communication – forgradstudents

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: Creating a Space and Place – What we do matters

Mentor sitting with grad students talking and listening Creating a space for graduate education to support the unique needs of you, our grad students is so important. Grad students are not just “older” undergrads. You are unique individuals creating and discovering new knowledge that impacts our nation and the world.

It is important to create a space or place no matter how small or large where grad students know they are valued and can find their voices.

Creating a space is about creating quality experiences for our grad students. As Grad Deans and faculty, we must not be afraid of disruption. Our charge is to lead change.

It is important for grad students to be heard. Their voices and messages provide great insight and we need to listen. Grad student voices can be overshadowed on campuses where the majority voice is that of the undergrad. Yet – as I always say – it’s the grad students that are the “legacy of our universities.” Their voices have always caused me to stop and reflect. We need to create a space where their voices can be heard, and we can listen. 3 graduate students sitting and sharing their stories with the audience

Recently, I had the chance to hear the voices of grad students at another university. I listened and was moved. I will share some of the insight I learned from their voices.

In that space, I heard about the importance of asking questions. While I know that to be true, I heard it in a different way. Grad Education provides a venue for grad students to explore new opportunities and to find their real purpose. Questions like “How is the work I am doing supporting my goal for the future?” Statements such as “Touching the future with training I have received so that I can touch the lives of others” through counseling education. Male grad student sharing his story telling us he is about to graduate

Asking – “What is a PhD for?” and listening as grad students shared their perspectives and experiences. “To be truth seeking and when I see bad science to stand up.” To see the PhD as a path for personal development and “to develop technical excellence in your field.” To see “each step is as hard as the one before but it’s worth it.”

female humanities grad student telling her story I was moved when one grad student spoke about “reclaiming the future.” She was in the humanities and was bringing history and family experiences to new frontiers through song and blue grass.

Another student spoke about how she dealt with the transitional nature of grad school. “Everything in Grad School is transitioning.” She spoke about how she first connected with peers in her lab then branched out to her department and through place and space of Grad School, she connected to the university – peers across campus. “Grad school helps one to connect with people at the university level” that she couldn’t do by herself. It was the place and space that made a difference as well as the action she took.

She told the audience about how she invited her peers in her lab to spend 30 minutes with her eating lunch. She and others really looked forward to sharing ideas and conversations that wouldn’t be possible if she didn’t take the initiative to connect with them – even if it was for 30 minutes.

Our grad students are with us for a short time and yet what they give to us is lasting – we all can create space/place (even if it is at a picnic table for lunch) to support our grad students and assist them to connect. Male grad student telling his story

We all benefit – from a more inclusive community. Our charge to lead change begins with grad students, faculty, and Grad Deans to build a culture with new meaningful and relevant program and opportunities – it takes an acorn to grow into a tree. WE all can be that acorn – we don’t have to start out as the tree.

What we do matters! Picture of an acorn with saying It only takes an acorn to grow a tree

Fireside Chat: A True Story About the 3 Minute Thesis

What can you do in 3 minutes? Boil a kettle, make toast, listen to a song, wash your face, and get rice into the rice cooker? In 3 minutes 750 births happen; 1 million tweets are tweeted; and a graduate student can present the core of their research in a compelling way with one slide.

An 80,000-word thesis or dissertation would take 9 hours to present – their time limit is 3 minutes.

What a fascinating idea. Sharing your thesis in 3 minutes and one slide. How could that be? I was intrigued.

Here’s my story of how my curiosity and my passion for educating graduate students led me to bring the 3MT^TMto the U.S. – first at the University of Georgia. I then shared my discovery with the rest of the Graduate Community. Today, it’s been adopted in some form or another across the U.S. and into Canada.

I discovered the 3 Minute Thesis ^TMcompetition while talking with a colleague from the University of Queensland (networking). We were at a meeting in Munich, Germany in 2011. I can still see us standing around during a coffee break.

Several folks were talking about a three- minute thesis. A three-minute what? I was curious.

Once they explained it to me, I was hooked on the idea. It was exciting and challenging to share your research in 3 minutes or less to an intelligent lay audience with one static slide, no dancing, and no props. That’s not all, you had to engage your audience to want to learn more.

Returning home to Athens, Georgia, I gathered my team and said, “We’re going to do a 3 Minute Thesis ^TMCompetition! We’re going to do it this year! This competition is so relevant for our students to hone their communication skills. It will be fun.” You should have seen the surprised look on their faces. That was October and we did it! We held the first 3MT^TMto my knowledge in the U.S. on March 29, 2012.

Why did I push so hard? What was my vision? I wanted to help grad students succinctly communicate what they were doing – what their scholarship was about – and the “so what” of it.

I saw the value of these students sharing their knowledge to a wider community. As it happened – they are holding 3 MT^TMcompetitions across the U.S. It’s an important career and employability skill.

A skill essential for career advancement. Students need to be able to communicate technical information to a smart intelligent lay audience like policy makers, or in a job interview, or to their grandmother.

The competitions are amazing. I learn so much each time I attend one. It’s tough to judge these – I know, I served as a judge.

Students learn as much by preparing for the competition. They learn how long or short 3 minutes are. They learn not to speak using jargon.

Most importantly, they share with a broader audience 1) the benefit of graduate education, 2) that graduate education is a public good, 3) the new knowledge they created, and 4) they inspire others to want to know more; they peak their curiosity. It’s curiosity that drives the engine of innovation and creation of knowledge.

Several students shared that they practiced giving their talk at a stoplight. Others practice in front of their friends or even in front of their grandmother. If their audience could understand them, they knew they are on the right track.

I knew I had to share the marvelous aspects of the 3MT^TMwith my grad dean colleagues. They could see I was passionate about this competition. They invited me to bring three of my finalists from our competition to “perform” for the Conference of Southern Graduate Schools (CSGS) Deans regional meeting over lunch.

To fully understand. You need to stop a minute and picture the setting in which this was done. Imagine wait staff clearing dishes, the clinging sounds of silverware and glasses being remove from the tables. The distraction of dessert being served. That was our background.

I arose from my table and proceeded to introduce each student one at a time and they each gave their three-minute talk. Each dean was so impressed. I could see it on their faces. Their focus and attention were not on dessert and coffee or a conversation with their neighbor, but rather on each student as they presented.

They were so impressed with how professional, engaging the presentations were, and how the distractions of the clearing of the tables did not bother any of the students. “WOW” was the comment I heard most often followed by, “How do we do this on our campus?”

Next year many of the deans began to implement a 3MT^TMcompetition. Before you knew it, CSGS was holding a regional competition inviting the winners from each campus to compete. Today, regions are sending their winners to the Council of Graduate Schools (CGS) meeting for a national showcase.

I love the 3MT^TM. I love what it can do for students. I love how an idea – an innovation – can be shared for the benefit of our students.

I invited Legislators to meet with our students and experience their three-minute talk. I had our students do their three-minute talk to the Chancellor, to the Board of Trustee members, to Alumni Boards, to my Development Board.

It demonstrates the powerfulness and impact of communication. The audience sees the result of the value added and transformation that occurs in graduate education. They can also see the public good of graduate education.

So next time you have 3 minutes, maybe you will be practicing your talk. It’s not as easy as you think.

Fireside Chat: Emerging Skill Needed for 21st Century Career Sector

What does it take to succeed in today’s 21^stcentury job/career sector? What is different from yesterday when many of us were entering the job “marketplace”? I actively seek out answers to these are questions to assist graduate students and post docs.

I don’t need to tell you that in the future, more jobs will require an education beyond a four-year degree. In just a few short years – we know that millions of new and replacement jobs will require a graduate degree. That is definitely different from yesterday.

Recently, I had the opportunity to serve on the National Academy of Sciences Committee, “Stem Education for 21^stCentury” and a panel at the National Summit on Developing a Stem Workforce Strategy. This panel included leaders from a variety of technology industries. We discussed the challenges businesses face in developing the work force and how the skills and knowledge of graduate students are needed and valued even more today.

You read the word stem and you are in social sciences or the humanities, this information is as relevant to you as it is to all graduate students. How do I know this?

My research comes from interviews and conversations with CEOs and industry leaders; participating on the Council of Graduate Schools Committee “Pathways Through Graduate Education and into Careers”; listening to graduate students, post docs, alumni; attending a conference, “The Future of Work” and engaging business leaders in conversation about this topic.

I have been asking these questions for years and what I recently discovered is that there is a new skill that emerged. Of the three skills, two were consistently mentioned to me over the years. They are 1) Communication skills both oral and written, and 2) Teamwork, especially interdisciplinary. The emerging skill that is needed is agility or flexibility.

Communication. It’s important for students and professionals to acquire the capacity to communicate the significance and impact of their work to the public at large. It’s what I call the “So What?” factor. Your work is important to you, but how does it relate or impact me or my stake holders? That’s what the public and policy makers want to know.

Interpersonal communication skills are a critical component of being able to work across disciplines or in diverse groups or committees. They are necessary just to get along in the office or the lab.

Industry leaders emphasized the importance of being able to discuss technical issues with nontechnical individuals. This essential skill is needed for job success and career advancement. Tied with that are presentation skills. How does one present their information to engage the audience?

It is critical that all graduate students be able to communicate across generations – from Millennials to GenX to Boomers. Each generation has a different style and way in which they like to communicate from texting to face-to-face meetings. It is incumbent upon us to understand how to communicate across different generations and with diverse intelligent lay audiences. We are trained to communicate effectively with those in our disciplines. We need to expand our skills. The 3 Minute Thesis^TMis an excellent way to practice this.

Teamwork. Why is teamwork so important? Andrew Carnegie said it well. “Teamwork is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows common people to attain uncommon results.”

Developing the ability to work collaborative in a team involves having depth in your discipline and being able to work effectively with colleagues with expertise in other disciplines from diverse cultural backgrounds. You need to be able to work with different research methodologies and work styles. That is the lay of the land today. This is different from yesterday.

“No problem can be solved alone.” I heard that repeated numerous times over the last few years. “This is how industry works” – is what I also heard. Numerous studies and reports in the literature have documented the importance of the ability to work effectively in teams. Today industry puts people together in teams to solve complex or “wicked” problems or issues. Thus, you need the communication skill set I described above as well as the ability to listen. Yes, problems are more complex today and that is different from yesterday.

Agility or Flexibility. Being agile or flexibleisthe emerging skill that was emphasized as I visited with alumni in the corporate sector. As I listened to leaders and alumni from Non-profits, the Chemical industry, the Tech industry, Textile industry, as well as the law industry, the message was the same. They told me that to be successful and to advance in your career, you need to be agile and flexible.

You need to “Think Big, start small, and move fast.” “Change will be rapid and disruption intense.” You may be working on one project today and have to totally change direction tomorrow or change projects as the company is moving in a new direction.

You need to be able to shift gears quickly and often. If you don’t or can’t, you will be left behind. That message came through loud and clear as I spoke with alumni and industry leaders from across the country.

For you to bring value to the workplace, you have to bring you’re A+ game. That includes having these three skills in your “tool box.” That’s what’s different from yesterday.

Fireside Chat: Communicating Your Science is an Important Professional Skill

There are many skills that a grad student should take away from Graduate School. For those of you in STEM fields (science, engineering, technology, and math) learning to communicate your science to different audiences is critical. You may not believe that now, but consider the poor state of the public’s science understanding.

We do the public a disservice by not assisting them to understand what it is we do. The more they understand, the more they are able to make informed decisions. Communication is a key professional skill and no longer considered a “soft skill.” Every grad student should have communication as a professional skill.

There was a time when those of us in science could be certain that all we had to do was share the facts of our scientific knowledge. At that time, the public valued the knowledge and scientists were generally trusted.

Currently, the public acceptance and understanding of what it is we do and why, or the impact of what we do, can and does influence governmental policy and regulation, whether it is at the local or federal level. That’s why science communication is more important today than ever before.

If we as scientists communicate more effectively, we all benefit and science thrives. The public is looking for us to be able to communicate our discoveries and the resulting impact, or as I like to say, the “so what factor”.

The public is asking “What does it mean for me? What difference does it make?” Why is effective science communication important for you? It affects your ability to have a competitive edge when on the job market or when you are seeking career advancement.

Ultimately, our ability to communicate science effectively enables more informed decision-making at all levels; we all benefit.

However, today, many voices compete in the marketplace of public opinion. Anyone with a laptop, a video camera and a compelling message can share their views on scientific matters that may or may not be rooted in science or even in truth. In fact, today science doesn’t always have the upper hand in matters of critical importance to our country and our world.

As researchers, we often start explaining from the perspective of our own understanding, and sometimes the vast knowledge we have acquired in our field can be an obstacle to clearly communicating our research. It’s challenging for many of us in scientific fields to dial it back to the thousand-foot view so we can communicate with a general audience.

Scientific jargon gets in the way of communicating science. All fields have their own unique jargon, and when we communicate with our peers, they understand our message. But outside our sphere of our discipline, jargon only confuses people – It excludes others from the circle of understanding. Look carefully at the jargon you use, and find terms that explain the principles you want to share. For example, practice explaining your work to a non-scientist relative, what would you say?

Think about why you got interested in your research area in the first place – maybe you wanted to save the environment or provide a safe source of drinking water for people around the world. How did you get from that “Big Idea” to the lab or the field in which you work now? What inspired you and what does your research offer to address the world’s problems. Think about the “so what?” of what you do.

People love stories, and often they will remember a story about your research better than the theories, data and results. Think of a “hook” to catch their attention and reel them in. Engage them. Peek their curiosity.

You may have heard the expression, “people don’t care how much you know, until they know how much you care.” Share your passion for your work, and help your audience to understand what it means to them. What challenges are you trying to address? How might your work improve lives?

Of course, there are many ways to communicate your science. A colorful image can look like a piece of art, but the story behind the image can capture the imagination of your audience.

Social media offers opportunities to share a nugget of scientific wisdom. Each media platform offers unique ways to share your science and connect to others in your field.

Whatever your passion, think of ways that you can share it with others. In addition, make it a goal of your graduate education to become a skilled science communicator.

How can I gain experience in communicating science? There is the Alan Alda Center for Communicating Science at Stony Brook University that offers programs for masters and PhD students. The American Association for the Advancement of Science (AAAS) and the New York Academy of Science’s Science and the City program offer opportunities for scientists to engage. There are “science cafes” in many cities, or science museums where you can hone your skill. Finally, don’t forget the 3MT ^TMcompetition that many graduate schools are holding. Many schools are collaborating with faculty from communication disciplines and offering summer workshops and training. It’s up to you!

Fireside Chat: Conference Job Search Strategies

My niece called the other day asking for assistance. She was going on the job market and attending a conference where company reps and recruiters would attend. The first thing I asked her was, “Has your major professor talked you about what to do?” I wasn’t surprised by her answer – no. So, I told her that she wants to be better prepared than I was attending my first meeting.

I remember my first conference – early on in my graduate career. I was clueless of what to expect. Good thing I wasn’t on the job market. Good thing I had a fellow grad student with me. Together we managed to navigate the large meeting and exhibits.

If I knew then what I know now, my first meeting would have been even more successful. First thing I do now is to scan the pre-program to identify speakers with whom I want to connect. I may do some research on them. Read some of their papers. Check them out on LinkedIn and Google them.

Next, I prepare a question or two to ask. A question that is more open ended. One that requires more than a yes or no answer. I always like to follow up with a “How so?” You always get more information that way.

When scanning the program I look for any pre-conference workshops where I can add something of value to my “tool box”. Find additional people with whom I can connect. I look for any dinner or reception opportunities where I can network.

Coffee breaks are important times. I use them to seek out people I want to meet or with whom to reconnect. I’m always keeping my network current. Finding out new pieces of information that can be helpful. Sharing what I am doing is important so my information gets circulated as well. Plan coffee breaks well – they are important. Make sure you plan to get some coffee too!

Go to the meeting prepared. Have you ever thought about your business cards? What you don’t have one? Even graduate students need a professional business card with current information. Business cards are important. I always present my card with my name facing the individual to whom I am giving the card. Why would I do that? I want them to remember me and know my name. It’s also very appropriate in different cultures to do it that way.

You can present your card to the speaker or to your new contact and write on the back of the card the question or the “ask” you want the person to do. For example, you may want to ask for a copy of their paper or survey instrument.

Write that ask on the back of the card. This serves as a reminder to your new contact of what it is you are wanting. It also helps them remember you when they return home. That is important!

You may be asking your new or existing contact for a referral. Maybe this person can’t assist you. Always ask, “Professor Smith, who would you recommend I speak with about X?”

They may give you a name of a person to contact. You can write that on the back of the card they gave you. Always ask Professor Smith if you can use their name when making contact with the person. That will assist you in your next step when you reach out to that contact you are now connected through Professor Smith.

Something simple as, “Mr. Newperson, Professor Smith suggested that I contact you regarding X.” The door is now open for you to engage Mr. Newperson in a conversation.

When you are meeting someone and exchanging business cards, take an extra second to carefully present your business card so the person receiving it can read your name. When you receive theirs, take a moment and read it before putting it in a safe place.

I make sure I have two designated places to store my business cards. One place is for my card, so it is readily available when needed – I don’t want to fumble around looking for my card. The other place is for the cards I receive. Never shall the two meet. That could be embarrassing if they get mixed together and you give out someone else’s card for yours. I also don’t want to be seen shuffling though business cards to find mine – I did that once – not recommended.

It doesn’t take much to be prepared and your time and effort will pay off in a successful experience at the conference. Much like my niece’s experience was.

Here is a quick recap.

Prepare before the meeting by scanning the program
Planning your strategy for each part of the program
Draft a few ice breaker questions
Have your business cards ready
Ask for a referral

Fireside Chat: Collaboration and Communication

Collaboration and communication both begin with the letter “C” and so does the word conflict. As we think about or even experience collaboration, we learn first-hand that everyone in our group or team has a different perspective. We see things through different lenses. That is what makes collaboration rich and exciting. At the same time it is our different lenses that create the potential for conflict unless we stop for a moment, spot the conflict (what we are
seeing and experiencing), and be open to receiving and understanding the different perspective. It does not mean we have to change our viewpoint – just be open to receiving other perspectives. When we are open, we are more receptive, we expand, and we grow. That is where the growth is in collaboration.

We all are the same. We all have a different viewpoint, a different way of doing things, a different method to solve problems or issues, a different cultural experience. I could go on and on about differences and that is where conflict can arise – in the differences. As Tom Crum states, “The quality of our lives depends not on whether or not we have conflicts, but on how we respond to them.”

Conflict can be subtle and very passive aggressive or conflict can be “In your face”, New Jersey style. Having lived in many parts of the country from NJ, to the mountains in the west, to the southwest, to the south, I learned how to live in different cultures and to understand different forms of communication and styles of conflict. I was used to the direct in your face style of conflict however, living in the south, that direct style of conflict just would not be appropriate.

Communication is another way we can experience conflict through the collaborative process. The conflict can arise from our different communication styles. That is, how we receive and how we send communication can cause conflict. Let me give you an example of different communication styles or preferences with respect to collaboration.

The other day, I was having an impromptu conversation with two graduate students. One was a Gen X with business/industry experience and the other a millennial coming straight through from an undergraduate program. Both were in the same department and working on doctoral degrees. I engaged them in a conversation about collaboration. What I learned was that Gen X with industry experience had a different understanding with respect to expectations in how to communicate and collaborate with other generations especially with Boomers. Boomers like the face-to-face means of communicating and collaborating. Millennials prefer other means of communication. From our conversation, it became clear to me that different generations have expectationsthat other generations should meet their expectations and preference style in communication. Communication is key to collaboration. As Stephen Covey says, “Seek first to understand, then to be understood. This principle is the key to effective interpersonal communication.”

The Gen X person was very clear and stressed the importance of collaboration. “Collaboration is an essential skill in the workplace and that you cannot solve all the problems by yourself.” Both students told me how Millennials perceive collaboration differently. The Millennial stated that Millennials collaborate using technology for example on google drive. In so doing, each person can work at different hours; people can do their own thing, and isolation can become an issue. Millennials are collaborating when they add to the document or conversation in google drive. The Gen X had a different perspective. “Collaboration looks different today as a result of technology”. Collaboration happens best when team members “work in person” and not remotely. The Gen X student left me with this thought, “Bigger better ideas come through sharing knowledge and the end result is more innovation.”

What is clear is – as we engage in collaboration, it is important to understand the expectation preferences of each team member’s communication style. Perhaps a hybrid model will evolve to include the best of each generation.

What is important is that each generation wants respect and if we start with that premise, then Collaboration and Communication will begin with a big letter “C” and conflict with a small letter “c”.