Advice – forgradstudents

Fireside Chat: How to Be an Effective Writer and Not Binge

I used to be a binge writer and would write only when I thought I had enough time – which was never. I thought I needed blocks of time – like complete days – or long afternoons.

For me binge writing was like binging on sweet dark chocolate – chocolate cake or just plain dark chocolate. My favorite is Dove ice cream – not so much for the ice cream but for the dark rich chocolate coating.

I have learned from experience that binging on dark chocolate can make me feel – well not so good. So, I’ve learned to “manage” my binging and keep the richness of the dark chocolate to small amounts.

As with chocolate, I also learned several things from my binge writing days. The days when I would sit in the living room writing my thesis.

A fire was lit in the fireplace on a cold winter morning and I could see my fellow grad student friends walking to class or to the lab while I was inside with my Cup of Joe writing away.

What I learned was this.

I accomplished less overall by binge writing. Writing the thesis/dissertation is a marathon – not a sprint – so I needed to pace myself.
My binging was not sustainable. I just couldn’t do it day after day. What I discovered was I was spending more time re-reading and re-acquainting myself with my topic. It would have been better to have smaller amounts of time dedicated each day to writing. Not to mention how draining and tiring it is.
I also realized that by expecting too much of myself – I could never achieve my goal. In fact, I learned that it’s best to start with a small goal. “There’s no such thing as too small a goal”. What a small goal did for me is to allow me to see my accomplishments and not get discouraged and quit.
What I learned about writing is what I learned from my love of chocolate cake. Writing is more than eating the chocolate cake – it’s about tasting the frosting or having one small bite. Writing can be that way as well. Writing can be done in bits and pieces. Having attended several writing workshops, I learned there is so much more to writing.
One key piece is to leave off at a spot where I can pick up – so the idea is not to finish all of it – but to get to a place where I can pick up where I left off last time. Sometimes, I would make a list or an outline of what I would write next and use that to get me started. That was a big take away for me. I use it today and share that insight with my students.
The other important piece that I learned from writing workshops is that revising/editing, making an outline, checking references are all part of the writing process. So, when I only had 10 minutes, I can revise a paragraph or check the format of references. Each step gets me closer to my goal.
In a short period of time, I can read my paper and examine my writing from a big picture perspective and ask, Did I make persuasive arguments? or Did I convey my ideas clearly?
Other times, I can focus on word crafting. I learned this from a great teacher – What’s the best word to use here? Do I need a better adjective or fewer adjectives?
Does the paper flow? Does it logically move from one paragraph to the next? Do I have my topic sentences at the beginning of the paragraphs?
Finally, I learned to check for typos and punctuations by reading the paper outload and then focusing on each word to find typos. We all know how self-correcting word processing has-a-mind of its own – it may not be the word we were typing.

To Recap:

Avoid binge writing it’s not sustainable
Set smaller goals
Leave off where you can pick up again
There is more to writing than writing
Revising and editing are all part of writing

Finally, if I write in long hand first and then type it up, I am more efficient as I am not trying to edit as I go.

Writing is hard work and tiring so it’s important to take breaks. dog resting at ocean shore with ball in mouth. Important to take a break after a hard workout!

Fireside Chat: How to Prepare for One-on-One Meetings with Your Faculty Advisor

Daunting– that’s the word I could use to describe my first meeting with my faculty advisor – Awkwardis another – Why? Being a first-generation grad student, I was unprepared and/or unaware of how to make my meetings with my major professor efficient, effective and successful.

Over the years I have been a student of what makes successful meetings and to this day, I have faculty who will gladly come to any committee meeting I hold.

Why? I am prepared, focused, effective and efficient – I don’t waste their time nor mine. Faculty members just like grad students are busy with lots of professional and personal demands on their time.

Preparing for your meeting is an important step for success in getting to the finish line – graduation. Being prepared also reduces conflict and misunderstanding. The key is to start early.

Before your meeting you want to send a short email with 1 or 2 sentences describing the major objectives of your meeting – notice I said your meeting. You need to take control if you want to graduate. You can’t be passive. You want to be active. Person typing on computer sending an email

Use the subject line of your email to catch your advisor’s attention. If you don’t hear back within 5 to 10 days, send your email again.

In that email send any materials or documents you need your major advisor to read and review. They need it ahead of time – so they can think and reflect. Not the day before – their schedules are tight so allow at least a week or several days.

Prepare an agenda complete with action items and questions or topics for discussion. Have 3 or 4 main topics/or questions to discuss.

Send minutes and a reminder email. This is helpful. Of course, you have figured out the date, time and location and you have included that in the email. The bottom line is – come well prepared – if you do, you will find that things move forward more efficiently. There still will be hurdles and challenges to address and you will be in a better position to do so.

During the meeting make sure you show up on time. Follow your agenda and ask clarifying questions. You will want to bring concrete things for your advisor to provide feedback.

Think about how your advisor might assist you. If there are professional as well as any personal issues that may influence how you complete the milestones – keep them informed. You don’t have to reveal your personal life and at times we all know that “life happens” (funeral, flu outbreak) and it is important to inform your advisor and not just disappear. Keep them informed.

Remember to ask questions. Your questions help them to be better teachers of you.

Focus on what your advisor is saying. They are providing feedback to assist you. Ask clarifying questions about the feedback. If they are giving you directions be sure to follow them. Nothing irritates an advisor more than to provide constructive feedback and directions and they are ignored.

Agree on the milestones you can meet. Record action items. Who is doing what and by when. Note pad and Pen taking minutes and recording action action items

After the meeting post minutes. Even though you and your faculty advisor each took notes, it’s important to have minutes. You can send them out with the next agenda as well. By sending the minutes or a quick recap of the meeting, you can summarize action items. You can summarize the deliverables as well.

The Key to all thisis to start early. Have meetings even if they are only for 10 minutes. Meeting 1 x a week for 10 minutes can make a difference and move you closer to the finish line – graduation.

When in doubt ask even when not in doubt ask. You may find you have discovered an unclarified point.

Maintain on-going discussions about expectations with your advisor and yourself. Take home to reflect on your expectations and goals. They do change over time.

Remember you are preparing yourself to contribute new knowledge to your field. You are giving shape to a “new” you from consumer of knowledge to producer of knowledge. The adventure of discovery and meetings should assist you in that process.

Finally, remember your advisor is not a manager. It’s important to see your advisory as a catalyst and a facilitator.

You are in control of shaping your own graduate career. It’s up to you to get to the finish line and you will.

PhD comic strip about meeting with a professor where you did'nt do your work and he forgets about is as he is distracted

Fireside Chat: A True Story – Asking Questions is Key to Learning

There we were in Dr. Lewis’ textile chemistry class. Organic chemistry was the prerequisite. This was a very serious class. Dr. Lewis never smiled.

She would walk into the classroom and begin writing formulas on the board. You could hear only the scratching of our pencils as we frantically wrote in our notebooks trying to keep up. No one dared to speak or ask a question.

It had been a while since I had organic chemistry and it wasn’t coming back as quickly as I had hoped. One day as I sat in class, I was confused. I was too scared to raise my hand. No one ever asked a question. If looks could kill – she was very good at giving you this look – the “look that could kill.”

After class that day, I asked my classmates, “Did you know what Dr. Lewis was talking about?” They all said, no.

That was an “ah ha” moment for me. Up until that time, I thought everyone else in that class understood everything Dr. Lewis was teaching, everyone but me. I was experiencing lots of self-doubt. I figured everyone else was better prepared than I was.

My “ah ha” moment was this. There we were sitting in our graduate textile chemistry class and no one seemed to understand what was being taught. No one was brave enough to ask a question. I thought for a moment. This is “stupid”.

So, the next class as Dr. Lewis was writing away on the board, I got the courage to raise my hand. When she turned around Dr. Lewis was surprised to see a hand raised. She gave me a look – I held my breath. She called on me. I asked my question. Dr. Lewis answered it.

After class everyone came over and thanked me for asking that question. They didn’t know the answer either. It took courage to raise my hand and ask my question. After that class, my fellow classmates became brave and started asking questions. I learned that once one hand raises and breaks the “ice”, others follow shortly thereafter. If you can raise your hand to ask a question the first time, it becomes easier each time thereafter.

What I learned from that experience is this. Questioning is the art of learning. It’s okay to ask questions. Asking questions is the best evidence of understanding.

Questioning is important. Questioning is the key means by which professors find out what graduate students know, identify gaps in knowledge and understanding. If the professors are excellent teachers, they can scaffold the development of the students’ understanding to enable them to close the gap between what they currently know and the learning goals.

I learned that brilliant thinkers and scholars never stop asking questions. “Asking questions is the single most important habit for innovative thinkers,” says Paul Sloane, the UK’s top leadership speaker on innovation.

Asking questions is the simplest and most effective way of learning. Children are proficient at asking lots of questions. That’s how they learn.

I learned a lot from Dr. Lewis’ textile chemistry class in addition to the chemistry. Every time I teach, I make a point to smile, engage my students, and encourage them to ask questions. It is their questions that keep me learning.

Dr. Lewis got used to us asking questions and I learned a lot in her class. We did get her to smile. Sometimes teachers don’t realize that their student aren’t at the same level of understanding. It’s important to explain things in different ways to reach all the students in the class.

If you don’t ask, you won’t know. I always say “the only dumb question is the one not asked”. Have courage – raise your hand. Ask a question.

“He who asks a question is a fool for five minutes; he who doesn’t ask a question remains a fool forever.” Chinese Proverb

Fireside Chat: Advice from Faculty About the Dissertation

How do grad students learn about how to write a dissertation? I thought about my own experience as a first-generation grad student. There must be a better way to assist grad students.

I found a way. And in this chat I will share the experience of others who successfully completed the process and some who were going through the process. But first let me tell you how I found a way.

I happened to be visiting an experienced Graduate Dean seeking informal mentoring when I was invited to attend a special workshop. This workshop was a Dissertation Workshop for graduate students. I thought, what a novel idea. How can I do something like this for our grad students. And, so I did.

Using that workshop as a model, I expanded the idea to include master’s as well as doctoral level students. The first Thesis and Dissertation workshop was held on my campus in October 2000. It was a great success. We had a full house. Faculty from diverse disciplines were invited to serve on a panel and give their best advice to the attendees. They ranged from having just finished their dissertation (newly appointed Assistant Professors) to well established faculty (Professors).

The students asked lots of questions. One student captured the experience of attending the workshop as follows. “This is the first thing like this that we have had as graduate students. It makes me feel like I am part of a community of scholars.”

The Faculty shared great wisdom and I have the luxury of having saved my notes and am able to share their insight with you here. Much if not all of what they said holds true today and my hope is that you will find one nugget that will be of value to you. You may want to read the fireside chat on Dissertation Expectations.

Preparing the Way. Faculty had much to say about how important it is for you to get started right away. Do not let the first semester slip by without you taking action. They recommended that you:

Attend dissertation proposal meetings and defenses in your program right away.
Select a topic you like, and feel is important.Sometimes that topic will be selected for you by the funding agency, if not, you will want to be passionate about your topic.
Explore several possible dissertation questions.
Consider multiple designs and don’t prematurely foreclose on your topic.

One faculty talked about how important it was to prepare. He said the following. “If you don’t prepare the way – set the stage – you’ll end up like I do on Saturdays. I spend the day going back and forth to Lowes rather than making a planning check-list and making only one trip.”

Advisors. Selecting your faculty advisor is a major commitment. You may want to read the Fireside Chat A Mentor Saved the Day and do better than I did. Sometimes you may not have a choice in that your funding is tied to a faculty advisor. Be mindful. Everything is rosy during the honeymoon or early phase and it can get difficult during the middle of the process. You don’t want to divorce your major professor as I did (that’s for another fireside chat) or have them divorce you.

Choose an advisor with great care.
Expect some bumps in the road in working with your advisor.
Consider the advisor’s work load and promptness in reading and providing feedback.

This faculty member says it like it is. “At times during the dissertation process, you won’t like your advisor. I pride myself on not hating anyone, but I hated my advisor at times. Now that I’ve graduated, I don’t hate him.”

Committees. Think about committee membership in several ways.

How academically helpful will they be?
What is the social/political make-up of the committee?
What scientific paradigms do they represent?
How liberal or conservative are they scientifically/methodologically?

Never forget that there is a standard unspoken protocol. It is this. “Committee members usually defer to the dissertation advisor. That is the way the system works.”

Process.You will find that you are excited to begin. Your family will keep asking you, “When will you be finished? What is it you are working on?” The dissertation process is different from anything you have done in the past. As one professor stated, “The ‘bells’ that have rung in your past will probably not ring for you when you do a dissertation. You are largely on your own.”

Be proactive, not simply reactive during the process.
Remember that the dissertation process is a tutorial one – you and your advisor.
Map out the entire dissertation and then break it down into smaller subparts and tasks.
Set short term goals relative to the dissertations subparts and hold yourself accountable.
Identify technical and emotional social support assets.
Get by with some help from your friends.

One doctoral student in attendance summed up her experience and how your mindset makes a difference.

“As a doctoral student at the dissertation stage, I’ve discovered two attitudes among students. 1) This is what I have to do, and 2) This is what I chose to do because I have a passion for it. What a difference it makes to have the second attitude!”

Fireside Chat: What Do I Know Now – Advice From Grad Students

“What do I wish I knew then that I know now?”

This is a question I ask graduate students as they are finishing up and getting ready to graduate. They have great insight and wisdom to share. Here are a few pointers from several students with whom I spoke recently as well as other thoughts that I have shared with my students. The direct quotes are from the students with whom I spoke.

Before I begin, people always ask me so what is graduate education? I reply, think about your experience as an undergraduate or someone you know. Undergraduates are consumers of knowledge and graduate students are producers of knowledge. If you hold the thought that graduate students are producers of knowledge, then these remarks may make more sense for you.

“More is expected of you. More than what was expected of you as an undergraduate. I mean, much, much, more. It took me my first semester to figure that out.”

“It’s not like being an undergraduate. More is expected, and you can’t expect people to hold your hand.” “They will not feed you information like – telling you want’s going to be on the test. It’s no longer appropriate.” You are a professional now and the faculty expect you to behave and perform as a professional.

“It’s up to you to figure things out.” Take initiative, read and learn on your own. While it’s more demanding, there is life after graduate school so work effectively and efficiently now and get to your goal.

“It takes longer than you think. Things don’t always work out the way you think they will nor in the time frame you’re expecting them to.” “Not everything goes as expected.”

One student told me that as she entered the Master’s program, she thought she had all the time in the world to figure out her topic of research. She took her time the first semester or as she said, “I later realized that I needed to get going at the start of the program that first semester because I found myself behind at the beginning of the second semester. It goes by faster than you think.”

As I tell my students, your time here is limited. You are not here to earn tenure. Before you know it, we’ll be at fall break, then winter holiday, and when we return there are only weeks before spring break, then graduation. Each year seems to go by a little faster, which can be overwhelming when you have to meet deadlines.

Right now, you have the luxury to focus on one research topic or one project. Once you leave the university you may not have that luxury again as there will be many more demands on your time. Enjoy the process and the gift to focus on the one project now.

There is a need for patience and persistence.“I didn’t realize that I needed to be resilient.” “Things wouldn’t work out as I expected in my research. I learned that it was ok to fail. Through failure I learned to get up and try again and again.”

I always told my students we expect that things will not always work as we expect and if it weren’t for the failures we wouldn’t have the discoveries and innovation that we do today. The key is to “fail early” rather than later.

Take advantage of every opportunity. There is so much to be gained. Go to conferences, attend seminars, meet speakers. “I found the Grad School workshops on teaching and writing to be valuable not only while I was there, but also now that I am in industry. I use what I learned everyday with my team.”

In their own way they each told me, and I know as well, that graduate education is a transformative process. A transformation takes place from the time you enter until the time you leave. You sharpen your problem-solving skills. You develop and enhance your critical thinking skills that last a lifetime. You become a lifelong learner and create knowledge that we all benefit from in the process.

Remember that completing a graduate degree might appear to be a big job, but in fact “it consists of a million small chores” Haggerty & Doyle. Organize those million chores and ensure that you check them off on you way to that Big Goal – completing your degree!

Finally, never forget that you are giving yourself a gift – a gift of education that will last a lifetime and benefit your family, your community, and the world.