Kelly Harper Berkson

Linguist. Language-lover. Blogger about life in the Academy.

Author: Kelly Berkson

Etiquette Tips for Undergrads: Email

Dear students,

I want to let you in on something I’ve discussed ad nauseum with my colleagues. When it comes to email, students and professors have different ideas about what is and is not appropriate. This is something that actually matters, because the way that you write to us can alter the way that we both think about you and respond to you. 

Now, here is my standard disclaimer: if you’ve had me as a teacher, you know that I am basically a cheer-leader for your awesomeness. I think that you guys rock. As a rule, you take school seriously and you work hard. You’re engaged, passionate, and more involved with the world around you than I was at your age.

At the same time, you have a different set of experiences and expectations than your professors, and I repeatedly receive emails from you that sound like this:

hey what will be on the test? thx

This is not a good email. It should never be sent to a teacher. It’s too informal, it fails to use proper capitalization and punctuation, and it uses texting lingo. And yet, I’ve gotten messages like this from truly exceptional students. I’ve gotten slightly more formal versions of it, too. Things like:

Hi. What will be on the test? Thank you.

Here we have better capitalization and punctuation, and no texting lingo, but this is still a very bad email. When I receive something like this, I feel immediately annoyed. (I’ve done an informal poll of approximately ten fellow professors of varying ages, and it’s not just me: we all find the above email annoying.)

I believe that you have good intentions when you write an email like the one above. I don’t think that you’re trying to be rude; I think you’re simply trying to communicate, and that you’re genuinely surprised when I react badly to messages like these.  The problem is that you don’t know what your teachers’ expectations are when it comes to proper email etiquette. For whatever reason, no one has ever taken the time to outline for you the ways in which language use should differ from the informal texting-with-friends domain to the more formal communicating-with-someone-in-a-position-of-authority domain.

I suspect that the difference in our expectations arises from a variety of factors. For one thing, you’ve been texting for most or all of your conscious lives, and electronic communication is relatively informal much of the time. For some of you, the concept of formal writing – of adopting different writing styles for different purposes in different mediums and different domains – may simply be foreign. And – perhaps most critically – no one seems to have told you about “the rules” in a clear and communicative manner.

As an aside, I love texting lingo. I’m delighted and impressed by human linguistic creativity in all its forms. The problem? Texting lingo is appropriate in some domains and inappropriate in others, just like swearing.

Swearing around your roommates is one thing, but around your grandma or baby cousin? Not cool. Same thing with texting lingo: use it when texting, or with your friends, but avoid it when communicating with your professors, your assistant instructors and teaching assistants, your employers, or others who hold some degree of authority.

In my experience, once you understand what I expect  from electronic communication you are perfectly willing and even happy to oblige. If I never tell you what I expect, however, is it fair to be irritated every time you fail to live up to my expectations? I think not.

So, dear students: this post is an attempt to be clear. I want to tell you what your professors expect when it comes to communication.

First, let me tell you that I felt embarrassed writing the above message even as an example on my own blog. It sounds incredibly rude to me. I would never write to someone who had even just the tiniest bit of authority over me with such a lack of formality.

When I write an email–certainly in a work or school setting, but honestly more often than not regardless of the setting–I expect basic rules of politeness to be observed. At a bare minimum, I expect the following:

  • a salutation
  • complete sentences
  • proper capitalization and punctuation,
  • an appropriate sign-off

That means that the most basic email I would ever accept is:

Hi Kelly,

Can you tell me what will be on the test? 

Thank you.

Student X

Truthfully, this still seems a bit off to me. For instance, why doesn’t the student know what will be on the test? Did they consult the syllabus? Talk to a fellow student? Did they miss class because of an illness, or an accident? Have they consulted the lecture notes to see whether any exam review was included therein? The email above leaves too many unanswered questions for me. It’s adequate, but it’s not great. Even better would be something like:

Dear Kelly,

I’m sorry that I missed class today. As I mentioned in my last email, I have been sick and do have a doctor’s note that I can bring to class with me next week if you would like it.

I have consulted the slides that you posted and the syllabus in preparation for the test next week, so I think that I am in good shape. I wanted to double check with you too, though, to be on the safe side – were there any additional announcements in class about the test that I should know about?

Thank you very much for your time.

Best wishes,

Student X

Now, I am assuming here that the hypothetical student X has been dealing with some sort of health issue about which he has kept me apprised. Clear communication is always helpful, and means that if I do receive an email like the one above I have some context. I know why the student missed class, why they are requesting information. I know that they have done their due diligence, checking the syllabus and the slides from class. I know, in other words, that they have done their part–so I am more than willing to do mine. Now, don’t get me wrong: I like communicating with my students. I want you to be in touch with me, to keep me updated on things that are relevant to your participation in my class. I want to be a resource for you, to answer your questions. I just also want you to use formatting that is more akin to letter-writing than texting.

Questions? Send them my way, at kberkson AT indiana DOT edu.

Thank you, and be well,


thoughts on self defense and safety

We’ve had a number of traumas and tragedies strike the college community in the last few weeks, and so I want to make a quick post about safety and self defense. I will come back to this again in the future, because it is a huge topic and is something I think about regularly, but for now I’ll say the bare minimum:

Sometimes there are dangerous people in the world, and I wish that every single one of my students would sign up for, take, and internalize the lessons from a self defense course.

I want this for both my male and female students, because knowing some self defense skills can help you walk through the world with more confidence. I especially want it for my female students, though, for the very basic reason that the statistics about sexual assault on college campuses–which are grim–tell us that females are more often the victims than males.

Assault is something I think about because, as a college professor, I come face to face with the consequences of assault very regularly. Students come to me in crisis. I keep the contact information for on-campus support services, counselors, and victim advocates close on hand. (By the way: the Clery Act outlines the responsibilities of those who serve as an “official of an institution who has significant responsibility for student and campus activities” with regards to the reporting of crimes. My understanding is that as a professor here, if I hear about something then I *must* report it. I am obligated by law. I cannot protect anonymity. I voice this immediately to anyone who comes to me, and direct them to people who *can* protect anonymity if that is desired. Anyone who knows more about the ins and outs of the Clery Act are welcome to chime in in the comments.)

What I have heard time and again from people who come to me in crisis is that they feel there might have been a different outcome if they had been prepared, in any way, for what happened to them.

This is NOT–and should not be misinterpreted as–any commentary on who bears responsibility for an assault. In my world that is not even a question to be discussed: the perpetrator does. The end. 

The fact is, though, that many of us walk through the world unprepared for a situation in which someone else compromises our physical autonomy. Preparation may or may not influence future outcomes: whether it will is un-knowable. But truly, how many of us have thought about what to do in a scary or threatening situation? How many of us have spent time considering questions like:

  • What if someone approaches me in what feels like a threatening manner, but might not be? Do I trust my instincts? (YES, ALWAYS.)
  • Do I make a fuss when I might be mistaken about someone’s intentions? (YES, ALWAYS. Better to make an unnecessary fuss than to be abducted.)
  • What if someone grabs me? (More complicated, and here training will REALLY help, but even if you have no other training you can still YELL. Don’t scream; YELL. Yell NO, repeatedly and with as huge a voice as you can muster. Screaming can be interpreted as playful; someone repeatedly yelling NO is not playful.)
  • What parts of my body can I use as a weapon?
  • What parts of an attacker’s body are really vulnerable?

Et cetera, et cetera.

I’ve thought about these things because of krav maga. Krav is an Israeli hand-to-hand combat technique, and it is billed as being an excellent form of self defense.  I am a novice, with a lot to learn, but I took krav for perhaps 12 months and I feel both stronger and safer in the world because of it. (I’m not taking classes now, but will again when I am in a place where I can find a school that I like. I miss it–it’s just not feasible for me at this point in B-town.)

What I can attest to is that I have never been stronger, safer, or more fit than when I was doing krav. (Bonus: I was drowning in graduate work when I started krav. Turns out kicking things and throwing elbows is an excellent stress reliever!) I find the below video mortifying, and anyone with real knowledge will see how sloppy my technique is, how winded I get, etc., but I’m going to share this anyway because it does give a sense of some of what I learned when I studied krav (click here to see the video on youtube).

I recommend Krav to anyone and everyone, and if you have young or college-aged daughters then it is definitely something you should check out.

I would love to see my students take years and years of krav maga (or any other martial art): I would love for them to develop so much physical training that they could simply respond, if thrust suddenly into a dangerous situation.

I hope they never need it, but the reality is that shit happens. I don’t know what the future holds, and I hope I never have to deploy what I learned in krav or in any other self defense course. Certainly bad things could happen, and what I learned might not be enough to stop them. But knowing that I have spent time *thinking* about it: knowing that I have developed some muscle memory that makes me snap into a fighting stance if threatened: knowing that my body  knows how to react if someone grabs me from behind: all of these things increase my odds if I ever do end up in trouble.

More than that, though, they make me walk taller. I feel safe in the world. That counts for a lot.

This gets back to mental preparation: the truth is that we do not know what the future holds, but I am mentally prepared in a way that I wasn’t before. I have thought about what I will do if someone tries to compromise my physical autonomy. I have given myself the benefit of some training–not enough, but some.

To that end, I encourage anyone who wants a little bit of training but cannot (or does not want to) enroll in regular martial arts training to consider a RAD course. RAD stands for Rape Aggression Defense. The basic self defense course is just 12 hours, usually taught over 4 days (3 hrs each on a Tues/Thurs of 2 consecutive weeks, for instance.) The course is an excellent blend of mental and physical preparation, and participants learn some very basic but very effective self defense techniques. Check out the RAD homepage here, and the site for the basic self defense course for women here.

Check it out. Learn some things. Investigate krav for yourself, your daughters, your sisters. For your sons, your brothers, your friends.

Be safe in the world.

Basic Internet/Database Research for Undergrads

Basic Internet Research: How to Find and Cite Appropriate Sources

I wrote this guide for students in my Spring 2014 section of Ling-L 306, an undergraduate introductory Phonetics class at Indiana University.  As such, some of the information is particularly focused on that specific class and on LINGUISTICS in general, and is particularly relevant to students at IU. That said, a great deal of the information is universally applicable and will be useful to non-linguists and to non-IU students.

A. First considerations when getting ready to do research.

  1. When you first start thinking about doing research–for a class presentation or paper, for a final project, or for anything else that may come across your desk–one of the earliest tasks you will have is to determine where you should look for appropriate resources. That, in a sense, is your first question: where should I begin searching?
  2. Something you should learn right away is that a google search is almost never going to be the right answer to this question. While a google search may guide you to some additional resources, you want to think about academic searching as a different enterprise than the kind of searching you do on google. If you need to find a store that sells the particular brand of dog food your folks asked you to buy for Max the new puppy? Sure, use google. If you need to find resources for an academic paper, however? You want to think about the library and about academic databases.

B. Some resources and databases that are particularly useful for students in linguistics:

  1. In a linguistics course, often you will be searching for resources related to languages. As such, you should check the library catalogue to see whether there is a basic descriptive grammar for your language in the library. If there is, and you need any kind of basic linguistic information about a specific language, this is probably the best and easiest solution. Go to the library, and get a physical book.

“But wait,” you say! “What is a descriptive grammar?” 

A good question. A descriptive grammar just may be your best friend when trying to do this or any other basic linguistic research. A descriptive grammar – also known as a linguist’s grammar – lays out the basic structure and rules of a language to greater or lesser degrees. As such, there should be a section on phonetics that tells you what the language’s consonant and vowel inventories are. This will most likely include a whole list of example words. If the grammar is published somewhat recently, example words and other language data in the grammar are likely to be in IPA. For this reason, when facing a linguistics assignment where you need to find basic information about a specific language the single easiest way to get the research  accomplished in a timely, painless manner is probably going to involve checking the library catalogue for a physical book .

2. In terms of databases, there are two that I would consider the first options, or best priorities, in your search for a reference. This is certainly true for the final project in Ling-L 306, and is almost certainly true for many other linguistics research projects as well.

    • LLBA – the Linguistics and Language Behaviors Abstracts database. (You can find this by clicking on the Resources Gateway tab on the libraries homepage, then clicking the “Resources A-Z” link and clicking on “L” to get to the list of databases that start with “L”.
    • Proquest Dissertations & Theses A&I (you can find this database by going to the “P” section of the A-Z resources list.)
    • Finally: try Google Scholar, too. Many times Google Scholar will yield surprisingly good results!

C. Basic Search Tips

  1. As a first step, you may want to peruse the following web resource from IU:
  2. When you search, one of the most important things you can do is use appropriate, accurate, precise search terms.
  3. If I am searching for data related to Portuguese vowels, then, one of the things I need to know right from the start is whether I am trying to find info on Brazilian Portuguese or European Portuguese.
  4. If I’m interested in Brazilian Portuguese, then the first search I’ll try is:
    • “brazilian portuguese” AND grammar

Hold up! Why do you have quotes and the word AND in your search terms?

Quotes: When you put things in quotes, like “brazilian portuguese”, it tells the search engine that you are interested in those two words as a complete string. You’re not interested in ‘brazilian’ alone, nor are you interested in ‘portuguese’ alone: no, you specifically want to find the complete phrase ‘brazilian portuguese’.

AND: in the search term above (brazilian portuguese” AND grammar), AND is acting as a Boolean Operator. You can use AND, OR, or NOT as Boolean Operators, and they help you to narrow or broaden your search. By using AND in the phrase above, we’re telling the database that we only want results that include all of the terms we’ve specified; records which include ‘brazilian portuguese’ but not ‘grammar’ will be excluded from the list of results. (The reverse is true, too.) 

See the following research guide from MIT for a great overview of clever search tips:

Keeping Brazilian Portuguese as our example, additional terms I would try if (“brazilian portuguese” AND grammar) did not turn up any good hits include:

  • “Brazilian Portuguese” AND language
  • “Brazilian Portuguese” AND phonetics
  • “Brazilian Portuguese” AND phonology
  • “Brazilian Portuguese” AND acoustic
  • “Brazilian Portuguese” AND phonet*
  • “Brazilian Portuguese” AND phonolog*
  • “Brazilian Portuguese” AND phon*

The asterisk in the final three search term examples is called a wildcard. This is a form of truncation: using the wildcard tells the search engine that you want it to return any results that contain that root, regardless of how it ends. In the case of “phon*”, then, the search will return anything that starts with “phon”: phonetic, phonetics, phonology, phonological, phoneme, etc.

 NOW, You may wonder, why should you bother searching for “phonet*” and “phonolog*” if “phon*” will return the same hits? This is something I do not fully understand, and a trained research librarian would be better suited for explaining this to us. The short story, though, is that I do this because the order in which the results are returned to you may vary, and you may see something on one search that you missed on another.

Note that the symbol used for truncation may vary from one database to the next, but you can always learn which symbol to use by checking the specific database’s help screen.

D. How to weed through the search results.

  1. Great: you’ve found a database and done a search. Now how do you know which articles are likely to be of use?
  2. There’s no easy answer to this: what you want to do will vary depending on your assignment, your needs, your interests, and so forth. For the purposes of Ling-L 306, however, what you need to do is find a dissertation or an article that clearly lays out the consonants and vowels of the language you are working with.
  3. Ideally, this will be in the form of an IPA chart – something that looks familiar to you, something that looks like a lot of the other charts we have seen in phonetics.
  4. It may also come in the form of a list, however, so you may need to just pick some likely articles and start scanning through them.
  5. If someone has written a grammar of the language you’re working on as their dissertation, it will almost certainly include consonant and vowel inventories along with thorough lists of example words.
  6. The kinds of things you are looking for: a good listing of consonants and vowels in a way that you can interpret, accompanied by a good listing of sample words.

E. What are your options if you’re having trouble tracking down a copy of the article?

  1. Imagine that you have found an article which seems like it would be great. You’ve tried clicking the IU-link button, but IU doesn’t seem to have access to a copy of the article.
  2. Double-check to make sure that the database does not include a “full text PDF” link right inside the record you’re examining.
  3. If it truly doesn’t, then a next step can be to go to google scholar. To do this:
    • Copy the title of the article.
    • Direct your browser to
    • Paste the article title into the search box (use quotes if necessary, but you can try it without quotes first)
    • Keep your fingers crossed that it will pop up with a link to a pdf.

Figure 1: Sample hit for search term “hungarian vowels” on Google ScholarUntitled

 4.  You can also search the IU Catalogue to see whether the library has hard copies of a journal in the stacks. If so, you may be able to track down an actual physical copy of the article.

5.  You should also be prepared for the fact that there are times when the hunt for an article fails. Sad but true: sometimes there are articles that we just can’t get our hands on. If you come across this, just move on and keep hunting for another article.

F.  Proper Citations

  1. WHAT do you need to cite?
  2. Basically, any time you include information or make reference to information that is not purely, inarguably, unequivocally a part of the general knowledge of the general public, you need to include a citation.
  3. That means we can say that Barack Obama is the President of the United States: this fact is broadly known, and we do not need to include a citation. If I wanted to say something about his age or his birthdate, however, then I would need to include a citation. Why? Because I do not know President Obama’s birthdate off the top of my head: I would need to consult a source to learn this information, and that source would need to be cited.
  4. FOR YOU: this means that you should include a citation INSIDE the first sentence that includes a fact you did not know with certainty before doing research.
    • Example: If I am writing about Marathi, then an early sentence in my write-up might read: “Marathi is an Indic language which contains a number of breathy-voiced stops, nasals, laterals, and rhotics (Dhongde and Wali, 2009).”
  5. In addition to the inline citation, full bibliographic information should be included at the end of the paper, in a Works Cited/References section.
    • The full citation for Dhongde and Wali reads: Dhongde, Ramesh Vaman & Kashi Wali. (2009). Marathi. Amsterdam: John Benjamins Publishing Co.

G.  HOW do you need to cite?

  1. As mentioned above, you need to include inline citations (Author, year) whenever appropriate, and then add a full bibliographic entry for whatever sources you cited in-line in a References section at the end of your paper.
  2. As far as STYLE goes, there are a number of different citation styles (APA, MLA, etc.) and you may be asked to use different styles in different classes. I incline towards APA, but I don’t have a strong preference about which style you use. For my purposes, as long as you pick a style and use it consistently I will be happy. (This is NOT TRUE for all professors; some will have very specific requests about the style you use.)
  3. Purdue has a very good resource page which will give you clear overviews of a few different citation styles. You can find this page here. This is an amazing resource and I highly recommend saving the link for your records. I think you will find it useful in future courses.

H.  What happens if you fail to cite?

  1. Failure to properly cite your sources is academic misconduct.
  2. If you don’t cite your sources, you are plagiarizing: you are presenting someone else’s material as your own. It’s cheating, and you can, should, and probably will be reported for it.
  3. The consequences for academic misconduct run from very minor to very severe: it can result in a mere admonishment, in receiving a failing grade for a course, in expulsion, and – in rare cases – people’s diplomas can be revoked if they are found guilty of plagiarism after graduating. In other words, it is a BIG DEAL and you should take it extremely seriously.

The IU School of Ed has a truly excellent web resource that will educate you about plagiarism. You can find it at I cannot recommend this tutorial highly enough: you may find it slightly repetitive, but you will benefit from it immensely. People commit academic misconduct unintentionally all the time, and this is something that can absolutely affect your future. I beg of you: do not be ignorant on this topic. 

I.  Final Thoughts

People aren’t automatically good at research: it is a skill, not a gift, and you will get better with practice.

Searching for academic resources works differently than doing a google search; they are tangentially related, but they are not the same thing. As such, it basically doesn’t matter that you know your way around Google. You should still approach this kind of searching as though it is a totally new skill. Don’t be frustrated when you run into walls: just go back to the basics, brainstorm some new search terms, and try again.

The worst thing you can do is to be intimidated by this sort of research: it’s something that will serve you well in your academic career, so the sooner you start playing around with it and developing proficiency in this new type of searching, the better it will be for your long-term academic well-being.

Do NOT leave yourself with too little time: learning to navigate academic databases is like learning to use a new kind of software, or a new piece of technology. Like those endeavors, you will be most successful and make the most progress if you give yourself time to play around, explore the various databases, try out various combinations of search terms, etc.

The more you do it, the easier it will become. I promise.

That said: I am truly an expert at this kind of research. I spent eight years earning two master’s degrees and a PhD, which translate into an unthinkable number of hours spent wading through databases and articles and grammars. And yet, as some of you have seen, I can still get frustrated at times! Sometimes the only resource that exists is a book that was published in 1923. Worse yet, sometimes the work just isn’t out there.

The thing that you should keep in mind, though, is that that is the exception. While it’s true that finding resources is sometimes difficult, more often than not it just takes a little bit of time, effort, and patience. This is probably the primary thing that distinguishes an expert from a novice: an expert knows that failing to turn up a good result on search number 1 is not a sign that you are doomed to failure. Instead, it’s an invitation to try again: to dig deeper, to search harder, and to get more creative with search terms.

So: dive into it. Give yourself plenty of time. Don’t let one fruitless search make you sad. Don’t be intimidated. Do play around with search terms. Do try different databases. Do peruse multiple articles. Do try to find a descriptive grammar.

And – as much as is possible – have fun with this. Very few people on the planet get to go tool around a library as part of their job. For at least these years while you are in school, you are one of us lucky few who can legitimately do so. You can put time into seeking knowledge. You can browse through the stacks and stumble upon grammars of languages you didn’t know existed. Try to enjoy this luxury!

Academic Job-Hunting: Finding Jobs to Apply for

I’m prepping to help with a professionalization workshop at the end of the week – and I was on the job market somewhat recently – so I’ve got job-hunting on the brain. Here, in no order of importance and with no pretense of being comprehensive, are a few of the things that I consider to be important when job-hunting in academia.

Today I’ll talk about how to learn about – and then keep up-to-date about – job possibilities. Topics like cover letters, etiquette, and being sane will come later.

  1. Do all the no-brainer stuff. 
    • Join whatever the important professional organizations are in your field. Jobs will be posted there.  For linguists, this means minimally that you should belong to:
    • Check the job-listings posted on those sites regularly: get the Linguist List Daily email Digest, and read it.
  2. Join a job listing site like and set it up so that you receive alerts when new jobs are posted.
    • I get three different simplyhired alert digests emailed to me each day.
      • One is for the keywords “professor + linguistics” – this one includes all of the job ads that have the words professor and linguistics in them. I get a lot of repeats on here, and most of the jobs also appear on another one of the sites I watch – The Linguist List, really, is the premiere linguistics job listing site in the world, as far as I know. Every now and then something new shows up, however, so I keep on reading this.
      • A second alert is for all job ads containing the search terms “postdoctoral + fellowship”, and this one often contains things I would not have known about otherwise. I worry that a lot of people who are just finishing school, or just barely out of school, don’t search for post docs, and I think that is a mistake. Most of us are going to end up in post docs right out of school. If you end up in a tenure track position right away, good on ya – it’s not the norm, though, so don’t forget to look for postdocs. 
      • The third is for ads containing the terms “Boston + linguist”, because hey: a girl can dream.
    • The point here is that it never hurts to get a little creative: whatever it is you think you want to do right out of school may or may not work out, so you want to find a way to tap into as many job ads as possible. That’s not to say that you should apply for every single thing that comes across your screen – you don’t want to go crazy, after all. But if you are looking for a job in academia, then you have either just completed or are about to complete a research degree. Put those research skills to work in job-hunting, and look for possibilities. 
  3. Bookmark the relevant wikia site(s), and check it/them with just the right amount of regularity.
    • The 2013-14 Linguistics wikia is here.
    • This is an amazing resource…even if you’re not on the job market this year, you can check it and previous years out to see what kind of jobs are up, how things change from year to year, when deadlines tend to be, when interviews tend to happen, et cetera.
    • There are wikia pages for all kinds of academic jobs out there, so if you’re not in linguistics then just look for the relevant page.
    • Don’t forget the Dissertation Fellowships wikia – again, even if you’re not dissertating next year, it’s not too early to check out the wikia and see what kind of opportunities you might want to try for in the future.
    • While we’re at it, you should also check out the 2013-14 Humanities and Social Sciences post docs wikia.
    • The most important thing I can say about the wikia pages might be this: Don’t be a lunatic. Sure, you’re anxious about whether anyone has heard anything from College X. Sure, we all understand that you might want to check the wikia every 37 seconds, just in case anyone has posted something. But please, don’t let yourself do it. You have to maintain a little bit of distance. Use these things as resources, but don’t get obsessive about checking them. 
  4.  Talk to people. Make sure that people know that you are on the market.
    • Don’t be creepy, but do be pro-active. Go to conferences; present your research; make and nurture connections.
  5. AND – critically – keep an organized, running list somewhere.
    • I create a document each year called something like “Jobs to Apply for 2014”. It’s  organized by month and by application due-date, and contains what I consider to be the relevant info.
    • When I find a job that seems like a reasonable possibility, I add it to the document right away. I may not end up applying for every single thing that goes into the document, but if I keep all relevant information nicely organized in the same place then I know I can always come back to it later.
    • Each entry looks something like this (although this is a mock-up that I made to post on here):

Screen shot 2013-12-02 at 10.18.56 PM

So, with regards to finding jobs to apply for, the above points do a pretty good job of covering the bases. I’m sure there are things that I don’t do that would be helpful, so feel free to chime in if you have more suggestions. 

I will say, I think it’s important to approach this seriously, and to be prepared to put time into seeking. Searching for jobs to apply for may seem like a really small part of the process: after all, simply browsing through job ads is easy. Writing the statements, figuring out how to present yourself: those are the hard things. Right?

But searching is the first step in the process, and it’s something that will go better for you if you have a little bit of an agenda. So develop a habit: put 10 minutes of your morning coffee-and-internet time into job-hunting. Do it every day, or every weekday, if you’re on the market now. Do it once a week if you’re a year or 18 months out, or once a month if you’re still years from finishing. Do make it a part of your routine, though. Scan things. Keep an eye out. It will help you to be more aware of the trends in your field, and it will mean that you’re better prepared when the time comes to actually hunt.

Etiquette Tips for Undergrads: In-class Behavior (Part 1)

There are a lot of ways in which I am not terribly hung up on etiquette. In most instances, particularly in smaller classes, I encourage my students to call me “Kelly” instead of “Dr. Berkson”. (Is it because I’m a New Englander that I feel “Dr.” should really be reserved for medical doctors?) In general I try to cultivate a pretty warm and friendly classroom environment. I encourage open dialogue. I don’t stand on ceremony.

That said, I have expectations about basic politeness that my undergrads do not seem to share. This is a problem, because it leads to misperceptions and misunderstandings.

When a student does something that I perceive as rude or thoughtless, it alters the extent to which I am willing to go out of my way to help them.

One of my aunts once used the phrase “Rules of Engagement” to refer to the basic beliefs people have about the kind of behavior that is expected and appropriate in a given situation. Sometimes, conflict arises not because of any fundamental differences in perspectives, but because people have different ideas about the appropriate Rules of Engagement. This is certainly the case with me and some–though not all–of my students: we have very different ideas about appropriateness.

Again, the standard disclaimer which happens to be profoundly true: by and large, my students are fantastic. They are bright, they are hard-working, they have good attitudes. In short, they are not rude – or better said, they are not rude intentionally. They often appear to be rude, however, because they seem not to know the Rules of Engagement.  So here, for what it’s worth, are some of the things that I want my students to know. Today’s post will focus on In-Class Etiquette.

In-class Etiquette

    1. Come to class.
      • Everyone misses class sometimes, but if you miss class more often than you attend, I notice it. (Valid issues like chronic illness and family emergencies are exempt from this blanket statement, and will be addressed in a subsequent post.)
      • I take chronic skipping to mean that you do not care about the class, and are not putting effort into it. This is fine: it’s your prerogative to make that choice. But you should know that I sometimes get 40 or 50 emails PER DAY from students who either need things or want things from me. Like everyone else, I am gifted with only 24 hours per day, and so I have to make decisions about who gets my time and energy.
      • If you have shown me that you do not care about my class by skipping regularly, and then write to me with some sort of request, I’m going to factor your behavior into my decisions. If it comes down to a choice between helping you and helping a student who has invested in my class, you’re going to lose the coin toss.
    2. Do not use your computer in class unless you have cleared it with me.
      • Even if you have cleared computer usage with me, do not even think about getting on facebook, buzzfeed, or any other such sites while we are in class. You should be using your computer exclusively for the purpose of taking notes. Anything else is rude, but worse than that it is distracting for your fellow students.
      • You are a member of the classroom community for the time that we are in class. You are obligated by the bounds of common decency to conduct yourself in a way that does NOT interfere with your classmates’ ability to learn. I don’t care if you’re bored or checked out – really, I don’t. It doesn’t offend me. Stare off into space and daydream. Do what you have to do. But do NOT engage in any activity that distracts your neighbors.
    3. Listen actively, not passively.
      • Lecture classes can be hard. I know that. But even in a lecture-based course, you should conduct yourself like an active participant. Think about your perception of listening. What are your beliefs about this verb? Think about how it differs from hear. You don’t have to try to hear – if you’re sitting in your dorm room and someone drops a bottle in the hallway outside, you will hear the sound of that bottle hitting the floor. You weren’t listening for it: it happened, and you received the sound waves triggered by the event. Having heard it, though, you may perk up and begin to listen…why did the bottle fall? Did it break? Was someone just being clumsy, or was it the prelude to some sort of incident?
      • That feeling – the pricked ears, pulse-slightly-elevated feeling that you get when you start listening intently: that’s what you want to think about when you think about listening as an activity. Don’t be passive. Do be engaged.
      • You should be thinking about what the teacher is saying. You should react, with facial expressions and a head-nod now and then if nothing else – not for your teacher’s benefit, but because this helps you to keep yourself physically and mentally present in the room.
      • You should do every single practice exercise that the teacher presents.
      • If the teacher asks questions, try to formulate an answer. Even if you are someone who does not like to talk in class, you should still formulate the answer in your head, and then see if you were right. If you weren’t, try to figure out why. Make a note if you have questions that you want to ask the teacher after class.
    4. Take notes.
      • This is a part of being physically and mentally present in the classroom. Taking notes helps you to engage with the material.
      • Has anyone taught you how to take notes? Do you know why doing so benefits you? If not, consider checking out this page from Dartmouth College. It contains a number of resources that will help you understand why note-taking is important and how to get better at it.
      • If I see you taking notes, I am going to take you seriously. When you ask me a question, I am going to work really hard to answer it thoroughly. Fair or not,  I interpret note-taking as an indication that you are a serious student who is invested in the class and is willing to put effort into learning the material.
    5. Don’t eat if you can avoid it.
      • Clearly, if you are going to go into shock or faint from hunger, then you should eat.
      • Even in those instances, though, don’t eat chips or pretzels or nuts or anything else that crunches maddeningly.
    6. On the same note, don’t make any sort of incessant noise – don’t rustle a newspaper, don’t jog your foot up and down incessantly, don’t tap your pencil on the desk over and over and over again until we all want to steal the pencil and stomp it into a million pieces on the floor. For God’s sake, don’t blow constant bubbles with your chewing gum, or crack your knuckles endlessly.
    7. Come to class prepared.
      • If the class has required reading, make sure you have done it.
      • If there was an at-home exercise, make sure you have done it.
      • Whatever it is that you need to do outside of class in order to ensure that you can take the maximum amount of learning away from class, do it. Just do it.
      • You should do these things not for my benefit, but for purely selfish reasons: it will help you. The better prepared you are for class, the more you will get out of it.

Ultimately, the key message here is that you should behave like an adult. You may not be a full-fledged adult yet, but you are on your way. Act like it.

Think about the rules of etiquette that would be observed in a business meeting: you show respect for whoever’s running the meeting, you come to the meeting prepared, you don’t mess around on facebook while your boss is talking, you do pay attention to the information that is being delivered, etc. We are not running a business, and there are of course differences between the classroom and a business office. Nonetheless, you should absolutely treat this like it is your job. Take your education seriously: be the captain of your own ship. No one else can do that for you.

Let me repeat that: Take responsibility for your own educational journey. It is not enough to simply show up to lecture and assume that by doing that alone you will learn the material and succeed in the class. You must take outside initiative. You must do your reading. You must turn in the homework assignments.

More than this, you must stop thinking about the classroom like it is an extension of your dorm room. It is not.

Most of what I’ve just said really isn’t that special: if you had to navigate just about any formal setting in the world, you would do all of these things. They’re not complicated.

The bottom lines? Don’t be rude. Be cognizant of your own behavior. Treat others with respect.