graduate students – forgradstudents

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 – 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: 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: 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.

Fireside Chat: How to Be Successful at a Conference

You are prepared to attend the conference. You’ve done you preplanning. Now what? Let’s talk about being at the conference and what you can do to be successful.

Imagine – see yourself at the conference. See yourself walking with confidence the whole time you are at the meeting. Even if you are an introvert like I am. It’s important that others perceive you as having confidence. I always say – Walk like you are in NYC (New York City). That is, walk like you know where you are going even if you don’t. Don’t appear like a deer in headlights.

Name tags – pesky and annoying as they are, they are important. A valuable lesson I learned from a politician was to wear your name tag on your right side. It feels comfortable and natural for me to place it on my left side given that I am right handed.

The politician explained to me that the reason for wearing the name tag on the right side was so when you extend your hand to shake and introduce yourself with your name, that person you are meeting can look up from your hand/arm to your name tag and see your face. The association of name and face is important and helps people to remember who you are.

If your name tag is on the left side, then the person you are meeting has to lean over to read your name while trying to shake your hand and then back to see your face. It doesn’t flow.

What do you do if that name tag is on a string? Never fails that string is too long. For me, I find the name tag on the string hangs down to my midsection. I don’t want someone bending down to read my name tag around my stomach.

There is an easy fix. I always pack two magnets. I place one magnet on the inside of the back portion of the plastic cover of the name tag and the other magnet behind my jacket or shirt on the RIGHT side and not hang the name tag on the string.

If I forget to bring my magnets then I tie up the string to shorten it. That just doesn’t work ask well as having the name tag on my right side.

Appearance – Be mindful of what you wear to the conference. Your appearance is so important. You have less than 10 seconds to make that first impression and it is a lasting one.

It’s not easy to interpret what is meant by business casual, especially for women. For the men, it usually means a shirt, no tie, and a jacket or a golf shirt and jacket. For women there is not a standard business casual uniform. So what I say is this … it’s not tee shirts and flip flops.

You always want to look like the professional you are. Most decisions about a person are made nonverbally as you walk through the door.

Quick Recap

Remember name tag on the right side
Walk with confidence.
Dress and look like a professional who already has the job
Enjoy the conference!

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: A True Story – Introvert at Important Reception

While it may seem to you that I am an extrovert, I’m really a border line introvert/extrovert with the emphasis on the introvert. It’s not easy for me to break into groups – especially groups where I don’t know anyone. It always seems to me that everyone knows everyone and I am on the outside looking in. Has that ever happened to you?

Never fails – when I walk into a reception I notice all the faculty standing around talking to each other while the rest of us just look on. Over the years I learned how to be more successful in navigating these events. It’s really not that hard.

First, as introverts we have an advantage! We listen. I realized that I am a good listener and that people really like to talk about themselves. So that makes it easy. I let them do the talking and I do the listening. Now I’m connected.

The key for me is to prepare a question to ask and then listen. The question might be about the speaker we just heard, or the latest event happening on campus, or something in the news. It’s just an ice breaker. Or I ask them to tell me about themselves. That one always works.

I also figured out a few ways to gracefully navigate an “escape” from the person that goes on and on. One way is to say. “It’s been great talking with you and I promised ‘so and so’ that I would meet up with them at the break.” Sometimes I am really lucky and another person comes along. That is what I call divine intervention. I don’t feel guilty about leaving, the person talking now has a new person to engage.

As a female I find that it can be difficult at times. I remember this one time when I was at a reception that the Chancellor of the University System was hosting. I wanted to talk to the Chancellor about an important matter and get it on her radar. She was surrounded by a group of male faculty members. They knew where the power was.

My task at hand was how to I break into that circle and speak to her. I looked and found an opening in the circle. Stood there and listened to the conversation.

I had a plan. I was not going to shout my question from across the circle. I had to maneuver closer to where she was standing. So, I slowly kept moving around the circle until I could get right next to her. I did. When I was there standing next to her I engaged her with my question. Because of my proximity, I had her undivided attention.

Later a male faculty member said to me…I saw what you were doing, that was a pretty clever move.

I know you can be clever too.

Fireside Chat: Friends and Chocolate

“There is nothing better than a friend, unless it is a friend with chocolate” especially in graduate school. Making friends in graduate school was so important to me. My friends have lasted me a lifetime. They kept me connected with what was important and hearing from them instantly brings back great memories and a smile.

My friends helped me get through the difficult times like taking my qualifying exams or preparing for my orals. They were my cheerleaders. They shared their experiences. They were someone I could talk to and they helped to make the process of graduate education not be so crazy and hard.

I am still in contact with many of my friends. Even if we do not get to see each other, we take the time at least once a year to drop a line and catch up with each other.

Best fun I had was making friends with people outside my department. It was a great way to let off steam. We might go for hikes or a run (not my favorite) or hang out in the park. Sometimes we gathered our “pennies” and went to happy hour for a beer and pizza at Big Al’s; he was big and his pizza the best in town. Our gatherings over food were always special. It was a time where we would explore and dream about our future.

Sometimes I just needed a friend to listen to me. Like when I was dealing with a difficult major professor. His idea was that I was to work, work, and work; until he told me, I was finished. My idea was to push back and say, I have a job waiting and I cannot just “work, work, work, until you tell me I am done”. Having my friends made the difference of me being able to complete my degree.

We talked about what was going on in the world, elections, weather, and any subject other than school. We celebrated our successes and milestones. My friends made my experience in graduate school full, full of growth, happiness, fun, and of course food. I hope yours will as well; and do not forget to bring the chocolate!