Should I choose Dr. Allen as a major professor?
If you do not agree with these guidelines, you should explore a different major professor. Choosing a major professor is a long-term commitment for both the student and faculty member. This is the most important decision of your doctoral program! There are a few major criteria that must be considered, discussed, and agreed upon before I agree to serve as your major professor. Much of this might be classified as philosophy, as easily as criteria, but it’s outlined here to make everything as clear as possible.
These are MY criteria and guidelines. The university and/or other major professors may have more strict or lenient guidelines.
Workload
I typically only accept five to seven doctoral students at a time, plus four to six committee memberships. This is a good UPPER ratio that provides me and the doctoral students fantastic interaction and a supportive cohort of students
Is there a chance you will accept more, maybe – but only in very special circumstances where there is an exact match in criteria #1 and criteria #2
Who are Dr. Allen’s Advisees?
Criteria #1: Research Compatibility
My primary areas of interest are discussed on my research page. This does not mean that we can’t work together, but compatibility of interest may be best for you and me.
Criteria #2: Career Goals of Advisees
I am best able to advise students whose career goals are aimed toward the professorate in a national or international university.
Why?
At the inception of your doctoral program, you must decide between two distinct paths, each requiring a tailored approach to preparation. As a faculty mentor dedicated to guiding future professors, I specialize in providing effective direction for those pursuing the unique journey of the professorate.
Academics (Scholars): In my perspective, the primary aim of a doctoral program is to cultivate generations of scholars or professors. Doctoral programs are designed with the specific goal of producing thought leaders capable of guiding the field through research scholarship. If your ambition aligns with a career in the professorate, I am eager to discuss and shape your doctoral program accordingly. This career path necessitates engagement in an apprenticeship format (see criteria #5) under the guidance of your major professor. Active involvement in departmental and university activities, including teaching, research, and service scholarship, forms the cornerstone of this preparation. This comprehensive approach encompasses not only coursework but also emphasizes publications, advising, and professional service—integral components of the professorial role. The choice of university type may vary, ranging from regional universities to state universities or research universities. It is crucial to recognize that this is a specific career choice, and my objective is to ensure your readiness as a “second-year professor” upon completion of your doctoral program.
Industry/Education (Scholar-Practitioners): Conversely, the role of a professor at a research university (academic scholar) significantly differs from the goals of a scholar-practitioner in industry or education. Doctoral programs produce exceptional scholar-practitioners with minimal mentorship in the professorate is typically required. A doctoral program is designed as a research degree, thus preparing you to adapt to a changing career field that involves you as a thought leader. Let’s engage in a conversation to assess whether this evolving landscape aligns with your goals and aspirations. While no one can guarantee a job or career in academia or industry, I am committed to providing you with the best possible preparation as a scholar for the competitive job market. Let’s collaborate to tailor your doctoral journey to your chosen career path.
Criteria #3: Dr. Allen’s Responsibilities (Student’s Expectations)
As your academic advisor, my role is to serve as a facilitator and intermediary throughout your doctoral journey. Here are the key aspects of my role:
Communication Facilitator: I will act as a buffer between you and the committee, streamlining communication processes. It is imperative that you and the major professor communicate effectively and reach a consensus before presenting agreed-upon ideas to the committee. This approach minimizes potential discrepancies and ensures a unified front.
Collaborative Decision-Making: I will provide guidance on course selection within your degree plan and assist in shaping the direction of your dissertation. Our collaboration will involve negotiating the complex doctoral process, ensuring that you navigate it successfully.
Doctoral Process Navigation: I am here to help you navigate the intricate doctoral process, offering advice and insights to facilitate a smoother journey. While I may not be the subject matter expert for your dissertation, my role is to provide informed guidance throughout the various stages of your academic pursuit.
Empowerment as a Subject Matter Expert: The dissertation process is designed to empower you to become an expert in your chosen topic. While I won’t choose a topic for you, I encourage you to select an area of interest early in your studies. Your dissertation should align with the research areas outlined in the Research Overview page, supporting a comprehensive understanding of your field.
Informed Guidance: I serve as an informed guide during the doctoral process. While you may not always agree with the advice provided by the major professor, it is crucial to recognize that their insights are derived from extensive experience as practitioners, teachers, and researchers. Such advice should be considered seriously, contributing to your growth and success in the academic realm.
In essence, my role is to facilitate effective communication, provide collaborative decision-making support, navigate the complexities of the doctoral process, empower you as a subject matter expert, and offer informed guidance throughout your academic journey. Your active involvement in the decision-making process and commitment to your chosen research area are integral components of a successful doctoral experience.
Criteria #4: Student’s Responsibilities (Dr. Allen’s Expectations)
Ensuring satisfactory progress in your doctoral program is crucial, and I offer the following guidance:
Review Key Documents: Familiarize yourself with the departmental doctoral handbook and the UNT Graduate Catalog. These documents contain vital information essential for successfully navigating and completing your doctoral program.
Develop an Action Plan: Establish an action plan at the earliest opportunity. This plan should outline the courses you intend to take, examinations, and major milestones in the doctoral process. Regularly update this plan as you progress through your program, allowing for flexibility and adjustment as needed.
Personal Responsibility: Take ownership of your progress. Your major professor will guide and support you, but the initiative to advance in your doctoral studies lies with you. Be proactive in meeting deadlines and completing required paperwork.
Dissertation Progress: Recognize that the statistics, research, and measurement courses mandated by the program may not fully prepare you for your dissertation. It is your responsibility to become an expert in the statistical aspects relevant to your research. This may involve additional coursework, self-study, or seeking resources to enhance your understanding.
Time Management: Efficiently manage your time to balance course requirements and dissertation progress. Recognize the importance of meeting deadlines and staying on track to ensure a successful and timely completion of your doctoral studies.
Remember that completing your doctoral program successfully is a collaborative effort between you, your major professor, and the support structures within the academic environment. By actively engaging in the planning process, taking personal responsibility, and ensuring a comprehensive understanding of the statistical requirements for your dissertation, you set the foundation for a successful academic journey.
Criteria #5: Scholarship before doctoral candidacy (ABD)
Becoming a member of our scholarly community entails the development of professional norms and values, signifying a commitment to personal and intellectual growth. As you embark on this journey, the following minimum expectations, non-negotiable in nature, will contribute to your professional development:
Professional Development (30 Contact Hours): Attend a minimum of 30 contact hours of professional development in scholarship. This can include participation in department or college colloquiums, national workshops, or engagement in dissertation proposals or defenses within our department. These experiences foster a rich intellectual environment and contribute to your growth within the academic community.
Research Publications (Two Refereed Articles): Aim to have two published refereed articles (or long conference papers) before reaching doctoral candidacy, positioning yourself as one of the first three authors. These publications should showcase your ability to advance scholarship in your field, enhancing your future career prospects. Assistance from your committee and graduate faculty is readily available, and collaborative efforts in publishing can be mutually beneficial.
Scholarly Presentations: Deliver two scholarly presentations at professional conferences, focusing on your area of research interest. Presenting your work allows you to contribute to academic discourse and establish your presence in the scholarly community. Aim to be one of the first three authors for these presentations.
Teaching Scholarship: Contribute significantly to university-level teaching through two experiences, either as a primary or secondary instructor. Ensure that at least one of these teaching experiences is conducted under my direct supervision. This engagement enhances your teaching scholarship and reinforces your role as a future educator.
Service Scholarship: Engage in service scholarship by participating in two experiences, such as serving on a departmental/college/university committee, joining a professional board, undertaking a professionally elected or appointed office, or serving as a journal field reviewer. Active involvement in these capacities demonstrates your commitment to the broader academic community.
These expectations are designed to facilitate your transition from student to colleague, fostering professional independence and responsibility. Embrace these opportunities for growth, and I am here to support and guide you through each step of your academic and professional journey.
Will I get a job?
Indeed, the true value of a doctoral program extends beyond the conferred degree—it lies in the development of the scholar within you. The journey is a collaboration between you and your major professor, anchored by clear goals and a shared purpose.
As Samuel Johnson aptly expressed, the essence of scholarship involves engaging in public discourse, contemplating in solitude, reading, inquiry, and sharing knowledge. It is more than a mere academic exercise; it is a multifaceted endeavor that requires active participation in various academic spheres.
In my view, completing coursework and a dissertation is insufficient for cultivating the qualities of a true scholar. Doctoral students benefit immensely from an immersive experience that involves collaboration with both student and faculty colleagues. This environment encompasses active participation in classrooms, collaboration within research teams, engagement in professional development, and a commitment to research scholarship.
In essence, the doctoral journey is about more than the tangible outcomes—it’s about the intellectual and professional growth you experience along the way. Together, we strive to create an environment that nurtures your development as a scholar, fostering a rich and dynamic academic experience. Through active engagement in diverse academic pursuits, you become not only the recipient of a degree but, more importantly, a true contributor to the scholarly community.
Dr. Allen’s Academic Year
During the typical academic year, which extends from the first day of the Fall term (around the third week of August) to the conclusion of Spring classes (around the second week of May), my schedule aligns with the university’s academic calendar. Faculty members, including myself, operate on nine-month contracts, and my primary focus during this period is on teaching, research, and academic responsibilities.
It’s important to note that while I do engage in work during the summer months, my schedule during this period follows a distinct structure. Summer activities are often project-specific and align with the timelines of ongoing research and advising initiatives. These schedules are subject to change each summer, reflecting the dynamic nature of research projects and the activities of the SageResearch Tribe, which typically observes a research and advising break in July and August.
During the summer, my availability for meetings may be limited, and it is advisable not to expect regular meetings during this period. This practice ensures a focused and effective allocation of time to ongoing projects and facilitates a conducive environment for research and scholarly activities. If there are specific summer-related meetings or inquiries, they would ideally align with the project timelines during that period.
Understanding and respecting the distinct dynamics of the summer schedule contributes to more efficient collaboration and enables a better alignment of expectations during this timeframe.
Scheduling Time
I have tried every possible way to have an open meeting calendar over the years. I now schedule the meeting and send an electronic invitation.
Use my contact page.
FAQ: Other Thoughts on the Committee and the Dissertation
Committee Meetings Timing: Committee meetings are discouraged during the summer, the initial weeks, and the final weeks of a semester. These periods often witness faculty members being busy or unavailable. Planning meetings at other times ensures better availability and focus.
IRB Approval: Before collecting data, completion and approval of the “Application for Approval of Investigation Involving the Use of Human Subjects” form by the University of North Texas Institutional Review Board (IRB) are mandatory. This process underscores ethical considerations in research involving human subjects.
Relevance of Dissertation to Major: Emphasizing that the dissertation must be directly related to the student’s major underscores the importance of aligning the research with the chosen field of study.
Dissertation Editing: Strongly recommending the use of a professional dissertation editor before the proposal defense and final dissertation defense reflects an understanding of the value this investment adds. The commitment pays off in terms of saved time, reduced stress, and enhanced quality.
Defense Timing: Setting workable deadlines for dissertation defenses, suggesting an early October defense for fall graduation and an early March defense for spring graduation, helps students plan effectively.
Publication Plans: Encouraging students to plan to publish their dissertations in refereed publications highlights the value of disseminating research findings professionally, contributing to their ongoing career development.
Enjoying the Defense: Reminding students to enjoy their final defense reinforces the idea that a well-developed dissertation is not just a requirement but an opportunity to showcase their hard work, defend their conclusions, and contribute to their field of study.
*** If these guidelines are not acceptable, you must choose another major professor. Choosing a major professor or committee member is a long-term commitment for both the student and faculty members. ***
Dr. Jeff M. Allen 