Study Music

Great studying music! Free access to more than a million tracks of classical streaming audio with Naxos Music Library. This UW-restricted resource is provided by UW Libraries.

Writing in Graduate School: Making Sense of Feedback

Core Programs welcomes guest writers to our newsletters – UW students, staff, and faculty. Since it is the time of year where many of you are working hard on your writing, we invited Dr. Karen Rosenberg, UW alum and director of the UW Bothell Writing and Communication Center, to share some guidance with you.

Getting feedback on our writing is a key part of graduate school (and, for many of us, life well beyond). Sometimes that feedback is exactly what we need: it stretches our thinking; it confirms that the path we’re bushwhacking is gorgeous and useful; and it sharpens our tools as we continue the journey. When we get this feedback, we know how to course correct and how to forge our way ahead. Thank your professors and study what works about their feedback – hopefully we can use our intellect and spirit to support others down the line.

Sometimes the feedback on our writing isn’t great, but it isn’t terrible either. It doesn’t rock our world with its insights, but we’ve been muddling along all right for a while now and the feedback serves as a green light to keep going.

But sometimes–whether intentional or not–the feedback hurts. It takes the wind out of our sails. It makes us doubt ourselves. In one form or another, this has happened to many of us who have gone through graduate school (that is, jumped through all of the hoops we have jumped through to be in our current predicament of getting painful feedback on our writing). So we might as well talk about it.

First, remember that we are getting feedback on one piece of writing, not on us as writers (and certainly not as whole, beautiful, complex people). This sounds so utterly obvious, yet it bears a reminder every now and again. We are not our writing.

Second, in the UW Bothell Writing and Communication Center where I work, we repeat the mantra: writing is never done, it’s just due. So once we have tended to the sting of the fraught feedback, we can see if we can scavenge any useful bits from it, bits that enable us to revise our work…literally to see it again.

Before we get there, it helps to tend to the sting. I don’t know what it feels like for you (and often I haven’t known what is has felt like for me, because when I was in graduate school I sought to distance myself from my feelings in a misguided effort to become more ‘academic’). But during my 8 years directing the Writing and Communication Center, I’ve spent time thinking about what helps and hurts in responding to others’ writing. Here are some tips to tend to the sting and then use the feedback to move forward:

Read all of the feedback.
Identify what you’re feeling. Shame? Anger? Despair? Nothing? You don’t have to do anything with these feelings except acknowledge them and, if you can, sit with them. Over time, this can help us receive the feedback in a less personal way.
Step away for a while. Get some distance.
Find your people. Seek out friends, family, and colleagues who can help you get in touch with your voice, your gifts, and your most vital reasons for being in grad school.
Use your resources. Schedule a writing tutor appointment at the Bothell, Tacoma, or Seattle campus. And check out these online writing resources curated by the UWB Writing and Communication Center, UWT Teaching and Learning Center, and UWS Odegaard Writing and Research Center.
Return to the feedback. What’s useful about it? What productive questions does it open up? Make a list of questions to discuss with your professor.
Reject feedback that questions your right to be in academia. For example, Latinx student Tiffany Martinez writes about a professor who circled the word “hence” on her paper with the comment “this is not your word.” She rejects the feedback, describes the sting, and doesn’t let it derail her from academic path.
Talk to your professor and make sure you have a clear sense of your next steps – ones that feels authentic to your voice and your goals for being in graduate school.

Many thanks and gratitude to Dr. Karen Rosenberg for writing this edition of the Core Programs graduate student newsletter.

You’ve Got (Too Much) Mail

I get a LOT of email (including this one, no offense), and I can’t keep up. How do I get off all of these email lists? Shouldn’t there be one place I can change my preferences? —Anonymous

I feel your pain, really I do. Unfortunately, just due to the sheer size of this university and the autonomy of various units, there is no one definitive, central place. However, if you focus on a few key sources, you should be able to drastically reduce your inbox.

Click on “Manage subscriptions” at the very bottom of the Graduate School Digest newsletter, in the footer. It will take you to your email subscriptions, but only for the Graduate School. If you click on “View all email subscriptions for the UW,” you’ll be able to manage all your email subscriptions. However, the caveat is that this is only for emails and newsletters sent out through this particular software (Convio).
Visit mailman13.u.washington.edu/mailman/listinfo for a list of all UW listservs.
Some units may use another software other than Convio, such as MailChimp. You will have to manage subscriptions for those outlets separately. There should always be options at the bottom.
Some emails may be coming from the Registar’s office, or Financial Aid, etc. You will not be able to get off of these lists.
Some emails may be coming directly from your department or a professor. You’ll need to consult with the relevant unit.
If you can’t get out at the source, take advantage of your email software: set rules and filters.

You should have control of how much communication you receive, of course, but I want to advise you to unsubscribe thoughtfully. There have been instances where students opted out at the parent level and then were frustrated they were not getting notices of funding opportunities, events, etc.

Ask the Grad School Guide is an advice column for all y’all graduate and professional students. Real questions from real students, answered by real people. If the guide doesn’t know the answer, the guide will seek out experts all across campus to address the issue. (Please note: The guide is not a medical doctor, therapist, lawyer or academic advisor, and all advice offered here is for informational purposes only.) Submit a question for the column →

Self-Reflection and Dialogue

Many of us will be spending the long weekend with loved ones—both biological and chosen. A time for sharing and holding space with family and friends is much-needed—not only because you have all been working so hard this quarter—but also because the current political climate has been difficult to bear (to say the least).

This time can also serve as a starting point for us to think beyond solely expressing gratitude—and beyond feeling despair—to in fact being self-reflective about initial ways to show up for social justice. And to put that self-reflection into dialogue with loved ones. Here are a few examples (not exhaustive by any means):

Learn. If you’ve been curious or interested in supporting communities most impacted by multiple oppressions—Black and Native communities, Trans and Queer communities, Muslim communities, People with Disabilities, and Undocumented families are just a few examples—an important first step is to learn about their diverse histories of community resistance and resilience in the United States.

Listen. Attend public events where the voices of marginalized communities are truly centered and amplified. Listen with humility. Sit with, rather than respond to, what might feel like a knee-jerk reaction to interrupt or be defensive—and just listen. Hear from multiple voices within a single community—as no individual can represent the whole. Here are concrete ways listening can be used to further social justice.

Dialogue. If we are to end systems of oppression like racism, sexism, transphobia, ableism, or xenophobia, conversations about these issues must be initiated within our own communities—amongst our own families and friends. I know what you’re thinking, “You want me to start a conversation about oppression with family during the holiday?” Not necessarily, because when and how you chat with family and friends depends on the context. We do know that ignoring the reality of oppressions will not make these issues go away. It is through the recognition of this reality that we can begin to move forward. And always remember that you can practice self-care during the holiday.

Take good care this weekend, and we applaud you not only for your commitment to intellectual and professional pursuits but for your community engagement as well.

With Respect,

Kelly, Jaye, and Ziyan
Core Programs Team

U-Village

University Village, a huge outdoor shopping center just east of the Seattle campus, lists many student discounts, some exclusive to UW.

Professors on Pedestals

Is there a place on campus where I can learn how to address/talk to professors? I have been in the US for about six years now, but I am originally from a culture where one is supposed to show respect to people older than you. I therefore still cannot bring myself to address a professor by name (as my other fellow graduate students do), or write an email to them without putting in multiple “Thank you for your time!” and “Sorry to bother you…”.

When I read my own emails that I send out to professors, it’s cringeworthy, since I’m so deferential. It’s worse when the professors I address are just a couple of years older than me. I want to learn to get over this. My friend recently pointed out that calling someone “Prof. X”, and writing so many Thank Yous and Sorrys in email skews the power dynamic a bit too much, and that I should treat professors as colleagues if I want them to treat me as one.

How do I learn this? I hang out with a lot of American friends but somehow this is something I’m unable to learn. —Anonymous

Hi, there. In order to address your question, I reached out to several campus partners. I hope their multiple perspectives and experiences are helpful.

Ziyan Bai is a graduate student assistant with the Graduate School’s Core Programs and Office of Postdoctoral Affairs:

“In Winter 2016, I organized a workshop on “Communicating with Faculty” for international grad students. At the workshop, a panel of 3 faculty members and 4 advanced international graduate students from social science, science, engineering, and humanities shared commination tips and strategies including communicating in person or via email.

I also got this question many times during my 1-on-1 mentoring with new international grad students. This is not an uncommon situation. The bottom line: find a middle ground that students find comfortable with the degree of reverence they show in the email or talking in person. Usually international students find it uncomfortable if they try to “get rid of” their home culture in order to fit in. There is no universal standard in communication, so staying connected with home culture and being open to learn new culture at the same time is recommended.”

Note: Workshop will be offered again in Winter 2017. Details will be announced in the Graduate School Digest and on the Graduate School’s events calendar.

Era Schrepfer is the executive director of the Foundation for International Understanding Through Students (FIUTS), which offers a wealth of support and programs for international students at UW:

“We hear this question pretty frequently. I usually suggest visiting the professor during office hours and being totally honest about this with them directly. Just say, ‘I’m from XXX and in my country we are taught from an early age to treat teachers much more formally, so the culture in the classroom here is hard for me to get used to. I want to be successful in your class and for you to feel comfortable. What do you suggest to help me with this?’

Usually, they really don’t mind being treated more formally by international students, but it helps to start off the quarter with a conversation. Sometimes, it’s easier to feel comfortable with a professor when you know them a little bit on a personal level, and it’s meaningful to the professor as well. So ask them questions about themselves. Have they ever been to your country? How long have they been teaching? Where did they go to school? It’s helpful to find some common ground with them and see them as people just like you.

Power distance is one of the most challenging cultural elements! I know a lot of alumni who still struggle with it many years after coming to the US!”

Elloise Kim is the president of the Graduate and Professional Student Senate, and an international student herself:

“As someone who is from a similar culture, I totally understand why you are hesitant to freely communicate with people like faculty members. In my home culture, a respectful manner for people who are older or hold a higher position is obligatory. Yet, if people here can interpret your attitude not necessarily as carefulness but as cultural clumsiness, you may want to question for whom you insist to keep such manners.

I’d like to suggest to learn American cultural manners in the way you have learned English. In other words, think of it as a foreign language. Its syntax and phonetics would be very different from those of your original language. But, you have to learn and practice it in the way the language is spoken by native speakers. You do not become a totally different person while speaking English – rather, you are speaking another language still being yourself. Likewise, ways of communication need to be learned and adjusted. You can be very polite in a different way!”

Katie Malcolm is an instructional consultant for the Center for Teaching and Learning and specializes in working with international, multilingual and first-generation college teachers and students:

“This is a great question, and one that many grad students have. The resource ‘Communication Strategies for International Graduate Students‘ has some specific strategies for students about communicating with advisors.”

>>If you’d like the full manual, you can request a free copy. <<

Health Sciences Labyrinth

Any tips or tricks for finding my way around the gigantic Health Services/Medical building? It’s been the hardest part of school so far. — Anonymous

Ha! Yes, the Health Sciences Building is infamous for swallowing up unsuspecting students. A couple of tips are to stick to the third floor to navigate horizontally until you get close, and then to navigate vertically. If all else fails, sometimes it’s easier to just go outside and orient yourself and come back in through a different entrance.

The Guide also reached out to Lucas Calderón, the building services supervisor. He said, “You are indeed correct that the Health Sciences Building (HSB) can be a bit of a maze. Here are a few suggestions that I think would help students who are not familiar with our building:

HSB is open 6 a.m. to 7 p.m., Monday through Friday (closed weekends and holidays)
Many of the School of Medicine classrooms are located on the 5^th floor of T-Wing (one floor up from the 4^th floor T-Wing overpass entrance)
The Health Sciences Lobby enters into C-Wing
Floors 3, 4 and 5 provide access to all wings in HSB, as well as the UW Medical Center
HSB is accessible from the interior to the UW Medical Center between 6 .m. and 7 p.m., Monday through Friday (not accessible weekends and holidays)
The Health Sciences Library has two T-Wing entrances (one each on the 2^nd and 3^rd floor)

Thriving in Graduate School 2.0

GSEE invited Core Programs staff to facilitate a power hour event called Thriving in Graduate School. Graduate students who attended had the opportunity to learn from a panel of experienced graduate students of color currently working on their Masters and Doctoral degrees. These included Jessica Hernandez (Marine and Environmental Affairs & Environmental and Forest Sciences), Crystal Agoncillo (Evans School of Public Policy and Governance), Lindsey Wilson (Education), and Issa Abdulcadir (Sociology), who shared their wisdom and strategies for surviving and thriving—within and outside of graduate school. We thank them for allowing us to share their pearls of wisdom below.

Self-advocacy. In order for you to get the support you need, meet goals, and achieve milestones as a graduate student—it is important that you advocate for yourself so you can be–and feel–successful. If you are in need of emotional, professional, or intellectual mentorship from peers, reach out to students within and outside of your cohort. Finally, take the initiative to schedule regular meetings with faculty mentors and advisors. E-mail them a meeting request with a short, realistic list of things you’ll be talking about (e.g. coursework, preparing for a conference, the progress of your thesis or dissertation, job search, or even a set of questions that will help you understand your graduate program better), and a list of dates and times you can meet, especially if you are unable to meet during their office hours. As you need to, negotiate for changing deadlines to ensure you are putting forth your best work.

Community. Recognize that you are a whole person, with a need for community on and off campus. It is perfectly okay (and necessary) for you to foster community with students, staff, and faculty across campus, especially if you have similar life experiences based on race, gender, ability, sexuality, economic background, or nationality. Connecting with individuals who share experiences based on your identities and shared values can help decrease isolation and buffer the effects of campus-based microaggressions. Connecting with community can also look like making time in your schedule to spend time with, skype, or call loved ones to maintain relationships with family and friends, especially if you moved to Washington for graduate school from another state or country. This can also look like volunteering with local organizations and social movements in your city, as many of us care deeply about issues of equity and social justice.

Purpose. As above, connecting with people and causes that you care about will keep you fueled for the long road ahead that is graduate school. Remember why you are here and the contributions you want to make. Your purpose and passion is your North Star and can help to ground you when the deadlines, demands, and noise around you get to be too much. And remember that you belong here. Make the UW Graduate School experience your own, make your graduate student experience work for YOU. #UWGradSuccess #UWGOMAP

Best,

Kelly, Jaye, and Ziyan
Core Programs Team

Thank you again to the grad student panelists and GSEE for co-organizing another successful power hour event and for asking us to collaborate with them!

Love Your Stuff

Love your stuff, keep it safe, and register it with the UW Police.

Making UW Your Own – #UWGradSuccess

Recently, two graduate students from Chemistry, Sarah Vorpahl and Nick Montoni, organized and led a day-long gathering focused on Strengthening STEM through Diversity. The meeting brought together leaders from UW student organizations, as well as faculty, staff, and community partners to collectively discuss issues of equity in STEM and to develop concrete strategies that will promote a climate of inclusivity for multiple underrepresented communities studying, researching, and working in STEM disciplines.

Core Programs attended and gathered several pearls of wisdom from the plenary speaker UW bioengineering faculty Wendy Thomas, and from the student leadership panel, with representatives from Women in Chemical Sciences, oSTEM, SACNAS, AISES, and the student union UAW 4121. We will be sharing highlights and insights, and working on larger institutional guidance, over the next several weeks as the ideas and opportunities identified at the event will contribute to a larger learning environment where all students can thrive at UW. Here is just a start:

Imposter syndrome. “Imposter syndrome” is familiar to many in Graduate School (and beyond): that feeling that you aren’t smart enough or that you might not have what it takes to succeed. Here’s the thing, you are not alone! Surrounded by smart people, many of us may feel we don’t fit in. Some advice has been to “fake it til you make it.” We agree and yet this should not be confused with “suck it up and deal.” That is, if there are things within your grad program or research group that seem odd to you – ask questions, talk to a peer or trusted colleague to check out your observations, seek allies to support you and who can also speak up and ask for changes. Asking for what you need to thrive is a big part of making your graduate experience your own and one in which you can shine. Shifting our academic culture and landscape to a place that encourages human connection and growth will take all of us–from interpersonal changes to institutional, structural level changes.

Develop a growth vs. fixed mindset. Fixed mindset is the belief that “some people just have what it takes,” while others will never have what it takes. It is the thinking that some individuals are automatically good at understanding concepts and theories in their discipline, writing, acquiring research funding, public speaking, and so forth. This is simply not true. Being a graduate student is about developing and honing your skills, knowledge-base, and competencies over time. It is a process. In this regard, we encourage you to shift towards a growth mindset. If you are experiencing a roadblock in graduate school, it is more than likely that a peer or faculty has experienced a similar challenge. If you are part of the 1-in-3 graduate students who are coping with issues related to mental health, utilize campus resources like the DRS. DRS staff can help you draft an accommodation plan that is personal, confidential, and can set you up for success. Graduate school is a marathon, not a sprint, so pace yourself and give yourself permission to grow.

Find a mentor. There are numerous reasons why you seek out mentors in graduate school. An advisor can give you research direction, but a mentor really invests in you. National guidelines are now pointing to building a mentor team for academic direction, career guidance, and personal support. Mentors can make the difference between surviving and thriving – seek them out and invest time to build your team. As keynote speaker Dr. Thomas shared, when she finally had a mentor who was equally excited to talk to her about her research results, as well her feelings about the research, she knew she could stay in academia.

We thank the student event organizers, student organizations, and the UW programs that signed on as co-sponsors, for their dedication and hard work in investing in making UW a better place for all of us! Keep it coming. #Together #DiversifySTEM #UWGradSuccess

Best Regards,

Kelly, Jaye, and Ziyan
Core Programs Team