Crushed

How do you cope with a breakup of a long term relationship while job searching, moving and taking care of your family? It seems impossible. I feel crushed. I’ve used up my free counseling services due to a family crises earlier in my graduate experience. I don’t know what to do or where to go. My whole world is altered right before I was supposed to go out into the world determined for new experiences and greatness. I thought that I would have them to share that with me. But now it’s over. I’m lost. —I once was a bot

My heart goes out to you. The only responsible thing I can do is refer you to professional counseling. I do have a kernel of good news for you, though. You are still eligible for free counseling through the UW Counseling Center. There seems to be a lot of misinformation out there about counseling sessions for students. A representative from the Counseling Center confirmed that there used to be a cap on sessions in the past, but that is no longer the case. So you can absolutely go back and receive help for your current situation. Best best best of luck to you!

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 →

Building and Maintaining Momentum

It’s nearing the end of winter quarter, and we know it can be difficult to keep your spirits and energy up as you work to fulfill on and off campus responsibilities. We are right there with you. Here are five tips to help keep you going:

Set achievable goals. Rather than promising yourself that you’re going to spend 5 full hours in one sitting to work on a paper, approach time management realistically. Try writing in 30 minute chunks. Take a short break and pick it right back up. This approach can be a great stress reliever, because you can make progress one step at a time.

Set boundaries. Set healthy boundaries on campus, at work, and at home–and if you haven’t done so, now is a good time as any to practice. Take stock of what you have to get done in the next two weeks. You can hold off on any tasks and responsibilities that can realistically wait for the next few weeks or month. Boundary setting helps you realize that you do have control over your schedule.

Meet with your support system. Have you checked in with people who’ve got your back? This may include faculty, graduate program advisors, loved ones, student peers, or work colleagues. More than one person in your support system is better. Check in with faculty via e-mail or in person and focus on one or two goals you have for the rest of the quarter. Meet with a peer at the library or a coffee shop to write and go over ideas and drafts. Connecting with loved ones and community is important and can remind you that you are more than just a graduate student. Call, text, skype, share a meal, and/or make plans to spend time together.

Keep yourself nourished. What keeps you going and energized? Do you need a glass of water? How about a snack or meal? A short nap or a good night’s sleep? Is there a song, movie, hobby, or activity that restores your motivation? Is there something you are looking forward to during Spring Break? Post an image or word in your work space or apartment that reminds of you of what you are looking forward to–to keep yourself moving toward that finish line. And it’s always helpful to reflect back on why you’re here in graduate school in the first place (insert personal, intellectual, and professional goals here).

Have faith in yourself. You do have what it takes. Really, you do! You can do your best now and it will be enough.

Warmly,

Jaye Sablan, Kelly Edwards, Ziyan Bai
Core Programs Team

Gratuitous to Grade Grammar?

I’m a TA for a graduate-level course, and many of the students are not native English speakers. I am grading assignments with significant grammatical errors: incorrect tenses, wrong plurals, missing articles, etc. I’m struggling with the tension between not unfairly penalizing students, since English isn’t their first language, but also holding them to a high standard for academic writing, given that they are getting a graduate degree. How have other TAs or instructors handled this? —Grammar Nerd

(This week’s answer is courtesy of Katie Malcolm, Instructional Consultant, Center for Teaching and Learning.)

Thank you for asking—this is a question we hear often in the Center for Teaching and Learning. Although we recommend that TAs check with their supervisors to see if their departments have specific policies about this, the TAs we have worked with over the years and our own teaching experiences have given us some helpful perspectives. When thinking about how to fairly assess my own international and multilingual students’ writing, I ask myself two questions: 1) What are my goals for the assignment? What do I need to prioritize? and 2) How can I communicate these goals to my students in ways that will help them succeed?

1. First, I think about what is important to prioritize for my students in each assignment, given my realistic learning outcomes for a 10-week course. What is the primary goal I want students to achieve through each writing assignment?

In my own assignments, my first priority is for students to develop and sustain a logical argument in conversation with relevant research. If students’ errors leave me unable to understand their argument, I can’t assess it meaningfully, and—whether English is their first, second, or fifth language—I will ask them to edit and revise the assignment in order to receive credit.

Because my primary goal is not for students to write as though English were their first language, if incorrect verb tenses or missing articles do not detract from my ability to understand a student’s point, I tend to overlook or “read through” them, or point out a couple of occurrences in the margins and then make a note of these patterns in my end comments. (Showing students the patterns of their errors helps them learn how to avoid these kinds of errors in the future). Just as students need time and practice to develop fluency in their pronunciation and speaking, they also need time to develop fluency in academic, discipline-specific English writing.

2. Once I have articulated my expectations for students’ writing, I clearly communicate these expectations to students in several ways:

At the same time that I introduce an assignment, I share the assignment grading criteria, usually in the form of a rubric. When writing style is an important aspect of the assignment (as it often is), I make sure that it is part of the grading criteria and weighted appropriately.

I assign multiple drafts so that students know that I do not want them to start a paper the night before it’s due (often a major culprit of unedited papers). I’ll ask students to bring an early draft to class for peer review, or to bring a draft to my office hours, and/or to visit the Odegaard Writing and Resource Center (OWRC) to get feedback on their writing early in the process.
I share writing resources with my students, including information about OWRC, which has drop-in hours for graduate student writers in the Allen Library. There are also a number of great online resources on proofreading that may be helpful to students, such as the Purdue OWL’s “Finding common errors” page and their pages dedicated to multilingual writers. UNC also has some helpful editing resources.

Again, thanks for asking this great question — if you would like to talk more about this or other aspects of your teaching, please don’t hesitate to contact us at thectl@uw.edu.

Exploring Careers the Non-Linear Way

Career pathways are often viewed as linear. An imagined life scenario goes something like this: You go to college, get your first job, earn a promotion, get a graduate degree, move up the ladder to your dream job, secure that dream job, then happily retire–all within a few decades and all within the same company or organization. However, industry trends and professionals in our networks have increasingly told us a different story: before, throughout and beyond graduate school, people are following career trajectories that are non-linear and often include, various work experiences and projects that not only enhance the skillsets they already had as graduate students, these experiences allowed them to acquire new sets of tools to pursue their passions.

As you plan ahead, we encourage to think expansively about your professional endeavors. Instead of asking yourself, “What job title do I want to have?,” ask yourself, “What work experiences do I want?”

Here a few tips to get you started:

Managing social expectations. Social messages can impact the career choices we make now and into the future. These messages have the potential to tell us who we “should” be and come from our families, peers, broader community, and an array of institutions around us–this even includes the UW. Sometimes external messages do resonate with our professional endeavors and that’s great! When the messages don’t align with your goals, it’s perfectly okay to take a step back and reflect on your values and strengths in order to switch gears and create roadmaps to do work that excites you, or at least piques your interest.

Flexibility. One skill you’re amazing at in graduate school is being flexible. You’re adept at juggling multiple campus, work and personal responsibilities. Take advantage of your ability to be flexible and remain open to opportunities that provide you with a range of professional experiences. (1) Volunteer a few hours a week (or per month) at a local non-profit and see if your passion lies there. (2) Learn more about a specific job or work culture by arranging a job shadow. (3) If internships or practicum aren’t part of your degree requirements, but you’d like (paid or unpaid) work experience, seek out internship opportunities that work with your schedule. All of these experiences have the potential to broaden your professional networks. And wider networks increase the likelihood of successful job searches and setting up interviews. Volunteering, interning and job shadowing can also help you rule-out options based on first-hand experience, and this frees you up to explore other paths.

Do versus be. Rather than focus on who you want to be (e.g. a person with a static job title), think of the contributions you want to make in your community, with your peers, to your family. How you work is also important. Can you bring your authentic self (values, strengths, ethics) to work? Are you able to start your day from a place of integrity–regardless of whether you’re in an entry-level position or higher? Does doing the work involve more positive stress than negative stress? Is there room to face challenges that will help you grow professionally? Focusing on contributions, rather than job titles, can help you think more broadly about how work can be meaningful to you.

Failing forward. Doing what you love is an iterative process, not without trial and error. Don’t be afraid to take risks, but don’t be careless about the risks you take. Have a new project idea? Share it with colleagues, especially if you notice gaps or issues not already being addressed in your field. Start with a soft launch, on a smaller scale. If your project doesn’t produce the results you imagined, ask yourself the following questions: What went well? What can I learn from this? What would I do differently? Focus on the process and then move forward, and keep challenging yourself to grow.

Best,

Kelly, Jaye & Ziyan
Core Programs Team

Negotiating Salary and Your Start-Up Package

In February 2016, the UW Career Center convened a panel of recently hired faculty members to share their perspectives on how to negotiate salary in pursuing an academic career. Here are some highlights from the workshop:

Top Tips:

(Almost) Always negotiate.
Check your attitude (you want to aim for humble-confident).
Think broadly. Beyond just salary, there are moving expenses, set up costs, teaching load, professional development funds, staff support, and etc.
You can’t get it all, but ask yourself: What will help me be a happy, productive faculty member? What are the deal breakers?

Before Asking:

Frame your thinking and communications as a faculty member, not as an aspiring graduate student or postdoc grasping for a position.
Think hard about what you want (what kind of position). Understand fit. What kind of institution are you looking for? What kind of institutional culture? What kind of experience do you want as a professor? What is possible to ask for within the kind of institution in which you are applying?
Do your research. Know what the salary range is for your discipline and type of institution. Know what you can ask for. In order to do this, you can talk with your network, e.g. people who have gotten positions in the last 3-4 years. This helps you know what to expect.

When to Ask?

Never give the first number, even if they ask. Do not talk about salary until you get a job offer.
Do not respond right away after receiving the offer of salary. Let it sit for at least 24 hours.

What to Ask?

Ask for what you need to be successful. Negotiation implies give and take.
Things to ask for: Remember to tie all asks back to your productivity and impact.
- Salary. Consider cost of living in the city, hard money/soft money split – how long before you need to bring in more of your own salary.
- Summer support. Justify it as research/productivity time. It is easier to give since it is a one-time commitment.
- Moving costs. You can get estimates for your move and negotiate for higher amount – usually institutions have set amount whether you move from near or far.
- Tech, grant, and/or teaching support.
- Travel and development. As junior person, you might need to ask for 2 conferences in first 3 years as you build your network and your position.
- Reduced teaching load. How many preps do you want each year (new courses)?
- TA or RA support
Make sure you have what you want at the end of the negotiation.

How to Ask?

Be honest, have integrity. Don’t “BS” – people can see through that.
Be gracious in the way you ask.
Remember humility – you deserve to be treated well (but not better than) all the other faculty.
Tie your requests back to how it will facilitate your contributions and success as a faculty member – you are not asking to be selfish, you are asking because you want to make good on the investment they are making in YOU.

What if…?

You receive multiple offers.
- Be honest. Never misrepresent. Keep in mind these are your colleagues who will be in your national network.
- You can always ask – if you haven’t heard from top choice yet, you can ask where you are in the process because you have another offer.
- Be gracious in asking for more information, and for more time. Search Committees take time, the whole process takes time. E.g. “I have an offer from another institution, but I would be very interested in hearing from you.”
You are moving with your partner who is also pursuing academic career.
- Don’t start asking right away – it can create a barrier.
- You want to be honest. You want to be upfront. But think about when to say it.
- Certain states have “anti-nepotism laws” – strict rules about having relatives be in potential positions of power over each other. Or resource constraints. Research institutional culture/practices – some institutions can be very helpful.
- Sometimes they find “options”, but they are not options that are desirable for your career.
- Sometimes you can ask for career services for your spouse.

Things to Bear in Mind:

When negotiating, you are starting the beginning of a long term relationship. You want to start on the right foot. Be objective, be fair, look for a win-win solution (see Steven Convey). A teaching institution won’t be able to provide a Research I lab space. Know the context in which you are asking.
Don’t take it personally. When they throw a number out, don’t get excited or offended. Look at the range you know they use. It sets your starting point and you move from there. Do not agree on anything right away.
Putting your best self forward in negotiation. Word will get around about the “ridiculous” things you are asking for, or how unreasonable, or difficult you’ve been.
You have to communicate your sense of value. But not your value as “better than everyone else”. Be confident but humble.
If you give up too much, it also creates a lesser If you agree too quickly, you are not perceived as strong. You may end up resenting what others have.

Resources:

Check university websites for benefit packages.
Check with your professional society, or with publicly available databases to find out appropriate salary ranges for your field or the institution. Keep in mind years of experience will count.
Career Center resource on Academic Career: Salary Negotiation
Julia Miller Vick & Jennifer S. Furlong. (2008). Academic Job Search Handbook.
Linda Babcock & Sara Laschever. (2009). Ask for It: How Women Can Use Power of Negotiation to Get What They Really Want.

Acknowledgement to the panelists:
Dr. Thelma Madzima, Faculty in Biology, UW Bothell
Dr. Hala Annabi, Faculty in iSchool, UW Seattle
Catherine Basl, UW Career Center

Originally posted on February 11, 2016.

New York Times

The New York Times is currently running a great deal for students (new subscribers only): A digital subscription for $1/week. Want to read it for even cheaper? You can access the NYT through UW Library databases, though you won’t get any visuals or layout.

The Good Kind of Audit

There is no supervision in the practicum setting of the students in the [redacted] program. Every week, the students have to sign a form to turn into the board, although they did not receive the supervision they have signed off for. Questions are not being answered when they voice their concerns about this. Some people feel this program should be audited because the lack of supervision is only one concern of this program. —Anonymous

I’m so sorry to hear you’re having to deal with this in your program. While students cannot directly request an audit, you should know that the Graduate School conducts Academic Program Reviews for all departments on a rotating schedule. Without calling out your specific department, it looks like this is your year! Program reviews provide several opportunities for student feedback, including speaking to the review committee during the site visit and also sending written feedback.

Tips from Employers to Guide Your Career Search

A few weeks ago, Core Programs in the Graduate School, Career Center, and the Alumni Association sponsored an employer panel for graduate students and postdocs. We would like to share a few pearls from the terrific UW alums who sat on the panel and who also hosted conversations during the networking reception that followed.

The job search is about finding the right fit for your talents. Be creative about your career options, test out new ways to tell the story of your (deep) experience and skill set, and it is never too early to start exploring and building your network.

Getting Started

Evolve your resume. Your resume should always be evolving and tailored to each job you are applying for. Also, describe examples of specific accomplishments, including those that came up during your education and training. What problems did you approach, how did you solve them, with what results? Find out more about building your resume here. If you’re interested in careers beyond academia, here are tips on how to revise your CV into resume format.
Build your experience. Find out what key skills or top tools are used and needed in the field of interest, and learn them. Look at the whole picture of your experience, inside and outside of graduate education. Align your skill sets to particular positions or organizations. Use specific examples in your talking points and written materials with the goal of making yourself stand out from an applicant pool. Learn how to get internship and related experential skills as graduate students at this upcoming workshop.
Demonstrate excellent communication skills (in writing and in person). Be able to discuss complex ideas in a simple, clear, concise fashion. Be ready to describe the research you are working on in 30 seconds or less–and in a way that anyone can understand.
Consider entry-level positions. Don’t get discouraged by entry-level positions. It can be helpful to get your foot in the door, demonstrate your contribution and capability. Depending on the organization (check this out first), you can move up within 3-6 months.
Find your passion. Pay attention to your energy and passion as those are the kinds of jobs you should be looking for (and not others!).

Networking

Start early. It is never too early to start building and growing your network. Networking is possible even for those of us who initially shy away from it.
Talk about your talent and passion. Practice. Get comfortable. Own it, but without arrogance. Do mock interviews.
Set up networking meetings. Identify target companies to narrow your options, and then set up informational interviews.
Use LinkedIn strategically. Start with classmates, alums, professors. Join LinkedIn groups in order to initiate professional connections and learn about new job postings.
Attend receptions. Face-to-face conversations can spark interest and connections at these professional gatherings. Send a resume to those you’ve connected with as a follow up. Personal connections always move a resume up if it is already in the pool.
Ask questions. You are interviewing the informant and the organization to determine fit as much as they are interviewing you. Show them you want to know what the work is like, that it matters to you (that is, you aren’t just looking for “a job”). Questions you can ask: What is your day-to-day work like? What is the best part of what you do? The most challenging? What is the culture like here? What would you change about your job (or the organization) if you could?

Interviewing

Phone interview. Always prepare for this as you would an in-person interview, and follow up with a thank you email or note.
Answering technical questions. If a potential employer asks you a technical question, or to solve a technical problem during the interview, how should you handle it? The interviewer mostly wants to know how you strategize solving a problem. It is important to show how you would approach the problem, what you’d consider, and why.
Be relationally savvy. Organizations are looking for people who will be colleagues.
Show resilience. You can’t always control what interviewers will ask or how they will behave. Show some resilience and keep your composure, as well as keeping things in perspective. If you don’t like how you were treated in an interview, chances are you don’t want to work there anyway!
Not hearing back. You might not hear back. Be persistent. Keep honing your materials and learning from the process.

Best Wishes on Your Career Paths!

Kelly, Jaye, and Ziyan
Core Programs Team

Finding the Right Fit for Your Talent

In late January 2016, the Graduate School co-hosted an annual Career Symposium for graduate students and postdocs. We wanted to share just a few pearls from the terrific UW alums who sat on the panel and also hosted conversations during the networking reception. Bottom line: the job search is about finding the right fit for your talent. Be creative about your career options, test out new ways to tell the story of your (deep) experience and skill set, and it is never too early to start exploring and building your network.

Getting Started

Evolve your resume. Your resume should always be evolving. Describe examples of specific accomplishments, including those that came up during your education and training. What problems did you approach, how did you solve them, with what results?
Build your experience. Find out what the key skills or top tools are used in the field of interest, and learn them. Look at the whole picture of your experience, inside and outside of graduate education. Align your skill sets to particular positions or organizations. Use specific examples in your talking points and written materials with the goal of making yourself stand out from an applicant pool.
Demonstrate excellent communication skills (in writing and in person). Be able to discuss complex ideas in a simple, clear, concise fashion. Especially, be ready to describe what you are working on for your research in 30 seconds or less in a way that anyone can understand.
Consider entry-level positions. Don’t get discouraged by entry-level positions. It can be helpful to get your foot in the door, demonstrate your contribution and capability and depending on the organization (check this out first) you can move up within 3-6 months.
Find your passion. Pay attention to your energy and passion as those are the kinds of jobs you should be looking for (and not others!).

Networking

Start early. It is never too early to start building and growing your network.
Talk about your talent and passion. Practice. Get comfortable. Own it, but without arrogance. Do mock interviews.
Set up networking meetings – informational interviews. Identify target companies to start with to narrow your options.
Use LinkedIn strategically. Start with classmates, alums, professors. Join groups that might create good professional connections.
Attend receptions. Send a resume to those you’ve connected with as a follow up. Personal connections always move a resume up if it is already in the pool. Face-to-face meetings spark interest and connection.
Ask questions. You are interviewing the informant and the organization to determine fit as much as they are interviewing you. Show them you want to know what the work is like, that it matters to you (that is, you aren’t just looking for “a job”). Questions you can ask: what is your day-to-day work like? What is the best part of what you do? The most challenging? What is the culture like here? What would you change about your job (or the organization) if you could?

Interviewing

Phone interview. Phone interviews are important. Always prepare as you would for an in-person, and follow up with a thank you email or note.
Answering technical questions. If they ask you a technical question, or to solve a technical problem during the interview, how should you handle it? The interviewers mostly want to know how you think rather than the answer to the problem. It is important to show how you would approach the problem, what you’d consider, and why.
Be relationally savvy. Organizations are looking for people who will be colleagues.
Show resilience. You can’t always control what interviewers will ask or how they will behave. Show some resilience and keep your composure, as well as keeping things in perspective. If you don’t like how you were treated in an interview, chances are you don’t want to work there anyway!
Not hearing back. You might not hear back. Have persistence. Keep honing your materials and learning from the process.

“Interviews are helpful as I can tell right away if someone has the logic skills of a squirrel.”
– Mike Bardaro (UW Chemistry alum), Senior Data Scientist AOL

Originally posted on January 28, 2016.

ASUW Bike Shop

ASUW Bike Shop offers repairs, products and classes at great prices and offers a 10% discount to students. Better yet, you can work on your bike for free in their space and learn bike skills so you can take care of your bike yourself. Knowledge, the ultimate discount.