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Taking Charge and Finding Support: The Power of Self, Mentors and Peers in Graduate School Success

Taking Charge and Finding Support: The Power of Self, Mentors and Peers in Graduate School Success. Helenrose Fives AERA 2003, Chicago. It all begins with YOU!. It All Begins with YOU!. What do you want and what do you have to offer? What can you do to help yourself?. Goals Career Goals

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Taking Charge and Finding Support: The Power of Self, Mentors and Peers in Graduate School Success

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  1. Taking Charge and Finding Support: The Power of Self, Mentors and Peers in Graduate School Success Helenrose Fives AERA 2003, Chicago

  2. It all begins with YOU!

  3. It All Begins with YOU! • What do you want and what do you have to offer? • What can you do to help yourself?

  4. Goals Career Goals Training Desired Independence - Collaboration Research Interests Other Goals? Self Appraisal Strengths Weaknesses Time Interests Current Skills & Strategies What do you want and what do you have to offer?

  5. What can you do to help yourself? • Be visible • Develop your own research interests • Demonstrate a willingness to work hard • Get and stay organized • Ask questions • Seek out opportunities • Plan time for fun - it makes work easier

  6. A Mentor Makes the Difference • What’s a good mentor for you? • What are the expectations? • How do you establish independence? • What do you do when the relationship doesn’t work?

  7. What’s a good mentor for you? • Shared Interests • Role Model • Work Style • Collaboration Opportunities • Interpersonal Dynamics

  8. What are the expectations? Students should: • Respect the mentor’s time • Join and become active in the community • Keep mentor apprised of progress • Send post meeting summaries to mentor • Ask questions • Be proactive Mentors should: • Be Available • Introduce you to the community of practice • Support your developing scholarship • Offer opportunities for collaboration • Model professionalism and integrity • Be supportive

  9. How do you establish independence? • Be selective in continuing collaborations • Seek other opportunities • Develop relationships with other faculty members • Invite peers and new colleagues to work with you

  10. What do you do when the relationship doesn’t work? • Why • Poor research fit • Different expectations, interpersonal discord • When • The sooner the better • Best within the first year • How • Try to work out problems first • Seek advice - is changing the best plan? • Remain professional at all times • Before leaving, find another mentor

  11. The Purpose of Peers • What roles can peers play? • What do you need from peer colleagues or collaborators? • How can you establish a peer network?

  12. What roles can peers play? • Social support • Socialization • Collaborators • Colleagues

  13. Collaborators Common research interests Similar working styles Similar work ethic Open communication Freedom to disagree Commitment to get the job done What do you need from peer colleagues and collaborators? Colleagues • General interests in common • Mutual respect • Freedom of expression • Challenging discourse • Opportunities for learning and growth

  14. Where can you find them? • Locally • Department • College • University • Mentor network • Previous students of your mentor • The students of your mentor’s students • Nationally • Conferences • Web sites and Email

  15. Final thoughts... • You are your best resource • A good mentor-student relationship is critical for professional success • A shared graduate student experience makes a difference • When you enter into a graduate program you become part of a community of practice

  16. FYI...

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