Should I choose Dr. Allen as a 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 key criteria that must be considered, discussed, and agreed upon before I can serve as your major professor. Much of this could be classified as philosophy or criteria, but it’s outlined here to ensure clarity.
These are MY criteria and guidelines. The university and/or other major professors may have stricter or more lenient guidelines.
Workload
I typically accept four to six doctoral students at a time, along with four to six committee memberships. This is a good UPPER ratio that provides the doctoral students and me with fantastic interaction and a supportive cohort of advisees.
Is there a chance I 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 we can’t work together, but aligning our interests may be best for both of us.
Criteria #2: Career Goals of Advisees
For the most part, Industry/Education (Scholar-Practitioners) are served through the regular degree process. At the same time, Academics (Scholars) must complete additional work in research, teaching, and service scholarship to prepare for an academic position. Yes, I’m happy to work with both groups below.
At the beginning of your doctoral program, you should 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)
Traditionally, doctoral programs have been designed to prepare future faculty members—individuals who will guide the field through research, teaching, and service scholarship. If your ambition is to pursue a career in the professorate, we will intentionally shape your doctoral experience to prepare you for that role.
This pathway requires more than completing coursework and a dissertation. It involves a developmental apprenticeship under the guidance of your major professor (see Criteria #5). Active engagement in departmental and university life is essential, including teaching experiences, collaborative research, conference participation, publication development, and professional service. You will learn not only how to conduct research, but how to build a scholarly agenda, contribute to your academic community, and navigate the expectations of faculty life.
Preparation may vary depending on the type of institution you hope to serve—regional, state, or research-intensive universities each have distinct expectations. Regardless of setting, the goal is clear: to ensure that upon graduation, you are prepared to function as a “second-year professor”—capable, confident, and competitive in the academic job market. This is a distinct and demanding career path that requires early clarity, sustained productivity, and close mentorship.
Industry/Education (Scholar-Practitioners)
Equally valuable is the path of the scholar-practitioner—professionals who apply advanced research skills and scholarly thinking to leadership roles in industry, education, policy, nonprofit organizations, or other professional environments. While this career path differs from that of a research university professor, it requires the same intellectual rigor and commitment to excellence.
Doctoral preparation for scholar-practitioners centers on developing deep research competence, analytical expertise, and the ability to translate theory into practice. Rather than focusing primarily on academic teaching and traditional faculty service, this pathway may emphasize applied research, organizational leadership, program evaluation, policy development, innovation, grant writing, and publication in professional or interdisciplinary outlets. Engagement with industry networks, field-based research, and real-world problem solving often becomes central to your preparation.
Like the academic route, this path requires intentional planning from the beginning of the program. A doctoral degree is fundamentally a research degree—it prepares you to think critically, adapt to a changing professional landscape, and serve as a thought leader in your field. The difference lies not in the level of rigor, but in the context in which that scholarship is applied.
While no one can guarantee a position in academia or industry, deliberate preparation significantly increases your competitiveness. My role is to help you design a doctoral experience aligned with your career goals—ensuring that you graduate not only with a degree, but with the scholarly identity, professional skills, and strategic preparation necessary to thrive in your chosen arena.
Criteria #3: Dr. Allen’s Responsibilities (Students’ 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 serve as a liaison between you and the committee to streamline communication. You and your major professor must communicate effectively and reach a consensus before presenting the 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 navigating the complex doctoral process and ensuring you complete it successfully.
Doctoral Process Navigation: I am here to help you navigate the doctoral process, providing advice and insights to make the journey smoother. 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 journey.
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 on the Research Overview page to support a comprehensive understanding of your field.
Informed Guidance: I serve as a guide throughout the doctoral process. While you may not always agree with the advice from your major professor, it is crucial to recognize that their insights are based on extensive experience as practitioners, teachers, and researchers. Such advice should be taken seriously and contribute to your growth and success in the academic realm.
In essence, my role is to facilitate effective communication, support collaborative decision-making, navigate the complexities of the doctoral process, empower you as a subject-matter expert, and provide 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 it at the earliest opportunity. This plan should outline the courses you intend to take, the examinations you will take, and the major milestones in the doctoral process. Regularly update this plan as you progress through your program to maintain flexibility and make adjustments 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 using resources to deepen 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 developing 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 demonstrate your ability to advance scholarship in your field and enhance your future career prospects. Assistance from your committee and graduate faculty is readily available, and collaborative publishing efforts 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 years of experience 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 growth opportunities, 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 an academic exercise; it is a multifaceted endeavor that requires active participation across 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 and fosters a rich, 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
It’s important to note that while I do work during the summer months, my schedule 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 break in July and August.
Understanding and respecting the distinct dynamics of the summer schedule contributes to more efficient collaboration and better aligns expectations during this timeframe.
Scheduling Time
I have tried every possible approach to keep a meeting calendar open 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) is 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 saved time, reduced stress, and improved 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 peer-reviewed journals underscores the value of disseminating research findings professionally and supports their ongoing career development.
Enjoying the Defense: Remind students that their final defense 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 