Borrow Cool Tech Stuff

The Student Technology Loan Program not only provides laptops and computing accessories, it also has audio, photography and videography equipment for loan, all for free!

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.

I came across a scholarship that seemed like the perfect opportunity for me… until I found out the deadline was two weeks ago. How is it possible to find these types of awards at the right time? —Anonymous

(This week’s answer is courtesy of Michelle Drapek, Counseling Services Coordinator, UW Graduate School Office of Fellowships and Awards)

Nationally (and internationally) competitive awards can be a bit tricky to fit into plans for funding your graduate education, but the key is to plan ahead. Most fellowship competitions have deadlines six to 12 months prior to their award dates, so you should typically expect to be applying for opportunities the academic year before the funds are actually needed.

The good news is, most national fellowship competitions follow similar timelines for application deadlines and award notification — expect to see most deadlines fall sometime between September and late November. The Graduate School offers a number of fellowship opportunities exclusively to UW graduate students each year, and most of the deadlines occur throughout the winter quarter.

So how do you find these opportunities? In addition to UW-only fellowships, The Graduate School’s list of fellowships also includes popular nationally competitive funding opportunities that are relevant to a number of disciplines. If you haven’t done so already, we also encourage you to subscribe to the Graduate Funding Information Service (GFIS) blog, which regularly advertises national/international and on-campus funding opportunities. The GFIS website provides helpful guidelines for navigating a number of larger funding databases to which you have access through your UW net ID. Keep on the lookout for emails from your department’s Graduate Program Advisor that may also advertise discipline-specific scholarships. Successful awardees suggest staying organized and tracking deadlines by through an Excel document or similar mechanism.

How much time do you need? Preparing fellowship applications may take anywhere from one to three months, or longer. In some cases, if you’re planning to travel overseas, you may need time to establish a host affiliation in your destination. If letters of recommendation are required (and they usually are), you will want to make requests to letter writers at least three weeks in advance. Recommenders can write most effective letters when given sufficient time and information about selection criteria and your particular proposal, so even planning to have a rough draft available by the time you make an ask can be helpful. If there’s an on-campus process, make sure your letter writers know to submit by the earlier deadline.

All in all, especially for awards with autumn deadlines, it’s helpful to start thinking about your proposal as early as spring quarter, and highly recommended that you plan for the bulk of your work on the application to happen in the summer. Remember that everything happens more slowly in the summer (people are traveling, away from email, etc.), so it may take more time to get in touch. Fellowships and Awards offers advising services all year long, including during academic breaks, and can provide support with most nationally competitive opportunities.

Last bit of advice we’d like to impart? Apply for as many opportunities as you can find that are a good fit and for which you’re able to put together a solid application package! You never know where you’ll be successful, and you can deal with what to do if awarded from more than one funding agency once the situation arises.

Ask the Grad School Guru is an advice column for all y’all graduate and professional students. Real questions from real students, answered by real people. If the guru doesn’t know the answer, the guru will seek out experts all across campus to address the issue. (Please note: The guru 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 →

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.

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. We have a summary of notes from the panel.

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 Guru 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)

Burke Museum

The Burke Museum is always free for students. You can even sign up for a free student membership (standard student membership is $25) and get almost all the advantages of being a museum member. Visit the Burke in person to sign up.

Archives: Advice Posts