On Seasons and Scholars

At this point in my career, I have come to recognize the seasonal nature of my vocation. Raking a few leaves and drinking hot chocolate has also helped bring this thought to a blog. My professional calendar as a doctoral student had roughly “four seasons:” Coursework (including languages), qualifying exams, the dissertation, and the job search. The seasons of the academic’s life, moreover, continue in the tenured and non-tenured position. They just have different names: teaching, research and writing, mentoring, and committee work.

One may find that seasons have some imbalance based upon location. For example, a person who lives in the Deep South does not know a real winter for more than a couple of months—if that. A professor at a teaching focused institution may not receive large blocks of time for research and writing. Navigating the vocational calendar of the scholar, therefore, requires that one consider the changing seasons of her/his experience. “Climate changes” arise and require planning for the days and weeks that follow. (That will be my last weather reference, I promise.) Here are some things to consider as you continue your vocational journey.

A good place to start is with the contract that you sign when you enroll in a Ph.D./Th.D. program. You are basically telling the institution that you are accepting what it offers prima facie when you sign that financial offer and register for classes. If this is the case, review the details of the program in the graduate student handbook. Know the nuts and bolts of the degree requirements. Learn the written and unwritten rules of your department. Be sure to know what is required of you. It is okay to ask your colleagues for advice, but you should know what the handbook says about the program. Questions such as “how many courses do I need to complete residency?” or “What is the process for transferring in credits from a previous graduate degree program?” may be crucial information for your success.

Knowing the terms of the agreement with your graduate program will make you a more informed and efficient student. My first graduate adviser, Dr. M. Shawn Copeland taught me this lesson early in my time at Marquette. She referred me to the handbook for specifics and made me aware of the hidden resources at the university and in the city. Such instructions and guidance are necessary for a successful and timely graduation. The handbook will be very important for items such as qualifying exams and preparation of the dissertation and defense. Knowing where to find the information and what to do with it can save you from having to ask people a lot of questions about basic matters. (Save most of the questions for the challenging portions of your journey.)

As you progress through the doctoral program, it is important for you to discern what the curriculum tells you about your vocational goals. By curriculum I mean the larger educational experience that comes with being in school. This curriculum includes courses, exams, professional conferences, and interactions with professors and colleagues.

While you are learning your field, you will learn more about your goals. You will encounter professors who practice the type of instruction and/or have the type of publication record that you envision for your career. Embrace this person or these persons as mentor(s). Talk with your mentors. Learn more about the call to teach. Use these and other conversations as a way to ask yourself an important question: Where do I see myself being at my best, enriching the lives of my students and finding fulfillment in my work?

This vocational question is an important one to answer. Your response will influence the way that you produce your work and engage the field. If your desire is to publish early and often, you might find yourself frustrated at a small liberal arts college that emphasizes teaching. The 4/4 teaching load is an invitation to new course preps and nights with Netflix and student papers. The “publish or perish” research university and/or divinity school has its own pressures that impose major career deadlines.

Do you desire to work with church leaders? How about young adults who still act like teenagers? These are all important questions that you have time to resolve in the privileged space that is graduate school. This is when a mentor can help you focus on the bigger picture in small, manageable steps.

A final but very important consideration is your physical and emotional well being. You have to define balance for yourself. Know what makes you healthy. Speaking from experience, others cannot define balance for you. You are the best judge of your highs and lows. For the most part, you know where you find your energy (e.g., the library v. the mall). If we are honest with ourselves, we also know when we participate in too many things—emotionally and physically.

The academic’s life can lead to imbalance. Whether you are single or with partner, a parent or caregiver, life continues regardless of your degree and professional pursuits. Defining balance for you, perhaps with the assistance of a mental health professional, can make a world of difference. One then learns that “no” is not a profanity and earning a doctorate is a legitimate life calling. We do more than read books and take long summer vacations.

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Adam L. Bond is Assistant Professor of Historical Studies and American Baptist Liaison at the Samuel DeWitt Proctor School of Theology at Virginia Union University. He is the author of the forthcoming Judson Press book I’ve Been Called: Now What? (2012).