We interviewed QME PhD student Jonathan Brown about his experience in the program and advice for prospective students.
What are your research interests?
I have numerous research interests! My current primary area involves how students learn in simulation-based statistics courses, as well as how to assess such learning.
How did your path lead to the Department of Educational Psychology and your particular major?
My path was quite unpredictable! I completed my master’s degree in Science and Technology Policy from the Humphrey School of Public Affairs here at the University of Minnesota. In the middle of that program, I became a statistics TA for public affairs statistics courses, viewing it solely as a fun job to try. It ended up going so well that a student and colleague of mine at the time recommended I look at the statistics education track within the QME program. After talking with all of the stat ed faculty, it seemed like a perfect fit for my evolving interests!
What surprised you along the way?
I’m surprised by how much I’ve had to grow. When I entered, I didn’t try to predict or tell myself exactly how I would need to mature and adapt, both professionally and personally. I simply kept myself ready for it, whatever that change would entail. I’ve lost count of the number of memorably formative instances, whether it was learning a specific course concept that opened my mind or completely changing my daily life routine over the span of two years to be able to produce a lot of research and writing, without sacrificing health. The “Me” of five years ago probably wouldn’t recognize the “Me” of today, and I mean that in a positive way.
What is something you’ve most enjoyed about your experience?
I’ve continually met awesome colleagues who bring fresh perspectives and work on issues different than mine. I’ve “clicked” with so many people both within and outside of my program. Through that, I have created numerous “remember when?” moments that I’ll be able to share with these friends and colleagues for decades to come. It reaffirms that path we’re all on; it reaffirms that we’re all working toward the same general goals, even if we pursue drastically different areas of research and types of careers.
What is most exciting about your work?
In short, I get to see my research area in action, weekly! Since my colleagues and I teach the classes that pertain to our area of research, I’m lucky to be able to observe, test, and experience the product of statistics education research live and “on the ground” in our classrooms.
How would you describe the student experience and what does that mean to you?
If I had to put the student experience in a quippy phrase it would be “Focus, Freaks-out, Friendship”. Focus refers to crafting a strong workflow for research and teaching, whether it’s how I use my time at the office or settling in at a coffee shop for the weekend. Freaks-out capture the typical ups and downs. I remember when I found an article that I thought invalidated a key paper I was writing – I had a small meltdown. It turns out the article actually nicely complemented my paper, and everything was fine. These experiences both professionally and personally happen to all of us, which connects to the last point. Friendship or at least friendly support from colleagues and faculty can provide that solid core from which to overcome the extra difficult moments, or simply provide a network of great humans to share these years with. Without any of these three elements, I don’t think I’d be the stronger researcher, teacher, and professional that I am today.
What has been most challenging? (What challenges are you faced with? In your job, the field, etc.)
The most challenging aspect has been saying “no” to the buffet of opportunities that have arisen. In my first years, I said “yes” to basically everything professionally and socially. It was fantastic but eventually my personal resources ran out, and I had to learn how to pull back. Passing over great sounding projects and social events/happy hours has been both painful and necessary, but ultimately, I’m in a confident place of peace with how I’ve scaled down to my main priorities. Breadth over depth connected me to the opportunities of today, and now depth over breadth will ensure I finish what I started.
How have your professors helped you along the way?
With unending support. I have never doubted their commitment to helping me to succeed, whether it’s listening to my often unintelligible research ideas or simply checking in with how I’m doing, personally. Sometimes I’ve needed my professors to help my writing; other times I’ve simply wanted to see if I share the same sci-fi movie tastes, to see if it’s worth listening to their movie recommendations. I’ve been very lucky to know faculty who can support both!
What would you like prospective students to know?
Lots of things. Make allies within and outside of your program. Know that feeling doubt and overwhelm is normal. Also, the semesters fly by fast, I mean, really fast. It’s OK if you don’t always know what you’re doing. I often tell people in academia that being confused is the perfect place to start.
How has your cohort helped you along the way?
By providing a reflection of some of my own joys, struggles, worries, and achievements along my path. While each of us experiences our own unique challenges and successes, there are key commonalities that bind us. When you see a colleague struggling, you want to comfort them and validate that it’s OK to have a tough day, week, or semester. It then simultaneously validates some of your own struggle. When you see a colleague succeed, you want to celebrate it, and that moreover motivates you to succeed yourself.
What are you looking forward to with graduation?
A chance to reflect with some temporal distance from the years that led to the graduation. There’s the common effect of not being able to acquire perspective on an experience while you’re “in it”, living it. Only once you part from some experiences with enough space and time are you able to take stock with what you’ve really learned, how things really went, and what you’re going to take with you. I’m excited for these “looking back” moments, to see which ideas, people, and decision-points really “stuck” with me the most and had the most impact.
Also, I’m excited to start each of the 50 different TV shows my friends, colleagues, and faculty members have recommended I watch!
How do you plan to use what you are learning/your degree?
In ways both known and unknown. If I go about my path the way I’d like, once I’m done, I know I will not be able to predict all the places my degree will take me. I would like to find a position in academia or industry that affords some combination of teaching/education and research/problem-solving aspects. I also want to be able to use my research methods training to help any number of individuals or organizations with their work. My undergrad major was astrophysics with a business minor, and my master’s degree focused on emerging technology policy with a public health minor. There are numerous issues in public affairs and social science I’d love to sink my teeth into. I’d like to continue exploring any or all of these issues and more, but now with a research methodology angle. If I keep myself open enough, I’m sure I’ll continue to meet amazing people and find motivating projects that I never knew existed. To quote Rumi, “What you seek is seeking you.”
Any additional information you would like people to know?
As with any big life endeavor, there are aspects you can prepare for and aspects you can’t. The trick is not in trying to control every aspect, but to know how to take a step back and assess your reactions when conditions and events aren’t ideal.
Also, be prepared to change what you think you need to do to succeed. For the first half of my program, my sleep and work schedule were unsustainable. It took me years to realize that reducing my commitments and investing in balance and self-care was the only reasonable way I could complete my program. I’m 100% happy with how my path has unfolded!
