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• Teaching
  

There are many different facets of participating in our graduateprogram, and one issue you should think about is time management,i.e., how much time you spend overall on the program andhow much time you choose to spend on the different aspects.While the faculty and staff are here to help and advise you,ultimately what you get out of the program and your future propectsare determined by your efforts and choices.

Students often want to know how to prioritize the differentaspects of the program. This is a challenging question, andthe choices may differ for different students and at differenttimes in the program. It is important to recognize that individual students need to decide for themselves, at somelevel, how they choose to prioritize their time. Again, studentsare encouraged to discuss with the faculty their thoughts aboutprioritization, and to get feedback from the faculty.

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Research

Most students enroll with the goal of becoming an academicresearcher as a career, and we have developed our programprimarily with this goal in mind. However, it is becomingincreasingly challenging to obtain long-term employment inan academic position, so you should be aware that achievingthis goal is likely to require significant time and effort.

While research is often the primary goal of students, itis often the hardest to allocate time towards, especiallyin the first several years of the program, because ofcompeting demands of classes, teaching, and outreach. Ifresearch is a high priority for you, we urge you to setaside time specifically for it.

Note that research involves not only studying a topic to achievenew knowledge, but also to disseminate this knowledge. The primarydissemination tool in academics is via scientific publications, andin most cases, the primary judgement of people (e.g., in job searches)is their publication record. As you proceed with research, westrongly recommend that you work on writing up your results as youare developing them, so that the process of writing becomes integralto the research process.

Some key ways to get up to speed on active research areas areto

• read papers: you should be aware of the main journals and,in particular, the astronomy preprint acrhive, astro-ph. Get in the habit of looking at thisregularly, and downloading and reading papers. Keep track of the papersthat you have read: if, after some time, you find the list is short,recognize that you need to put aside more time for this
• talk about research: you can talk with other students, withfaculty, or with visitors. Discussions are a way to develop your ideasand get new ones. If you don't like talking about research, youprobably won't end up doing it
• go to meetings where you can hear about and present researchresults. While there are several large general meetings in astronomy(the American Astronomical Society twice annual meetings plus theDivison of Planetary Sciences annual meeting), these general meetingsoften do not provide the best opportunty to recognize the level ofresearch that is being done (often by graduate students) by peoplewho will succeed in the field. Look for topical meetings on subjectsthat you are working in, and try to find ways to go to these.

Plan to talk with your advisor (or any faculty member) regularly aboutresearch and about their opinions on what it will take for you to succeed. Discussions about research should take place frequently; itusually does not work to save up a lot of issues to discuss. A guidelineof talking to your advisor once per week is probably reasonable!

Classes

Classes are a very significant component of the program during thefirst two years. While the academic requirements for the program areoutline in detail in a subsequent section, a few key points maybe of interest:

• astronomy, like other fields, is constantly advancingand, in many cases, becoming increasingly specialized. Whileour classes aim to provide you the fundamentals, as well asmaking you aware of the latest advances, it is impossible tocover 'everything', even everything that you will probablyneed to know if you go on in the field. Classes provide anintroduction and a framework for you to understand new material,but you will almost certainly need to learn, and continueto learn, through your own initiative, outside of classes.Do not be fooled into thinking that, if you know everythingthat is taught in class (but no more), that you will besufficiently prepared! We urge you to think about what you want to know, and then go try to learn it, through asking questions, reading books, or reading research articles.
• Grades in graduate school are generally nowherenear as important as they are for undergraduates. If youwant to go on in the field, people will most likely scrutinize your research record far more thanyour grades. Of course, understanding the material iscritical, and related to the grade you get, but theunderstanding and ability to apply it is much more importantthan the grade itself.

Teaching

Teaching is an important component of the program, asmany career paths after the program may involve it. Obviously, if your primary goal is an academic position,teaching will be involved. Universities are increasinglyinterested in the quality and innovations in teachingin addition to research accomplishments, so this is notto be taken lightly. Furthermore, many of our graduatesend up in predominantly teaching positions, where it isclear that teaching experience is critical.

Another important role of teaching is that it generallyprovides financial support for many of our students.

Most of our teaching assistants are for our introductoryundergraduate classes, ASTR 105 (The Planets)and ASTR 110 (Introduction to Astronomy).If you are a TA for one of these, your primary duty willbe to teach the lab sections of the class and grade thelab reports. It is critical that you are familiar with thelabs beforehand for them to go smoothly! There are severalresources available to help you with this: generally, the TAsschedule weekly meetings to go over upcoming labs, and previousTAs have put together notes and teaching materials for most ofthe labs. In addition to labs, you will alsolikely be called upon to help grade exams, and possiblyhomeworks, from the main class section.

We also teach several 300 level undergraduate classes, whichgenerally have more writing assignments. TAs in these classesgenerally spend more of their time grading papers.

There has been a lot of recognition recently that traditionalmodes of teaching may not always be especially effective, andthat we often call upon people to teach without giving themany instruction in how to do so! We urge you to think aboutyour teaching, and discuss how you do it with faculty andother students. Many people have lots of opinions about goodways to do things.

A key component of effective teaching is getting students tobe excited and enthusiastic about learning. Much of studentbehavior can be generated by teacher behavior. If you areexcited and interested by what you are talking about, it becomesmore likely that the students will be. While we can't guaranteethat this will be true for all students, the converse is almost alwaystrue: if you aren't excited and interested, the students almostcertainly won't be either! We recognize that it's not alwayseasy to project a positive attitude; a little bit of acting issometimes called for!

Another aspect of a TA position may be that you will be calledon to help out at the campus observatory. Generally, we requireall students in the ASTR110 classes to go to the campus observatorytwice in a semester; this means a total of roughly 500 visits tothe observatory in a semester. We usually have the campus observatoryopen two nights a week, staffed by different TAs on different nights.It is important that you are comfortable with knowing what is inthe sky and knowing how to operate the telescopes before you areinvolved in one of these sessions! Note that campus observatoryknowledge is also required when you will be helping out with oneof the department's monthly open houses. Our lab/observatory manager usually holds a campus observatory training session at the beginning of each year.

Teaching expectations

Being a teaching assistant does entail some significant responsibility.Obviously, you need to show up for your teaching assignments. On topof this, however, timely grading of labs and other materials isof critical importance to the students who are taking the class; theydeserve timely response to their work. It is also in your best interestto keep up with grading: putting it off will not make it go away!

If you find that you are having a hard time keeping up with gradingresponsibilities, discuss the situation with the professor of the classas soon as possible. It may be that you are taking more timeto grade than might be required, and the professor (or other TAs) mightbe able to provide some tips and guidelines for how much time youshould take.

If you cannot meet your responsibilities as a TA, there is thepossibility that we will not be able to hire you as a TA in futuresemesters, which in turn could have significant implications forfinancial support.

Public Outreach

Most of the money which support the department (and astronomy ingeneral) are derived from state and federal tax dollars, and thusfrom residents of the state and country. In return for this support,it is our responsibility to 'give back' our knowledge to the public.Fortunately, in astronomy, many people are genuinely interested inwhat we do, and talking with them about it can be a lot of fun!

The department has a good reputation in the local community for outreach efforts, and we wish to continue this. Our graduate studentsprovide critical role in these outreach activies, which includepresentations to schools in Las Cruces and the surrounding southernNew Mexico communities, local civic groups, local astronomicalinterest groups, etc. Some of the outreach events are nighttimeevents that involve looking at the sky, while others are daytimeevents.

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We strongly encourage students and faculty members to participate inoutreach effects and have a expectation that graduate students willdo a minimum of two events each year. Usually, local groups approach thedepartment with a request for someone to do an event with them.These requests are channeled to the Astronomy Graduate StudentOrganization (AGSO) officers, who are responsible forfinding volunteers to do the event, and for keeping recordsof what events are provided, and who volunteers for them. Note that there are some perks for participating in these events:they count as public service events for the NMSU GraduateStudent Organization, and, ifan individual has sufficient hours of public service, youcan apply to the NMSU GSO for funding assistance, e.g. with travelto conferences, etc. In addition, the Department makes somefinancial outreach awards to students who have done more than theirshare of outreach events.

An additional outreach activity which each student and facultymember will participate in each year is our monthly ObservatoryOpen House. These events are held on the Friday evening nearestin time to first-quarter moon each month of the academic year. Theseevents, well known and well attended, offer the community theopportunity to view the skies through the telescopes here on campusat the Tombaugh observatory. A schedule of participation will bedistributed at the start of the Fall semester. At these events,graduate students are generally expected to run the telescopes,so it is important to be well trained on operating them beforethe open house.

While you might feel pressed for time preparing for these outreachactivities (we do realize that you are very busy with other activitiestoo), it is important to convey your enthusiasm for theastronomical work you are involved in. The public in general findswhat we do very exciting and interesting (and fun!), and above allelse, your demonstration of such.

Suggested Milestones in the Graduate PhD Program

As you think about the graduate program, you might considersome typical timelines toward completion of a Ph.D. Latersections in this guide describe some of these things inmore detail.

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Job awareness and expectations

Students should be aware of the challenges involved with obtaininglong-term employment in the field of astronomy; there are far moregraduate students than there are faculty positions. That being said,there are a number of related jobs, and the skills that you obtainin graduate school can be useful even in other fields. You may wishto consider, and discuss with the faculty, how you might best be ableto develop and document skills that may be useful when seekingemployment, either within astronomy or outside the field.

If you plan to continue in the field, note that it may be importantfor you to make connections with professionals outside of the Department. The more other people know about you, the greater thepossibility of job offers will likely be. External contacts can bean important source of recommendation letters for job positions, butthey must know enough about you and your work to be able to writestrong letters.

Note that the American Astronomical Society compiles informationrelated to career resources at
https://aas.org/jobs/career-resources

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Time expectations

If you ask most practicing astronomers about how much time theyspent doing astronomy during graduate school, you will probablyhear some very large (possibly unrealistic?) numbers. If you askmost astronomers how much time they spend on their job now, mostwill probably give a number larger than 40 hours per week.

Many people in the field of astronomy (including most of us) ingeneral are trying hard to recognize the importance of a balancebetween work and other life activities, and we do not thinkspending more than 40 hours per week should be a requirement.However, you should be aware that most of the people inthe field say that they spend more than this. The key to beingsuccessful, especially if working in the framework of a 40 hourwork week, is almost certainly being extremely careful about makingyour work hours productive! Certainly, we do feel that beingsuccessful in graduate school requires a full-time committment, soyou should plan and expect to dedicate a productive 40hours a week at least.

Time management is an essential skill, and even more essential if you wantto succeed without having to put in an excessive amount of time. Think carefullyabout how much time you want and need to put into your various differentactivities. Again, your advisor is a good resource for assistance withtime management.

In summary, the tasks that students must learn to balance include:

• Coursework: homework, exam preparation;
• Teaching: Leading labs, resolving student concerns, and grading;
• Research: reading, first-author work, nth-author work, conferences, attending colloquia and other discussion groups, proposals (for grants, telescope time, or postdocs)
• Outreach

This is clearly a lot of balls to juggle. All of these tasks areimportant, but not equally so. For example, grants and meetingsare usually more important than homework, and grading is usually more importantthan outreach. A key skill for graduate students to develop involveslearning to balance these tasks without neglecting any of them.For example, it is far better (and more difficult) to cut researchback to 15-30 minutes a day during exam season than to eliminateit entirely. More than one faculty member actually uses an electronicapp such as TimeEdition or Toggl to track how they divide theirtime; you may find this data useful when discussing progress withyour supervisor. Here is a sample weekly time allocations for students whoare TA'ing:

• Teaching: 20 hours; ideally 14 hours
• Coursework (including attendance at lectures and homework): 21 hours
• First-author Research: 2.5 hours
• Group meetings / Colloquia: 2.5 hours

Of course, you should expect some, possibly significant, variationsin individual weeks.But if you are spending zero hours per week on research or 25 hours perweek on teaching, averaged over a month, please ask your supervisorfor suggestions soon.