Spring 1997

Book Review: The Academic's Handbook
Edited by A.L. DeNeef and C.D. Goodwin. Second edition.
Durham: Duke University Press, 1995.
Reviewed by Jennifer A. Secki, Graduate Student Consultant, TRC and Department of Biology

Whether you are a novice graduate student or a tenured faculty member, this comprehensive volume is likely to contain something for you. Twenty-five authors from all walks of academic life have contributed chapters covering a diversity of topics. Like the first edition, this book discusses traditional academic issues such as differences in kinds of institutions, getting and keeping an academic job, successful teaching and advising, funding and publishing research, and standard administrative procedures. Nine new essays address political correctness, forms of harassment, women and minorities as faculty, internationalization, interdisciplinarity, research ethics, and the impact of electronic media.

Perhaps the most enlightening aspect of this book for those early in their careers is that its overall goal is to define what it means to be an academic. The reader gets a sense of the obligations and responsibilities that make being a professor different from being a graduate student or post-doc. As discussed by the editors in the opening pages, when you get a Ph.D. you enter a disciplinary guild, but when you enter an academic position you become an academic. The differences between the two are not trivial, nor is the transition.

A number of chapters will particularly aid graduate students and post-docs as they hunt for jobs. The first two chapters (by Robert F. Gleckner, Duke University, and by Samuel Schuman, UNC-Asheville) distinguish the types of academic institutions. Aside from discussing the obvious differences, these two authors specifically note how the differences will affect a young faculty member's research, teaching load, professional interactions, number of university obligations, and private life. Those on the job market will find themselves immediately leafing through two other chapters that address the job search (Sudhir Shetty, World Bank) and getting an academic position by Henry M. Wilbur, U. of Virginia. Throughout the book are tips and discussions regarding tenure as well as a chapter devoted to the topic (by Matthew W. Finkin, U. of Illinois) for young faculty.

Emily Toth (Louisiana State U.) and Nellie Y. McKay (U. of Wisconsin-Madison) provide advice that, while aimed at women and minority faculty, would be useful for anyone trying to get tenure. Toth, McKay, and Judith S. White (Duke University) give suggestions for dealing with politically charged situations and common, awkward situations that could potentially be interpreted as harassment. These three authors do an outstanding job of providing useful, practical advice with regard to sticky issues.

In addition to containing an abundance of useful advice, the format of this book is very accessible. One could read the book cover to cover; however, it could also serve as a desk reference, not only for oneself, but also for advising graduate students.

Although this book is directly aimed at the beginning faculty member "to provide useful advice to smooth the transition into this career" (eds.), it should prove insightful for academics at any stage of their career. Whether you are a graduate student considering remaining in academia or an experienced professor facing new challenges in the University, I highly recommend this book for you.