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Advice Category: Academics & Research

Academic Job Offer and Salary Negotiations

Some graduate students may fear the negotiation process because they have little or no experience negotiating a job offer. Here are tips for negotiating a starting package that can maximize your personal and professional satisfaction as a future faculty member.

Collect information

  • Ask faculty in your department what they think would be a fair package.
  • Research average faculty salaries online by state and institution.
  • Check the websites of professional associations in your field for academic salary information.

Always negotiate

  • When you’re offered a position, the balance of power shifts in your favor. As a result, you will likely never be in a better position to get what you want.
  • Departments expect you to negotiate.
  • Do not assume anything. Ask questions.

Maintain a positive attitude

  • The way you negotiate sets the stage for future interactions with your colleagues. Strive for a win-win situation. The hiring committee and your supervisor want you to be happy with your starting package.
  • Be professional, courteous, appreciative, ethical — and firm.
  • Be willing to compromise and accept “no” as an answer.

Frame your requests appropriately

  • Frame your requests in terms of what you need to be optimally successful and productive at the institution.
  • Focus on the value you will bring to the department.

Think broadly

  • Always ask for a higher salary! Your starting salary has a big impact on your overall lifetime earnings because raises are calculated from your base (starting) salary.
  • Evaluate other aspects of an offer so you know what you’re getting yourself into: relocation expenses, confer- ence money, office space, lab equipment, job responsi- bilities, student and staff support, healthcare, retirement, family benefits, etc.
  • Try not to get so excited about having a job offer that you forget to think about the future.

Prioritize

  • Pick your battles—prioritize what’s important to you and then only negotiate the things about which you feel strongly.
  • Ask yourself “What do I need to be happy, be produc- tive—and get tenure?”
  • Distinguish between what is absolutely necessary for you and what would be nice to have, but extra.

Get it in writing

  • When you receive the official offer letter, make sure it agrees with what was discussed during the negotiation process.
  • If the letter contains inaccurate information or is missing vital items, ask for an updated letter.
  • If you agree to the terms, sign the letter, make a copy of it, and promptly return the original.
  • Do not consider yourself hired until you and your employer have both signed a written document.

Resources

Golde, C. (2001). Be honorable and strategic. Science Careers.

Heiberger, M. M., & Vick, J. M. (2001). The academic job search handbook. Philadelphia: University of Pennsylvania Press.

Reis, R. (1999). The right start-up package for beginning science professors. The Chronicle of Higher Education.

by Briana K. Randall, associate director, UW Career Center

A Dozen Sentences that Should Appear in Your Academic Job Application Letter

When you apply for an academic job, your cover letter helps a hiring committee interpret your curriculum vitae and conveys your excitement about and dedication to your work.

Your mission is to land an academic job. The immediate goal is to use the cover letter to get you on two shortlists — the shortlist of a dozen people who will be invited to submit more writing samples and have references checked, followed by the shortlist of three or four people who will be invited to visit the hiring department.

Cover letters should include 12 pieces of information that hiring committees are seeking:

  1. “I would like to be considered for the position of [title copied from job ad] in [exact department name from job ad] at the [exact institution name from job ad]. I am an advanced doctoral candidate in [your department].”
    This opening should be short and can certainly vary. The odds are that you will submit for many jobs, be shortlisted for a few, and be offered one or two. In all the cutting and pasting, make sure these letters are correctly addressed to the chair of the search committee or the chair of the department.
  2. “My doctoral project is a study of [cocktail party description]. Much of the research on this topic suggests that [characterize the literature as woefully inadequate]. But I [demonstrate, reveal, discover] that contrary to received wisdom, [your punch line].”
    This is the key statement about your doctoral project. Demonstrate how you will contribute to an intellectual conversation that is larger than your project – but unable to advance without your findings. The next paragraph should detail your research with one sentence on each chapter in your manuscript.
  3. “To complete this research I have spent [X years] doing [fieldwork / lab work / archival work / statistical analysis]. I have travelled to [these cities or libraries], interviewed [X number of experts], created [original datasets/original compositions/original artwork].”
    This sentence should be followed by a paragraph with the story of your research process. Overwhelm the committee with the volume of artifacts you’ve studied, people you’ve talked to, time you have dedicated or places you’ve been.
  4. “I have completed [X] of [Y] chapters of my dissertation, and I have included two substantive chapters as part of my writing sample.”
    Many hiring committees expect their top candidates to be almost finished with the doctoral project, since the dissertation is a test of commitment to a research trajectory. Ideally, the review committee will be excited by your original research and beg you for more once you are on a short list. Your mentors should confirm this information in their letters.
  5. “I have well-developed drafts of several other chapters, and expect to defend in [month, year]. OR Having defended in [month, year], I plan to [turn it into a book-length manuscript for a major scholarly press / select key chapters for publication in disciplinary journals].”
    Your advisors will also confirm these things. Committees want to know that your defense will not take place while you are working on their coin. If any of your committee members are unwilling to commit to even a season of the year for your defense date, or you don’t have two substantive chapters to submit to the hiring committee, it’s too early for you to be on the academic job market.
  6. “Although my primary area of research is [disciplinary keyword here], I have additional expertise in [another disciplinary keyword here] and am eager to teach in both areas. I have [taught/served as a teaching assistant] in courses about [A, B and C]. In the next few years, I hope to develop courses in [X and Y].”
    Departments love hiring people who can teach several topics. Look up the courses offered in the department to which you are applying, and use their keywords. Although the hiring committee will take research fit as most important, teaching skills and interests will be taken seriously. Specify courses in which you served as a teaching assistant and those in which you were the instructor of record.
  7. “For the most part, my approach to research is through [social science or humanistic method keyword here], and I would be interested in developing a methods class on this approach to research.”
    Many departments struggle to find faculty who will teach methods classes, and signaling your interest likely will put you ahead. Job candidates are particularly valuable if they demonstrate how they cross methodological boundaries, appreciate diverse approaches to inquiry, and can contribute to advancing knowledge with different analytical frames.
  8. “Although I have been focused on my graduate research for several years, I have been actively involved in conversations with [scholars in the department you are applying to, or scholars at other universities/professional associations/conferences/other disciplines].”
    This can be the one paragraph about service, highlighting conferences you’ve attended, workshops you’ve organized, and other ways you’ve supported your discipline. If you are applying for work in a department that is different from the one that trained you, demonstrate how you already have affinities for the new discipline, such as showing that you are familiar with faculty interests.
  9. “In the next few years, I hope to be able to investigate [reasonably related problems or questions].”
    Address your research trajectory over the next five years. The department will be investing in the person they hire, so the hiring committee will look for the direction your research will take. Communicate future research possibilities eloquently; don’t leave the committee to assume you will be doing more of the same.
  10. “I am interested in this post for a variety of reasons: [something about the character of the department/university/community/city].”
    The committee will be happy that you know something about the place you want to work. This may be particularly true for colleges and universities with distinct liberal arts traditions or unique community programs, or are not located in major urban areas. A committee might not interview you if the members believe you would not seriously consider a job offer.
  11. “Because of my graduate training, my doctoral research, and my teaching [experience/interests], I am uniquely qualified for this job.”
    Within a few sentences address your general focus and course work, and point to your experience teaching in the domains mentioned in the job description. Write a brief statement on why you are uniquely qualified for the job.
  12. “In the next few months, I will be attending the [conference A] and [conference B]. If you or your colleagues are also planning to attend, I would be happy to meet for an informal conversation.”
    Many departments make their first short list phone interviews or informal conference visits. Alert the committee if you are giving a paper so they can see you in action.

These sentences are in roughly the order they should appear in for applications to jobs at research schools. Most of the content should be about research, followed by one or two paragraphs about teaching and perhaps one paragraph about service. If the job is mostly about teaching, expand the amount of space dedicated to that topic.

Shoot for two and a half pages of content: less than that and you might not seem like an advanced doctoral candidate well immersed in a project; more than that and committee members may stop reading. As you write, drop in the names of granting agencies that have supported you, or the journals that are publishing or reviewing your work. Ideally several faculty members will write letters on your behalf. If possible, at least one letter writer can come from a university other than yours. Hiring committees love reference letters on different university letterheads; it shows that you have social capital beyond your home department.

Address your letter to the person heading the search or the department head. A greeting such as “Dear Committee Members” shows you haven’t done enough research. Ask a friend proofread your document for grammar and spelling.

Finally, follow up with the department. Hiring committees do not always tell candidates whether they are on the short list. If you finish another dissertation chapter, or get an article published, a few weeks after submitting your letter, submit an update by e-mail and ask that this example be added to your file and where the committee is in the hiring process.

by Philip N. Howard, professor, Communication

Strategies to take your research to market impact

In May 2020, the Office of Postdoctoral Affairs and UW CoMotion co-hosted a virtual professional development event focused on helping postdocs explore ways to commercialize your research products (check out the full recording). Four scientists in various entrepreneurial stages shared their insights on how to effectively take their research from discovery to market. 

Briefly, there are four major paths of research distribution: license innovation to an existing company or a new start-up, building an internal business at UW, and open distribution. Prior to making any decisions, consider the implications of each path, including risk, personal commitment, types of financial return, degree of control, and your ability to achieve success and independence. UW CoMotion provides guidance on innovation training, IP advising, protection & licensing, start-ups & incubator, funding & partnerships. You can always schedule an appointment to discuss which path works best for you.
Here, we summarize three strategies to assist you as you consider commercializing your research efforts.

Assess your interest and values. Are you interested in teamwork, creating a business model, or understanding the market demand of a certain product? Do you value the market impact of your research product and have a desire to start a business? Starting a company involves more than one person – you will need to collaborate and share similar values and goals with your partner (or partners). The ultimate goal of commercialization is to turn your research into a product with market value and make a difference! Spend time discussing common values, goals, and expectations. Remember, there’s no single path to success. Your goal is to create a product that has an impact – commit to a plan, but be willing to modify your path as you move through different stages of product and company development. Check out the 10 simple rules to commercialize scientific research.

Identify your support network. At the OPA, we strongly encourage you to build a mentoring team, regardless of your career aspirations. You need a support network of people who can assist you in different ways. This is particularly important on the pathway to commercialization, as you will end up needing to learn from experts in the business, legal, and industrial sectors. If your mentors are all from your academic life, you might consider branching out. Both Life Science Washington and UW CoMotion offer mentoring programs.

Time management and planning. Starting a business will feel daunting, and you will find yourself juggling among many unfamiliar responsibilities. Time management and planning are critical to making sure you are on track. There are time-sensitive steps (e.g., finding co-founders) that you need to accomplish as early as possible. You will likely need to acquaint yourself with new knowledge outside of your specific area of expertise, and you’ll need to build a collaborative team to accomplish your goals. These all demand your time and effort, which will feel increasingly constrained as you move your product and ideas from the bench to business. Check out tips on time management for start-up founders.

Last but not least, engaging in the entrepreneurial process has many benefits to your career development. For example, you will learn how to do translational research, tell a story about your research, and communicate to a diverse audience. You will also have the opportunity to expand your network as you explore the potential market impact of your research. It’s an exciting opportunity to fully apply all of the skills you developed during your graduate and postdoctoral research. 

Lecture library

Video Lectures

Morris Dees: Responding to Hate: Voices of Hope and Tolerance

Click here for lecture transcriptDownload

After witnessing firsthand the painful consequences of
prejudice and racial injustice, Morris Dees co-founded the Southern Poverty Law Center (SPLC) in 1971 — a nonprofit organization specializing in lawsuits involving civil rights violations and racially motivated crimes. In this talk,
Dees discusses his book, “Gathering Storm: America’s Militia Threat,” and offers strategies to combat domestic terrorism. This lecture was originally presented on January 23, 2001.

Vandana Shiva: Ahimsa: Beyond Violent Traditions of Science and Technology

Click here for lecture transcriptDownload

Vandana Shiva advocates an approach that is based on the principle of ahimsa – meaning non-violence or harmlessness, drawing on the ethics of ecological and feminist thought that promotes diversity and pluralism in knowledge, action, nature and culture. Shiva is a world-renowned environmental thinker and activist. In 1991, she founded Navdanya, a national movement to protect diversity and integrity of living resources. Navdanya sets up community seed banks, supports conversion to organic agriculture, and is establishing direct producer-consumer links for food security and safety. This lecture was originally presented on April 17, 2001.

Audio Lectures

Click here for lecture transcriptDownload

Julie Lythcott-Haims is the author of the New York Times best-selling book How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success (2015) and Real American: A Memoir (2017). She is deeply interested in what prevents people from living meaningful, fulfilling lives.

Click here for lecture transcriptDownload

News correspondent and journalist Maria Hinojosa has spent decades reporting on immigration and the treatment of immigrants – both documented and undocumented – by law enforcement organizations. In this lecture, she will give powerful witness to the routine denial of due process to immigrants and its effect on our broader society. This lecture was originally presented on November 1, 2017.

Click here for lecture transcriptDownload

Data can be a powerful tool for fighting systemic racism and police violence. In this lecture, Sam Sinyangwe will present strategies for using data to support organizing campaigns focused on equity and justice in the United States.

Click here for lecture transcriptDownload

Many look to “the school” as the great equalizer, a meritocracy where equal opportunity is realized. For communities of color, this is often far from the truth. Throughout history, each time communities of color have made progress toward equal educational opportunity, a major societal pushback has caused the loss of gains that appeared won. In this talk, Joy Williamson-Lott looks to history to show how we can work toward real progress. This lecture was originally presented on February 15, 2017.

Pursuing passion projects: One way to make the most out of postdoc training

In the December 2019 newsletter, we shared why and how we can pursue our passions. Here, we introduce one way of pursing your passion without burning you out – through passion projects.

Passion projects refer to projects that you pursue, typically in your spare time, to enrich your life. There are many reasons to start a passion project during postdoctoral training. You can utilize passion projects to learn or enhance certain skills (see 7 essential skills that recruiters are looking for in PhDs), apply your strengths and/or talents (for example, your current research project might not require you to dance, but you are a great dancer), or to establish new skills and experiences as you set out on a new or different career path (see story about Postdoc Brewing Company). Ultimately, passion projects help to keep you motivated. If you didn’t have an opportunity to pursue passion projects while in graduate school, now it’s a great time to start. Here is some advice as you explore your passion.

  • Passion projects need to be time-bound.

Research projects tend to take a long time. As postdocs, you shouldn’t take on a passion project as a second job. Once you identify something you’re interested in, these short-term projects need to be much less time demanding, with a defined start and end date. Besides, you will experience gratification by accomplishing your goal sooner. For example, if you are interested in strengthening your Python coding skills, enrolling in an online course or following a YouTube channel with a structured course can be time-bound options.

  • Passion projects encourage collaboration with people outside your area of expertise.

It’s easy to spend all your time with your lab mates during work hours and your family or friends during spare time. Try starting a passion project with people outside of your normal circle, such as colleagues from a different lab or outside of academia entirely. Consider meeting some fellow postdocs from your postdoc association (reach out to UW Postdoc Association) – this is a wonderfully supportive community, and you have more in common than you think!

  • Passion projects expand your network.

Networking is very important in the job search process. In support of your long term success, it is helpful to start networking early. Passion projects provide opportunities for you to connect with people outside of your normal network. Stay in touch with the people you meet in the process, and reach out for an informational interview if you are interested in learning more about their different career paths and life decisions. Finally, pursue your passion projects intentionally to help you transition throughout your career. Passion projects may not be related to your current research interests, but you are sure to learn something new. Importantly, keep a record of challenges you faced and the solutions that supported your success. You will find countless opportunities to apply these skills and lived-experiences later in your career and life. Dr. Dan Moseson, a member of Graduate Career Consortium, shared his insights about pursuing passion projects on Inside Higher Ed. This might inspire you to initiate or collaborate on a passion project soon, “Being an academic made me a better DJ, and being a DJ showed me a fluid, improvisational side of myself that seems to be the source of my best professional work.”


Additional Resources: 

Elevator Speech: An Effective Way to Communicate Your Work

Have you heard about the concept of an “elevator speech”? It’s a brief summary of who you are, what you do, and your career or project goals—with an emphasis on brief. Imagine running into the CEO of the dream company you’d like to work for, while waiting in line for coffee or taking an elevator: you will need a well-planned “pitch” that you can deliver concisely, clearly, and with confidence. Your elevator speech is an abbreviated version of your response to the common job interview question, “Tell me about yourself.” Having a well-prepared pitch to share at a moment’s notice is essential to grabbing your audience’s attention—and to leave them wanting to learn more about you. An elevator speech is also easy to tailor to different audiences, once you have your first draft done.

Basic rules to follow:

  1. Keep it short (30 seconds to 2 minutes).
  2. Capture the person’s attention early and state your goals clearly.
  3. Focus on the WHY. It conveys the big picture and the importance of your work.
  4. Consider the audience: don’t use jargon or acronyms that your listener may not understand.
  5. Tell your story with enthusiasm.
  6. Make it personal: it is about you, your work or research, your strengths.
  7. Leave some room for the imagination. People will definitely ask follow up questions, if they are interested in learning more about you.

Invited by the Office of Postdoc Affairs, Dr. Mike Matrone, Associate Director for Office of Career & Professional Development at the University of California, San Francisco led a workshop on this topic in late August 2019. To help you get started on drafting your elevator speech, below are example prompts from the workshop.

An easy way to start drafting your elevator speech:
Example 1: You’re interviewing for your dream job, and are expected to answer, “Tell me about your research”.

Background

  • I am a ______/ I study_____

Supporting Details

  • My question is…
  • My approach is…

Findings & Conclusion

  • I discovered that ___
  • This is important because ___
  • In the future___

Example 2: You’re a speaker at TEDx Seattle.

Bottom line

  • My name is ___ and I am a ____.

So what?

  • Did you know___? / Every year___
  • I found that___
  • This is significant because ___

Supporting Details

  • I did this by___
  • Nuggets of what’s next.

Last but not least, the elevator speech is not something you can make up on the spot. It’s important to think ahead, prepare a draft, and practice your delivery. Practice is always the key to success. Practice with peers or mentors, or come to our office hours for feedback. In addition to the examples above, check out the following informational resources on crafting an elevator speech.

Use an Elevator Pitch to Effectively Communicate Your Work

Have you heard an “elevator speech”? It’s a brief summary of who you are, what you do, and your career or project goals—with an emphasis on brief. Imagine running into the CEO of the dream company you’d like to work for, while waiting in line for coffee or taking an elevator: you will need a well-planned pitch that you can deliver concisely, clearly, and with confidence. Your elevator speech is an abbreviated version of your response to the common job interview question, “Tell me about yourself.” Having a well-prepared pitch to share at a moment’s notice is essential to grabbing your audience’s attention—and to leave them wanting to learn more about you. An elevator speech is also easy to tailor for different audiences, once you have your first draft.

Basic guidelines

  1. Keep it short (30 seconds to 2 minutes).
  2. Capture the person’s attention early and state your goals clearly.
  3. Focus on the why. This will convey the big picture and the importance of your work.
  4. Consider the audience: don’t use jargon or acronyms that your listener may not understand.
  5. Tell your story with enthusiasm.
  6. Make it personal: it is about you, your work or research, your strengths.
  7. Leave some room for the imagination. People will definitely ask follow up questions, if they are interested in learning more about you.

Invited by the Office of Postdoc Affairs and Core Programs—Office of Graduate Student Affairs in The Graduate School, Dr. Mike Matrone, Associate Director for Office of Career & Professional Development at the University of California, San Francisco led a workshop on this topic in late August. To help you get started on drafting your elevator speech, below are example prompts from the workshop.

An easy way to start drafting your elevator speech

Example 1: You’re interviewing for your dream job, and are expected to answer, “Tell me about your research.”

Background
  • I am a ______/ I study_____
Supporting Details
  • My question is…
  • My approach is…
Findings & Conclusion
  • I discovered that _________________
  • This is important because _______________
  • In the future______________

Example 2: You’re a speaker at TEDx Seattle.

Bottom line
  • My name is _____________ and I am a ____________.
So what?
  • Did you know___? / Every year___
  • I found that___
  • This is significant because ___
Supporting details
  • I did this by___
  • Nuggets of what’s next

Last but not least, the elevator speech is not something you can make up on the spot. It’s important to think ahead, prepare a draft, and practice your delivery. Practice is always the key to success. Practice with peers or mentors. Check out the following resources below on crafting an elevator speech.

Best,

Core Programs—Office of Graduate Student Affairs

The Graduate School

Use an Elevator Speech to Communicate Your Work Effectively

Have you heard of an “elevator speech”? It’s a brief summary of who you are, what you do, and your career or project goals—with an emphasis on brief. Imagine running into the CEO of the dream company you’d like to work for, while waiting in line for coffee or taking an elevator: you will need a well-planned pitch that you can deliver concisely, clearly, and with confidence. Your elevator speech is an abbreviated version of your response to the common job interview question, “Tell me about yourself.” Having a well-prepared pitch to share at a moment’s notice is essential to grabbing your audience’s attention—and to leave them wanting to learn more about you. An elevator speech is also easy to tailor for different audiences, once you have your first draft.

Basic guidelines:

  1. Keep it short (30 seconds to 2 minutes).
  2. Capture the person’s attention early and state your goals clearly.
  3. Focus on the why. This will convey the big picture and the importance of your work.
  4. Consider the audience: don’t use jargon or acronyms that your listener may not understand.
  5. Tell your story with enthusiasm.
  6. Make it personal: it is about you, your work or research, your strengths.
  7. Leave some room for the imagination. People will definitely ask follow up questions, if they are interested in learning more about you.

An easy way to start drafting your elevator speech:

Example 1: You’re interviewing for your dream job and are expected to answer, “Tell me about research.”

Background

  • I am a ______ / I study ______

Supporting Details

  • My question is…
  • My approach is…

Findings & Conclusion

  • I discovered that ______
  • This is important because ______
  • In the future ______

Example 2: You’re a speaker at TEDx Seattle.

Bottom line

  • My name is ______ and I am a ______

So what?

  • Did you know ______? / Every year ______
  • I found that ______
  • This is significant because ______

Supporting details

  • I did this by ______
  • Nuggets of what’s next

Last but not least, the elevator speech is not something you can make up on the spot. It’s important to think ahead, prepare a draft, and practice your delivery. Practice is always the key to success. Practice with peers or mentors.

Best,

Core Programs—Office of Graduate Student Affairs
UW Graduate School

Mastering Out — How and When?

“Mastering Out….What’s the best way to do this? Who do you tell first? Your advisor? An administrator in the program? When is the right time?” –Anonymous

The following people and online forums were invaluable in writing this blog post:
Elba Moise, Ph.D. candidate, College of Education
Jaye Sablan, assistant director, Core Programs
Rebecca Aanerud, former dean, the Graduate School
Reddit/r/GradSchool // GradCafe // YCombinator

Hi, there!

Thank you so much for writing in. I know this is a big decision that likely carries a lot of emotional weight. I hope this post will help you think through your options and make a decision that is best for you.

It seems there are two parts to your question: How do I know if I should master out? And, if I decide to master out, how should I go about it?

Let’s tackle the first part — when is the right time — first.

The truth is that there are no right or wrong reasons, or right or wrong times, to master out. But there are resources and strategies to help you figure out your motivations for mastering out, and whether you want to act on them.

1. Consider whether your frustrations with graduate school are temporary or fixable. Is your interest in mastering out due to frustrations about something that you might be able to change — for example, the projects you’re working on or the classes you’re T.A.ing? If so, consider approaching your advisor to discuss some of these issues. If you think it might be a difficult conversation, the Office of the Ombud is a great place to help you prepare.

Making healthy changes for yourself in your program before deciding to master out will help you feel more confident down the road that you made a thoughtful decision. If possible, you might consider taking a leave of absence so you can take time away from graduate school to reflect.

2. Chat with trusted people in your circle (friends, family, mentors) about why you are considering mastering out. Reach out to individuals whom you know will listen without judgement and support decisions that work best for you and your needs. You might find it helpful to process this decision with a counselor in the Counseling Center, and/or a career coach in the Career & Internship Center (Jon Olivera has expertise specifically in grad student development). 

3. Read blogs and articles written by people who made the decision to leave their doctoral programs. See if their experiences resonate with you. In our own research, we found this post and this one (and many others) to be helpful. Hearing from these folks may help you think through your own motivations. One insightful post is even written by a UW alumni!

You might also consider the book Work Your Career: Get What You Want from your Social Sciences or Humanities Ph.D. by Loleen Berdahl and Jonathan Malloy. It presents information for making informed decisions about graduate education, including leaving graduate school prior to the Ph.D.

4. Reflect on your own definition of success. Is it a job title, a salary, the impact of your work, having work/life balance? Will getting a Ph.D. set you up for success in the ways YOU define it? Success can mean staying in your program despite challenges, and it can also mean knowing when it’s no longer the right path for you.

Remember: Getting varied perspectives on the pros and cons of this decision for your health and wellbeing, for your career, and other factors is important — but try not to let too much input cloud your own voice.

Say you’ve made up your mind to leave with your master’s. What should you do?

Check the Master’s Degree Requirements and dates and deadlines for submitting paperwork for the Graduate School to make sure you are on track to obtain your master’s. You also need to connect with your Graduate Program Advisor to discuss the details of your program requirements. If you have further questions about the requirements, please contact the Graduate Enrollment Management Services.

Who to approach first – your advisor or an administrator – depends on you, your situation and reasons for mastering out. If you think you may be met with pushback from your advisor, it might be helpful to speak with an administrator inside or outside your department and have a set plan for mastering out before approaching your advisor. That way it is not so much of a question – “Should I master out?” – as a statement, “I’m mastering out for these reasons and here is what I need.”

Start applying for jobs. This is an opportunity for you to explore workplaces where you can try new things and apply the skills you’ve built in your program. This blog details how a former graduate student (and UW alumni) used informational interviews to explore career options before mastering out – and may be a source of inspiration for your own job search. Handshake is a great resource for finding jobs and internships.

Please know that there is no shame in leaving a program with a master’s degree. This is your decision to make and you have every right to make it. Remember to take your time, show yourself compassion, and to trust your instincts.

Wishing you the best,

The Grad School Guide

Welcome All Graduate Students

Welcome all new and returning graduate students across the University of Washington tri-campus! You bring rich and unique experiences to the university, whether you have recently moved to Washington state from another part of the U.S. or the world, have just completed an internship, fieldwork, a fellowship, or are further along in your capstone or research project. And your lives are not just about your studies or putting in lab or teaching hours—many of you also have families and strong connections with your communities, work off and on campus, and enjoy varied hobbies and interests. You are all a vital part of the university ecosystem. As you enter the new quarter, consider the following strategies to help you get started on the right foot.

What you’re feeling is normal. Graduate school can bring up feelings of excitement, anxiety, fear, or homesickness. You are definitely not alone in this, as many of your peers have experienced similar feelings. Academia can also make you feel like you are not smart enough or capable enough (aka imposter syndrome). This is simply not true. Whenever you’re in doubt, remember that you do belong at the University of Washington. You are in graduate school to enhance or change your career, provide for your family, or make important contributions to your discipline or industry. 

Find your people. Graduate school can open up positive opportunities for your intellectual, professional, and interpersonal growth, yet it can also be challenging, stressful and isolating at times. With this in mind, we encourage you to seek out ways to connect with peers in a variety of settings. Network with peers at departmental and campus events. Join or start a local meetup group based on shared interests and connect with peers on the UW Graduate Students facebook page. Consider co-organizing a potluck with members of your cohort—you end up saving money and food always brings people together.

Take it one step at a time. For the past few weeks, you have participated in orientations, received lots of information about student resources and program requirements—and if you’re new to the Puget Sound region—navigated finding a place to live, while managing any number of daily living errands. When you find yourself feeling overwhelmed, pause for a moment to take a few deep breaths. Get in the habit of reminding yourself that it’s neither sustainable nor realistic to do it all right now. To organize your days and weeks, use a time management tool such as a paper planner, app, or online calendar. Break down big projects into smaller, more manageable tasks. And remember to reward yourself when you finish a task.

We hope you find these tips useful, and let us know what has worked for you!

Best Regards,

Core Programs—Office of Graduate Student Affairs

The Graduate School