Thursday, September 30, 2004 

Wrangling with the Iowa Dept of Ed website

For my educational accountability project, I am supposed to browse a state department of education website (other than Minnesota's) and critique their school report cards. Since I went to college in Iowa, I opted to explore their statewide reporting.

However, their website is a bit less user-friendly than I had hoped.

Minnesota's site is very easy to navigate. You click on School Report Cards, then on the district or school you want and then you have all the information you could want on that school: info on AYP (adequate yearly progress) for attendance, percentage of students tested, achievement proficiency, etc.; staffing; demographics; and so on.

Now we move south. Iowa has you select up to five schools you want to look at. Then you can look at a very narrowly focused bit of information such as 4th grade math proficiency. You can compare schools against each other (like Iowa City High vs. West High in 11th grade reading), but you can't compare any of the subgroups against the total. For instance, you can't compare special ed students or ELL students (English language learners) against all students in that school...and I have yet to find reports on attendance rates! Um...doesn't No Child Left Behind mandate reporting on attendance?

The verdict: I'm sure all the information is there, or at least most of it...I just have to poke around to find it. But I think when I write my critique, I'm going to emphasize accessibility. I'm fairly adept at navigating this kind of a website, being familiar with the NCLB lingo...but getting at this info could be a bitch for someone who wasn't 100% certain of the terminology they were looking for.

I know what one of my friends - incidentally an Iowa resident - would say. The main audience for the Iowa department of education consists of Iowans...and they're smart enough to figure it out, unlike you Minnesotans.

In other words, there is a latent IQ test embedded within the site, and I just failed it.

Wednesday, September 29, 2004 

The new neighbors

My apartment building recently changed hands, and as a result, things are different around here. This has always been a students-only building, only cats allowed (no other pets). However, dogs are now allowed, and a family is occupying one of the apartments in the basement.

They will be interesting neighbors. They're not real visible, but they are very audible. I think they have a baby, although it could very well be a parrot. I can't decide to what species those squalls belong.

The only family member I've seen is the patriarch. He is a small man, probably around 5'7" or 5'8". His hair is long and styled as a mullet, and he has a mustache that's darker than the aforementioned mullet. He wears a wifebeater and answers to "Buddy."

Going to the ground floor to do laundry will be like going to the zoo. I'll keep you all posted if I observe anything really entertaining.

Tuesday, September 28, 2004 

My happy balloon is popped...

My major trauma for the day occurred in my research methods course. For those of you unfamiliar with the Milgram study...a bit of background. Stanley Milgram, a social psychologist, conducted a famous study on why people might commit unspeakably cruel acts; he was attempting to (at least partially) explain the Holocaust and how otherwise ordinary people might be led to kill and torture other human beings. Milgram hypothesized that people would obey a perceived authority figure. If anyone wants details on how he conducted this experiment, ask me, but in a nutshell he tricked subjects into thinking they were administering electric shocks to another subject (who was actually a confederate). Like up to 475 volts I think. But there was no real shocking taking place. However...I learned today in my research methods class that apparently in the 1970s, one of Milgram's students replicated the study with actual electric shocks!!! I was so traumatized! My classmates were all laughing at the horrified expression on my face. Someone should have taken my picture and entitled it "The Death of Innocence"...up 'til today I thought research was only getting more ethical as time went on!

Tuesday, September 21, 2004 

All those people who told me grad school would be fun were DIRTY DIRTY LIARS!!!

I’m in my second year in a Ph.D. program, and while I enjoy my studies for the most part, things sometimes get pretty tough. Occasionally I have an “I hate my life” moment. Don’t get me wrong, not for one minute do I truly regret going straight from college to grad school. I’m in an amazing academic program, and I know I'm incredibly fortunate just to be here. In the end it’ll all be worth it. Right now I'm just paying my dues, like we all have to. And as someone pointed out recently, I chose this path and have no room to really complain. I could have elected to do something else with my ever-so-marketable bachelor's degree in psychology.

I'm not writing this to complain, just to lay out the realities that come with the path I've taken; had I known these things a year ago, life might have been easier. But at least I can say I’ve gained a lot of wisdom in one year, and that's not even counting what I learned in my classes! Anyway, having stated where I’m coming from, here’s an honest look (based on my experiences) about what day-to-day life might be like in grad school:

Your standard of living will take a hit. Grad students don't tend to have high incomes. Chances are good you'll be living on a limited stipend coming from your assistantship. Consider yourself fortunate if you have one of these positions (not every student is lucky enough to land one), but be aware that for the most part, discretionary cash is extremely limited. The irony is that graduate institutions tend to be located in larger cities where everything costs more. You can get by, but it's not always fun. Be prepared to turn down some invitations and NOT splurge on that adorable sweater you tried on at the Gap so you can pay bills and keep yourself fed. Budget budget budget.

You will gain weight. Between everyday stresses, not always being able to afford high quality food, and often not having the time to cook or exercise, you aren't likely to keep your college figure. Meals – especially at stressful points in the semester - tend to be on the go and may not be nutritious or low-fat. Combine this with being older and the necessity of spending more time at a desk than out running around, and you have a high chance of putting on a few pounds.

You will not have truly free time. The number of papers and assignments is astronomical and most will be long. You will read more than you thought humanly possible. (I promise.) Every moment spent "at leisure" is borrowed time and more often than not, you will have something hanging over your head. The upside is that you will learn to truly appreciate any relaxed moment in which you aren't feeling guilty for not reading this chapter or critiquing that journal article.

Your social life will suffer. Thanks to lack of free time and lack of money, you won't be able to get out and do things with friends as often as you would like. If you're a psychology major who's taken learning theory, keep repeating this to yourself: "Larger long-term reward...larger long-term reward..." It really does help during those moments when you feel like the entire adult world is out having fun and you're the only one stuck writing a paper on a Saturday night.

You will sometimes feel very isolated. All your classmates will be busy with their own coursework, their own research projects, their own external lives. People often don't have time to be your friend. Also, graduate students tend to be of widely varying ages and experiences; unlike college, you aren’t all at the same point in life. Almost everyone I’ve met here is wonderful, but I don't have much in common with many people. If you're used to making your close friends in your classes, be aware that this may not necessarily happen.

You will not have (much) time for dating. Older students tell me that dating and being a good grad student are mutually exclusive, but I don't believe that. I will concede that making it work can be really hard. You have to truly want to devote time and energy to the relationship. Odds are good that you'll come to value a partner who has independent interests, because there will be times when you'll have to tell that person to go away, you're busy (in the nicest way possible, of course). That being said, there really is no "good" time for a lot of stuff and life’s short, so if you meet someone for whom you truly care, GO FOR IT and work hard to make everything balance.

This is not your undergrad institution. Odds are decent that it's a bigger school in a bigger city, and the culture might be very different. If you come from a small college, I think the difference is fairly pronounced. Not everyone will be friendly. It’s not that they’re rude - people generally mean well, and a lot of them are very nice. It's just that with so many more students on campus, staff may not always have the time to deal with you on the personal basis to which you are accustomed, and the result is that things are slightly less user-friendly. Plus at a public university, procedures may be far more constrained by politics. Also, the student population is probably a lot more diverse, both in terms of age and background. This will inform the atmosphere of the school. Unless you did your undergrad at the same school where you're pursuing graduate studies, things will probably be quite different. Be prepared for a little culture shock.

Some friendships will not survive. No life pursuit is better or worse than any other - we're all different, with unique interests and goals - but the fact remains that grad school is incredibly intense. It can be hard for other people to understand what it's like to be you, just like it can be hard for you to really get what life is like when it's shaped by the pressures of a budding career. You may find that you simply don't have much in common with people who are out working and focused on their jobs. There will also be people who aren't supportive and understanding of your goals and who put unfair demands on your time. This doesn't mean that they are bad people, but it does mean that these relationships are probably not the ones in which to invest effort. As heartless as this may seem, these people will be a negative influence and you're better off not being close to them; recognize this and ease yourself away from those relationships. But on the flip side...

You will learn which friends are blessings. You'll see which friends truly support and care about you. These are the people who understand when you have to break plans to finish a paper; who want to have fun with you but don't make constant demands on your time; who encourage you to make good decisions that will help you realize your goals. They might be other grad students who are right there in the trenches with you or people who are a breath of fresh air and a delight to be around. These also turn out to be the people for whom you'd drop everything, no questions asked, if they needed you – even the night before your oral prelim – because they’ve probably made a similar sacrifice for you (or would without thinking twice). Recognize these gems and love and appreciate them.

You will sometimes be so stressed you will cry, and it will probably be justified. I called a friend literally sobbing the night before my stats midterm last spring. I had studied and studied and worked so hard on the take-home test, but I knew I wasn't ready for the in-class exam. I was terrified; I have never failed anything in my whole life and I didn't want to start. This will probably happen to you. It engenders a lot of anxiety, and it's not fun, but it comes with the territory.

You are a nerd. In whatever field you're studying. There isn't anything wrong with it, but it’s your reality. You’ll have that. That area is your intense focus for however many years it takes you to finish your degree, so a bit of a fixation follows logically. If it happens to you, don’t worry, you’re still normal. Embrace your nerdiness; love what you’re doing and love yourself for doing it.

Saturday, September 18, 2004 

Learning how to do science


Science needs philosophy

My favorite course this semester is my advanced research methods course. It pulls from a variety of areas, one of which is the philosophy of science. I have to admit this is something I really value about the course.
To put this in some kind of context, which may make sense to only me, I have never liked that the Diagnostic and Statistical Manual (the "Bible" of psychological disorders) has been compiled by a group of psychiatrists sitting in a board room. At least, this is how I am told the decisions are made about what constructs are actually legitimized - or dismissed - in the DSM as psychological disorders. I'm not comfortable with such a fallible system in which there seem to be no checks and balances beyond a group of people said to be experts (who we all know are just as vulnerable as the rest of us to conditions like groupthink or pressure to conform).
What I like about this course in how to do science is that it is guided so heavily by philosophy; what's more, I like that the course places a high value on the philosophy of science. It seems to me like having guiding principles in place is the only ethical way to do science, since we place such a high value on science and what it tells us.

"There is no crucial experiment"

Another thing we discussed in research methods is the idea that there is no "crucial" experiment. That most of the really big, groundbreaking studies have already been done by the Stanley Milgrams and the Phil Zimbardos.
Most of us won't be doing that type of work. Science these days - at least social science - is far more humble.
Most of us will find a little niche, an important crossroad or subtopic, and we'll focus our career on that. We may not be doing landmark research, but we'll try to be creative enough to generate new ideas and improve the knowledge base. Our careers will be small yet highly valuable all at the same time.
I like this idea quite a lot. It reminds me of why I wanted to pursue a career in psychometric science in the first place. I was in love with the idea of the tapestry of research necessary to validate a psychometric instrument or a construct. My work wouldn't be famous, but it would be an important contribution nonetheless.
I'm glad there are no more "crucial experiments."

Monday, September 13, 2004 

And my second year begins...

It's the second week of my second year of grad school, and I decided it might be sort of amusing to chronicle random or funny events occurring throughout this grand venture. This semester I'm taking Advanced Multiple Regression (stats), Advanced Research Methodologies in Education, Intro to SAS Programming, and K-12 Educational Accountability. So far I like my classes okay, which is a nice change from last year.
My entertainment for the day: During our weekly office meeting (my assistantship is in a research office), one of the people at the table was talking about several new projects on which the office will be working. Out of the blue, he inserted, "My hands smell like oranges." All I could think of were the Ralph Wiggum quotes, "My cat's breath smells like cat food," and, "Your breath smells like dead bunnies!" and I couldn't stop laughing.
I have a very random sense of humor.

About me

  • SouthernCanadian
  • Minneapolis, MN
  • Here is the epic life of a silly, goofy girl who loves research and other nerdy pursuits. I'm in grad school learning about standardized tests, which makes me the natural enemy of classroom teachers everywhere. May God have mercy on my soul.
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