As long as I have been teaching, I’ve used a “late day” policy in most of my classes. I designed this policy after learning about universal course design while taking Preparing Future Faculty at the University of Minnesota, but I don’t think I’ve ever publicly written down the motivations and design of this policy. So here you go!
Blog Articles 6–10
A few years ago, early in my first faculty position, I wrote about how I tracked academic work. I still implement the core ideas of that piece, but most of the details have changed; I thought now, after working on my first annual review after applying for tenure, would be a good time to write an update.
If we can aggressively simplify for a moment, earning a Ph.D has three primary components:
- Do research.
- Write it up in a dissertation.
- Convince a committee of faculty that what you’ve done and presented is worthy of a research-based terminal academic degree.
There are some other things in each program, such as courses and qualifiers, but this is the heart of what earns the degree.
It has been a couple of years, hasn’t it? I thought I would do another state of the tools. Last year I had other things on my mind and didn’t get to this kind of thing, but let’s give it a whirl.
One of my projects this year has been to refactor and upgrade our Book Data Tools to be easier to work with. Along the way I found some bugs in the original data integration, and the process of finding these bugs and assessing their impact forms a useful case study for some of the principles I teach in my data science class.