new? Is it true? So what?”]
Liang Zhang
Assistant Professor of Public Policy, Vanderbilt University
liang.zhang@vanderbilt.edu
Is your paper publishable?
It’s a fine line. Your work can contribute marginally. Extend, expand, modify seminal or
original work. Reasonable, meaningful contribution.
1. Go to your adviser – tactics
2. Ask advice from peers and colleagues
3. Ask for advice of those who serve on editorial board
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Two types of journals
1. Disciplinary (not higher-ed)
a. More rigorous in theoretical development and methodology
b. Welcome higher-ed problems as submissions
2. Education Journals
a. Speak to broad audience in education (not into discussion, implications)
b. Higher Ed Journals (want to establish yourself) (love discussion, implication)
c. Specialized on topic areas
Waiting!!!!
If rejected (norm) respond and resubmit! Address each point specifically in response letter, up to
~12 pages.
Sylvia Hurtado
Professor and Director of the Higher Education Research Institute at UCLA
shurtado@gseis.ucla.edu
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Make your response easier for editors, say yes or no and explain why – (how you should
educate them)
How knowledge is built
o Love when you have contrasts, comparing and try to settle issue so knowledge is
built
o Empower yourself to be part of the knowledge building process
o We have an obligation to make our work public (pressure to publish)
o Tenure – looking for impact (what and where)-think about your audience
o Journal about conversations and topics
Peer review is an educational process
Push boundaries
Novel approaches
Collaboration with
o AERA guidelines for collaborating (online)
o Presenting  can lead quickly to publication with exposure
Cover letter, ACPA manual example
o Niceties, make editor’s life easier
o Topic
o Methodology
Ask for retroactive IRB approval if you have existing data
Approach faculty at other institutions, need something specific to write on
Faculty jobs – need at least 1 or 2 good publications
Dissertation – show how one topic applies to broader field beyond topic.
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Graduate Session 2: Symposium
Title:
Frustration or success: Examining the importance of graduate student socialization in higher
Education
Abstract
Why is it that some graduate students seem to excel in their scholarly endeavors while others
struggle? Graduate student socialization may be a huge part of the answer. The purpose of this
graduate student symposium is to examine graduate student socialization and the impact it can
have on students in all stages of their academic career. Panelists will address the following: (a)
discussing challenges facing new graduate students as they try to understand the academic life;
(b) describing ways that socialization helps to identify norms and values of a discipline and/or
department and thus helps students adjust to their environment; (c) identifying ways that
socialization from their mentors, advisors, and peers can help students at all levels of graduate
education; (d) recounting experiences of effective and ineffective graduate student socialization.
The session is intended to reinforce the importance of effective socialization in the lives of
graduate students. Graduate students at all stages of their academic career are encouraged to
attend this session.
Moderators
Kelly R. Risbey, Doctoral Candidate, University of Minnesota
Judy Marquez Kiyama, Assistant Professor, University of Rochester
Presenters & Notes
Ann Austin
Professor, Educational Administration, Michigan State University
aaustin@msu.edu
Bragg 1976 (definition) – process of becoming part of a society)
Themes in literature:
1. What one is trying to do or have happen
a. Knowledge acquisition (cognitive and affective)
b. Investment (Time, part of self-esteem)
c. Involvement (people, projects, conf./opps)
d. Socialization is an active process
2. Happens in many was (formally, informally, and ongoing)
a. Class
b. Discussions
c. Always learning and adapting
d. Non-linear
3. Bi-directional
a. Early lit: what happens to you by someone else
b. More recently: each person who enters brings ourselves to it into higher education
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Challenges in Grad School
- Not always in developmentally, forward clear process, faculty don’t always know how to
do it
- Don’t always get explicit feedback
- Benefit from reflection – a critical friend, not necessarily built in the program
Suggestions
1. Be proactive - looking for connections
a. How can I interact with faculty, peers, network (formal and informal)
b. Am I looking into university grad opportunities?
2. Be professional now
a. Enter as you want to be
b. Sense of self – efficacy and self-direction
c. Ask for feedback and use it
3. Be reflective
a. What are my passions, what do I bring
b. How can I continue to refresh myself
c. Role models to interact with
d. How to rejuvinate
e. Takes discipline
Chris Golde
Senior Scholar, Carnegie Foundation for the Advancement of Teaching
golde@carnegiefoundation.org
Process of becoming a member or organization, learning how to swim in that culture
1. On a continuum – at different points in time
a. Be very receptive to adapt --------------resistance
b. Creating your own opportunities
2. Metaphors – successful journal: What do you need and how do you go about doing this?
a. Have a goal, sense of purpose, can be deliberate
b. Map (Barb Levitts)
c. Guides (mentors and advisers who play different rules)
d. Companions
e. Provisions (we have different levels coming in, but you learn and add)
Carol Colbeck
Dean of the Graduate College of Education (GCE) and Professor of Higher Education at the University of
Massachusetts Boston
Carol.Colbeck@umb.edu
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Career stages – changes
Underwear
Work/life balance
Don’t set goals too low – her story
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Professional identity development (not socialization)
o Not checking identities at the door
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o Try new roles (like your underwear) during school
o Maintain different levels of identity
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Ways to check in with your core values – “Celebrate yourself”
Value your previous professional identity
o Your experience – bring something to the table
Reflect on previous work on what your learning in grad school
Find ways to maintain your sense of professional self outside of school
Find ways to learn, bring your leadership skills in your graduate program
Seek out faculty who understand what you are going through
For the ???, find connections between your full time work and your graduate work
Find ways to socialize with your peers, stay in touch with you are and your core values
See Rosa Cintro– roles
Socialization  role  identity (tying in)
Can be successful in multiple roles at the same time
Acknowledge them and think how you want to handle them (integrate or separate)
Sense of ownership and empowerment
Graduate program- formally / informally
Make relationships with faculty – a real active relationship
Graduate Session 3: Graduate Student Luncheon and Panel Discussion
Title
Establishing Yourself as a Professional within the Field of Higher
Education
Abstract
The graduate student luncheon is a time-honored tradition at the ASHE
conference. This session will provide graduate students with the opportunity
to network and discuss current graduate student issues in higher education.
The graduate student luncheon has been paired with a panel discussion by led
by experts in the field. The panel will discuss and entertain questions
related to finding and developing mentoring relationships, the politics of
higher education, ethics, strategies for establishing a strong professional
reputation, and common (but avoidable) graduate student mistakes.
Moderators
Kelly R. Risbey, Doctoral Candidate, University of Minnesota
Judy Marquez Kiyama, Assistant Professor, University of Rochester
Presenters
Vicki Rosser, Associate professor of Higher Education and Co-Director of the UCEA Center for
Academic Leadership at the University of Nevada, Las Vegas
vicki.rosser@unlv.edu
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Consuella Lewis, Assistant professor in Higher Education Management at the University of
Pittsburg, lewisc@pitt.edu
Barbara K. Townsend, Professor of Higher and Continuing Education at the University of
Missouri, TownsendB@missouri.edu
Notes
We are sorry- the grad representatives were unable to take notes at this session.
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GRADUATE STUDENT NEWSLETTER ARTICLES
Spring Newsletter
Due: March 14, 2008
Graduate Student News:
Connecting Graduate Students with Academic Giants
Kelly Risbey
University of Minnesota
Judy Marquez Kiyama
University of Arizona
As graduate students we are connected in different ways with faculty in our own academic
departments. Connections are made with our advisors, faculty with whom we are doing research, and
with those whose courses we just seem to be drawn to. The difficulty comes with developing
relationships with faculty outside of our own departments. We read articles that have shaped the field
and wonder what it would be like to sit down and have a conversation with that particular researcher.
Figuring out how to actually connect with that person can be somewhat intimidating. As graduate
students, the reward for making these connections far outweigh the initial risk of anxiety and nerves of
approaching a faculty member outside one’s home department.
After reading through the evaluations from the 2007 annual meeting, we realized that many
graduate students were feeling the same way that we have about the need for more opportunities to
network with faculty. A common question emerged – how can we as graduate students, network and
create meaningful relationships with faculty who are outside of our own academic departments? To
help us answer these questions we asked Melissa Anderson, associate professor and director of the
Postsecondary Education Research Institute at the University of Minnesota and Regina Deil-Amen,
assistant professor in the Center for the Study of Higher Education at the University of Arizona to share
their advice and feedback with us.
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Dr. Anderson’s research interests include graduate education, ethics and misconduct in science,
faculty issues, administration, and academic-industry relations. We asked Dr. Anderson why it is
important to establish relationships with faculty.
Contacts with faculty and others outside your own graduate program represent the beginnings
of a large network of connections you will eventually have with others in the field of higher
education. These are the people who know your work, share your interests, remember you
when they need a panelist or a committee member, and generally track the course of your
career. They may know about conferences, collaborations and jobs that your own faculty
members aren't aware of. They can be a source of second opinions -- confirmatory or otherwise
-- on career decisions. Their advice many not be any wiser than your advisor's, but it is not
usually tangled up in the complications of a long-term collaborative history. (By analogy,
sometimes it's easier to hear something from a boss than from your mother, even when they
are saying the same thing.)
Dr. Deil-Amen’s research focuses on the sociology of education, transition to college,
educational stratification and inequality, and community college students’ aspirations and persistence.
We asked Dr. Deil-Amen to share advice and strategies on how to initially approach faculty and establish
a meaningful relationship.
One of the best ways to begin approaching faculty within or outside your department is to read
their publications and decide how your own interests might intersect with the interests of the
faculty member. A willingness to become involved in any current ongoing research project is an
effective first step in developing the kind of stable ongoing relationships that can easily become
long term working relationships. The work may be tedious at first, but it can get you the
opportunity to begin ongoing conversations and sustain ongoing contact. These are the kind of
relationships that tend to benefit students both in terms of research experience and
professional mentorship. Many times faculty members are juggling so many different writing,
research, service, and teaching obligations that they do not have the inclination to
systematically initiate the kind of collaborative relationships that graduate students find so
valuable. Therefore, graduate students should be aggressive in making that initial contact, but
persisting in the face of several lackluster responses might be going overboard. Also, try to
imagine possibilities for a true collaboration that may eventually result in a publication, since
that is a product that both faculty and graduate students desire. Faculty tend to be more
responsive to these opportunities in contrast to situations where the relationship is more onesided. And remember, faculty are busy. Therefore, it is possible that someone may neglect a
first email. If so, send another within a week!
As your graduate student representatives, we encourage each of you to begin establishing
relationships with faculty outside your department. We were encouraged to make connections with
faculty outside our department quite early in our graduate programs and over time our confidence in
approaching faculty members has grown. Admittedly, we felt apprehensive before each email or phone
conversation, but the reward of networking with faculty far outweighed any risk we felt before sending
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the email or dialing the phone. We have found that faculty members are always giving and generous
with their time and ideas for graduate students. Here is one example of networking and faculty
generosity that one of us experienced in a chance meeting with an academic giant at a conference.
I was struggling with a paper and had the chance to talk to an academic giant about his research
and how it could fit into my paper. I was nervous and didn’t want to look silly, stupid, or naive or
waste the academic giant’s time with a minor question (the risk). I also knew my advisor wanted
me to network with faculty at the conference and that this was a great opportunity to talk with
an academic giant about research (the reward). The academic giant was very easy to approach
and quickly became engaged in our conversation about the paper and his research findings. The
giant provided excellent advice and encouraged me to contact one of his colleagues for further
help. Again, the risk of contacting another academic giant was enormous, but the reward was
even greater. This new academic giant responded to my email within hours, wanted to talk to
me on the phone about the paper, and even took time to read a draft of my paper and provide
thoughtful comments on how to make the paper better. I was then, and still am, most grateful
for the kindness and generosity of these academic giants. After this experience, I vowed to be as
accommodating and generous to others as these giants had been to me.
This experience highlights many rewards that come from networking with faculty. First,
academic giants truly care about graduate students and want to help us succeed. Second, academic
giants are generous with their time and interested in how their work is being incorporated by new
graduate students. Third, this experience and other graduate student-faculty connections would not
occur without networking. Graduate students should look past the risks and seek the rewards that come
from making connections with faculty outside their department. Fourth, and most importantly,
networking becomes easier over time because we gain confidence from positive experiences and from
generous giants who truly care about our success.
We encourage all of you to network with faculty outside your department before the next ASHE
conference. Try setting a goal of connecting with one faculty member per semester or one faculty
member per paper you are researching. We look forward to hearing about all the rewards gained from
these networking experiences and wish you all a prosperous Spring semester!
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