In Progress is a peer reviewed, online journal that aims to address issues affecting graduate students across the academic disciplines. Because there are few opportunities for graduate students to interact with and learn from each other outside of our own departments and universities, this journal was conceived as a place for graduate students and faculty to share information and insights regarding all aspects of the often-mystified process of graduate study and beyond into civic discourses and social activism.
Submissions might address topics such as:
- Manners in which graduate study can be seen to interact with local communities, participate in public discourse, and/or address social needs.
- Common difficulties faced by graduate students, such as time management, impostor syndrome, and/or biases within typically closed fields.
- Suggestions for research practices and methodologies.
- Theoretical approaches such as discourse analyses, feminisms, queer theories, critical race theories, and other platforms that open conversation regarding issues in higher education.
- Reports on, and examples of, projects and initiatives that have shown positive results for furthering scholarship of graduate students, undergraduates, faculty, or the campus community at large.
- Strategies for balancing graduate student employment such as Teaching Assistantships and Research Assistantships with coursework, examinations, and dissertation writing.
- Papers addressing student/faculty relations, administrative concerns, and/or curricula.
Editors
Jennifer Gammage is a Ph.D. student and teaching assistant in the Department of Philosophy at DePaul University. She earned her M.A. in Philosophy from University of New Mexico, where she also taught freshman composition and worked with a variety of initiatives aimed at supporting diversity within the academy. Jennifer’s research interests are centered at the intersection of hermeneutics and phenomenology.
Lindsey Ives is an assistant professor of composition and ESL in the Humanities and Communication Department at Embry-Riddle Aeronautical University, where serves as the coordinator of courses for second-language writers. Her research interests include second-language writing, writing across the curriculum, whiteness studies, and civil rights rhetorics.
Editorial Board
Maya Alapin, University of New Mexico, Philosophy and Classics
Denise Ferris, London School of Hygiene and Tropical Medicine, Epidemiology
Bill Hutchinson, University of Chicago, Comparative Literature and Animal Studies
Megan K. Keaton, Florida State University, Composition and Rhetoric
Anna V. Knutson, University of Michigan, English and Education
Elizabeth Leahy, University of Arizona, Rhetoric, Writing, and the Teaching of English
Rachel Munger, Independent Scholar, Rhetoric and Writing
Joel Michael Reynolds, Emory University, Philosophy and Disability Studies
Simoni Valadares, University of New Mexico, Linguistics