success strategies fro grad school
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Toulouse Graduate School
Success Strategies for Graduate Students
Victor R. Prybutok, PhD Interim Associate Dean
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TGS Fall 2010
• Grad Students Enrolled: about 8000 • Post-Bac: 1494 • Masters: 4870 • Doctoral: 1658 • Spec-Prof: 35
• New Doctoral Students Enrolled: about 300 • New PhD students: 238 • New EDD students: 19 • New DMA students: 57 • New AUD students: 9
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Graduate Student Development
Three Stage Model of Graduate Student Development*
1. Early Stage 2. Mid Stage 3. Late Stage
This model responds to some of the commonly encountered challenges facing graduate students. *Adapted from materials MIT model * Adapted from Stewart, Donald W. (1995). Developmental Considerations in Counseling Graduate Students. Guidance & Counseling, 10, 3, 21-24.
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Toulouse Graduate School
Early Stage Efforts Results in Mid and Late Stage Success
• Early Engagement
• Friends, Romans, Countrymen
• Look for professional relationships with peers and faculty
• Early Research Opportunities
• Conference attendance - Travel Grants
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Becoming Your Own Manager
• 5 strategies for productive graduate career
1.Take responsibility & ownership for your success
2. Know available resources 3.Think ahead 4. Have a plan 5. Identify (and deal with) obstacles
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PREP
• PLANNING for success - entry to exit
– Planning during graduate school
helps you identify and achieve your professional and career goals.
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Early Planning
• Course Projects, Papers, Etc. – Easiest path to an A Or – Foundation for future research,
conference paper, and dissertation
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Early Research
• First year – Course projects – Work with faculty
• Summer 1st year • Second year
– Conferences – Looking for a mentor
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PREP
• RESILIENCE and tenacity through multiple career and life stages
– Resilience: the ability to adapt
effectively to adversity or change
– Wellness: The integration and balance of mental, physical, emotional, and spiritual well-being through taking responsibility for one’s own health
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PREP
• ENGAGEMENT in decision-making and skill development
– Engagement in your discipline and in
your personal and professional development is critical for enhancing transferable skills, expanding professional networks, and creating partnerships and collaborations.
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Engagement
• Faculty mentor • Don’t wake up after comps and look for a
mentor Rather • Look at faculty each time you interact and
look for opportunities to engage and evaluate them as potential mentors
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Selecting a Mentor
• How do you decide who you can work with? – Personality – Work style – Fun fun fun
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Authorship
• How do you decide order authorship – Talk to the faculty before you begin
• Look at journals in your discipline • Resolve any discrepancies before it
becomes too late.
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PREP
• PROFESSIONALISM in research, teaching, and service
– Professionalism: how you reflect on
what you do in your discipline and the types of attitudes, standards, and behaviors you demonstrate throughout your career.
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Mentoring and Advising Promising
Practices:
• Orientation
• Development/Revision of a Graduate Student Handbook
• Development of online student progress mechanisms
• Early advising
• Regularity and uniformity of progress review
• Transparency about expectations and requirements
• Mentor/Advisor selection and quality
• Professional Development
• Dissertation stage
From the Council of Graduate Schools:
PhD Completion Project www.phdcompletion.org
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Activity
• Workshop – Make a list of class papers or projects you
have been asked to write. – Think about how you can use these papers
or projects to build expertise that provides a foundation for your dissertation.
• Form groups of three – Discuss your projects and how you will use
these papers / projects to assist in completing your dissertation & publications.
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Toulouse Graduate School
Important Points • Professional Development is both your
obligation and an obligation the faculty have toward you.
• Your likelihood of success is greater if you make your development an active process
• Little forms A to Z
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