New Graduate Learning Outcomes

Guelph has adopted new learning outcomes for graduate programs - for details see:
http://www.uoguelph.ca/news/2013/05/u_of_g_adopts_g.html

Staying Productive in the Summer Months

Although we still have three weeks remaining in the W13 semester, many of us are thinking ahead to what the summer months will hold for our academic pursuits. Whether this is the first summer semester of your graduate studies, or your final semester to (at last!) complete your degree, staying focused and motivated can be difficult with the distraction of summer outside your window. However that is not to say that it cannot be done! Partaking in both work and play is possible and can likely aid in avoiding burnout and the loss of creativity. We’ve got some suggestions to help you make the most of your summer months, while also making the most of your schoolwork along the way.

• Set goals. Before you begin your work, it is important to recognize your goals for the summer semester. Try to make a list of the big projects you want to accomplish during this time period and then break them up into smaller, manageable tasks. You can also let others know of what you hope to accomplish as a source of healthy pressure to push you toward your end goals.
• Be efficient and effective. If you currently (or previously) struggle with reading and/or taking notes, try to be aware of that now as you plan for the types of courses you’ll take. Also, try to see much time you might need to spend on particular courses/course assignments in your summer classes.  Noting what you are good at or stronger at will also be useful in making these decisions.
• Every day matters. Keep a regular work schedule and aim to put in the same hours each week. Try spending 10 to 15 minutes of solid writing each day – this writing habit is crucial for keeping you feeling fresh and on top of your work. Before going to bed each night, it also helps to write out what you plan to accomplish the next day; it is always easier to plan what you will work on before you sit down to do it.
• Organize your work periods in small blocks of time. These blocks could be as little as 15 minutes. This can help alleviate feeling overwhelmed and at least get the ball rolling on writing your project. In breaking your project into smaller sections, you are more likely to start (and eventually finish) what you set out to do.
• Create visual cues. These can take many forms. Whether in the form of notes or mind maps you post for yourself around your home, a large and visible wall calendar, graphs and charts to track your progress, or even changing up the writing format on your computer (i.e. using bulleted points rather than paragraphs) – all these forms of visual stimulation can act as a balm to sooth the overloaded mind.
• Reward yourself. It is important to reward yourself along the road toward your final project. These “prizes” should be daily, immediate and positive things that you associate with the writing process. After accomplishing a small block of writing, reward yourself with something that makes you happy, such as taking a walk, eating a snack, or calling a friend. These small prizes along the way can ease your stress and give you something to look forward to.
• Switch up your work environment. A change of scenery can help you see the project in a new light. Try going to a library or café; places where others are engaged in similar forms of writing may act as motivation for you to do the same. You can also try getting some work done outdoors – it is summertime, after all! If are unable to complete your work outside, try to take breaks that allow you to enjoy some sunshine; this can make a difference to improve your mood and keep you motivated.
• Bring summer inside. If you can’t get outside as much as you’d like to enjoy the sunshine, bring the outdoors to you! Try picking some flowers and keeping them at your workstation, change your computer background to an image of the beach, or open your windows to enjoy the warm summer breeze.
• Forgive yourself. If you miss a day or two of work or don’t meet the deadlines you set for yourself, try not to get too down on yourself! Don’t decide to do extra work – this negative message can lead to more procrastination. Instead, just start where you left off and aim to regain your motivation.
• Make time for fun. Schedule time for fun and fully enjoy it! Feeling guilty about taking time for yourself will not help to write a better final project. Create a schedule for work and play – it is important to have a balance between your work life and your social life. Take time to enjoy the summer months, as this can help you to feel rejuvenated and refreshed when coming back to your work.

Remember, there are always services available at the University of Guelph for students struggling to maintain focus and motivation throughout the somewhat distracting summer months. Check out some of the services offered for graduate students here:

http://www.lib.uoguelph.ca/assistance/learning_services/graduates/

This post was adapted from ‘Don’t Waste Your Summer!’ by Gina J. Hiatt (http://www.abdsurvivalguide.com/News/051905.htm), South University’s ‘Attending School in the Summer: How to Stay Motivated’ (http://online.southuniversity.edu/blog/post/Attending-School-in-the-Summer-How-to-Stay-Motivated.aspx), youthink’s ‘Tips to Stay Motivated in Summer School’ by Juliet Su (http://www.youthink.ca/yt/careers/advice/tips-stay-motivated-summer-school), The Academic Ladder’s ‘Three Psychological Tricks for Staying Motivated’ (http://www.academicladder.com/2008/Three-psychological-tricks-for-staying-motivated-sept-10-2008.htm), and Coach & Grow R.I.C.H.’s ‘How to Stay Motivated During the Summer Months’ by Deanna Maio (http://www.coachandgrowrich.com/coaching-blog/stay-motivated-during-the-summer-months/).

Maintaining Motivation

Graduate school may represent the ultimate “delay of gratification”. Students spend many years waiting for the final prize of a degree and an eventual job, and while there are many gratifying aspects of grad school, it can become easy to lose motivation and engagement along the way. This is a normal aspect of the grad school experience; even the most energetic and passionate students may lose steam at some point during their studies. Therefore throughout your time in grad school, it is important to not only learn how to become an effective academic in your field, but also how to manage frustrations, and at times, the feeling that you lack the necessary motivation to move forward. Understanding the challenges and learning strategies to overcome them can help you succeed. Here are ten strategies we think can help you to maintain motivation and keep you going, even when the path ahead may look bumpy.

• Engage in goal setting. Spend some time and consider both your short-term and long-term goals. Achieving short-term goals can act as motivation to eventually reach your long-term ones. Take time to look reflect on your long-term goals in terms of your academics, your career, and your life. Having clearly defined aspirations in mind can help you to see the light at the end of the tunnel.
• Be as organized as possible. Have a solid game plan for getting through your program. Know what the requirements are for each stage, and how and when to accomplish them. You can also renew motivation in the short-term with clear to-do lists. This can serve to not only clearly outline your upcoming tasks, but what you have already accomplished thus far.
• Find a topic that you are passionate about. If you don’t enjoy your work, you’ll most likely struggle to be interested in completing your project. Choose a topic that really excites you or a substantive area you feel can have an impact on a community, issue, or problem you feel is important.
• Set deadlines for yourself. Even if there are no ‘true’ deadlines for you to complete, let your family, friends and peers know of the deadlines you have set for yourself to encourage you to stick to them.
• Keep a visual reminder of what you are working on. Try keeping a bulletin board of the things you have to do, things you are currently doing, and the things you have completed. This can serve as a reminder of the progress you have made thus far, and help you to avoid feeling overwhelmed or bogged down with the magnitude of your project.
• Trust the process. Part of what makes the graduate process so difficult is that it doesn’t come with instructions. In addition to trusting yourself, grad school requires that you trust in the expertise and guidance of your advisor. Try to remember that many students have been through your program before, and professors have also once been in your shoes. If they can do it, so can you!
• Let the guilt go. While you should set goals, priorities, and deadlines, try to remember that you may not always be able to meet them. Acknowledge that you may not be perfect at everything you do and you might not strike that perfect balance, but at least you are trying! It is that persistence that will be rewarded.
• Find some balance. Take time to have a life outside of your schoolwork. Pursue your hobbies, workout, hang out with friends and family – do whatever it is that makes you happy. Make sure to take a break and make time for activities outside of school; it will help you to come back to your project feeling recharged and ready to work!
• Don’t doubt yourself. You can complete graduate school because you are qualified to be here! You are working in your substantive area because it is a topic that excites you and you can finish your thesis/dissertation because you are now an expert in this topic area. Don’t waste time doubting that you are good enough to be here – just know that you are!
• Everyone goes through it. When all else fails, it is helpful to know that lacking motivation is entirely normal and a common component of student life. Don’t beat yourself up for not being the ultimate student all the time – motivation can come in ebbs and flows and it is just important to take advantage of it when it strikes.

To learn more about these tips and other approaches to maintaining motivation, please check out the information at that the University of Guelph has to offer at the following link: http://www.uoguelph.ca/tss/resources/onlineres/student_motivation.htm

This post was adapted from University of Washington’s ‘Staying Motivated in Graduate School’ by Alexes Harris (http://www.grad.washington.edu/mentoring/memos/staying-motivated.shtml), Stat Tr@k’s ‘Staying Motivated and Achieving Success in Graduate School: A Few Common and New Suggestions’ (http://stattrak.amstat.org/2012/04/01/staying-motivated/), Inside Higher Ed’s ‘Staying Motivated’ by Alexes Harris (http://www.insidehighered.com/advice/mentor/harris), 1DegreeBio’s ‘1DB’s Best of 2012: How to Stay (Relatively) Motivated Through Grad School’ (http://blog.1degreebio.org/?bid=582), and Michigan State University’s ‘Motivation and Engagement’ by Lisa Raphael (http://grad.msu.edu/wellness/intellectual/motivation.aspx).

Striking a Balance between Life and Work in Grad School

There is no question graduate school can be extremely time and energy consuming. It is a time of balancing increased responsibilities, such as assignments, reading (lots of reading), writing, research, deadlines, grading, working, networking…and the list goes on! The struggles and stress tend to mount when determining which tasks take precedence and which must wait, and as many grad students know, it is often the social activities that take a backseat to academic obligations. While this is understandable, it is not necessarily recommended. Yes, academics are why you are in grad school, but that doesn’t mean you can’t have a little fun along the way! Striking a balance between life and work will not only keep you sane, it can also make the entire experience much more enjoyable. Here are some suggestions of things you might want to try to help increase your sense of balance in your life during grad studies.

• Be realistic. While there may be high expectations and heavy workloads, you need to decide how much of your life you are willing to devote to this endeavour. Try not to overextend yourself; you wouldn’t want to burn out before your degree is complete! Try not to compare yourself to other students – this is your degree after all, so set your own pace and stick to it.
• Manage your time effectively. Break your day into manageable segments and be realistic about the timing of tasks. Distractions and interruptions may arise, but try your best to avoid them. It is also important to know when it’s time to stop so rather than overworking yourself, take time to break, recharge, and come back to your task with a fresh set of eyes.
• Organize. It is crucial to maintain organization, both in terms of short-term and long-term tasks, commitments, and goals, as well as in terms of the physical space in which you work and live. Stay on top of what you need to accomplish (i.e. with the help of to-do lists and calendars) by making time for what is important and cutting out what is not.
• Set priorities. It is beneficial to get involved in extracurricular activities during your time as a grad student, however it is equally beneficial to be selective in terms of which activities you partake in (i.e. clubs, committees, part-time work, volunteering, etc.). Will it fit with your goals and priorities? Will you benefit from your participation? Take time to decide and never agree to anything out of guilt.
• Set boundaries. It can be very helpful to maintain a clear line between school and your personal life. Try implementing small changes, such as not answering e-mails after a certain time every evening, not completing school work in bed, or not multitasking when eating. Although these may be small changes to make, they can make a world of difference in maintaining boundaries between ‘school’ time and ‘you’ time.
• Sleep. This may seem like a common sense idea, but it is essential for success in grad school. Yes, there may be times when sleep doesn’t seem like an option, but remember you can get more work done in forty well-rested hours than in sixty bleary-eyed ones. Adequate sleep will not only help you to feel more refreshed, it will help you fight off potential sicknesses more easily too.
• Develop social networks. Because grad school can often feel like an isolating endeavour, it is important to ensure you maintain some level of socialization. Whether this is with family, friends outside of academia, or your fellow students, it helps to know that their support exists and will be there if you need it.
• Make time for yourself. ‘Free time’ won’t magically appear – you have to make it for yourself! This can be anything from reading for pleasure to exercising to having dinner with friends; make sure you take time to break from your studies to do something that makes you happy.

Information on work-life balance resources for graduate students at the University of Guelph can be found at the following link:

http://www.lib.uoguelph.ca/assistance/learning_services/graduates/individual_consultation.cfm

This post was adapted from College Cures’ ‘How to Maintain a Work, Life, Grad School Balance’ by Erica Moss (http://www.collegecures.com/2012/how-to-maintain-a-work-life-grad-school-balance/), Balance in Me’s ‘Achieving Life/Work Balance While Attending Graduate School’ by Kate McKenzie (http://balanceinme.com/worklife-balance/achieving-lifework-balance-while-attending-graduate-school/), Grad Share’s ‘Wellness: Coping with Studies, Work, and Family Life’ by Bonnie Ann Cain (http://www.gradshare.com/advice.html?id=634), University of Minnesota’s ‘Graduate Student Work-Life Balance’ (http://www.cs.umd.edu/~oleary/gradstudy/node5.html), and CRA-W’s ‘Balancing Graduate School and Personal Life’ by Andrea Danyluk and Tiffani L. Williams (http://www.cra-w.org/LinkClick.aspx?fileticket=94jZ65lgTDU%3D&tabid=74).

Controlling Perfectionism and Procrastination

While at first glance perfectionism and procrastination may not appear to be linked, there are significant correlations between these two behaviours. Gordon Flett, a York University psychologist, found that students are more likely to procrastinate when they feel external pressures to achieve perfection (Macleans.ca). This strive for perfection can in turn result in procrastination, as students may fear finishing a paper that does not meet their unattainably high goals. As such, the two coexist in a cyclical manner and make overcoming one difficult without overcoming the other. However, all is not lost! It is possible to manage the cycle of perfectionism and procrastination, and we’ve got some useful tips to help you in controlling these habits.

What is perfectionism? Perfectionism refers to the act of self-defeating thoughts and behaviours aimed at achieving excessively high and unrealistic goals. Although often seen as valuable and necessary for success, perfectionism often stands in the way of achievement. Some causes of perfectionism are a fear of failure or making mistakes, a fear of disapproval, or an all or nothing attitude. Some possible outcomes of perfectionism are frustration, anger, impatience, test anxiety, or poor grades.

Strategies to control perfectionism:

• Set realistic goals. Be sure to set reasonable and attainable goals based on the timeframe you are working within. Remember to be flexible – life often gets in the way!
• Embrace your mistakes. Making mistakes is part of learning! Try and see these mistakes as opportunities to learn and improve because failure is an integral part of success.
• Focus on the process. Value the process and not just the outcome. Rather than focusing solely on the finished product, try and recognize what you enjoyed about the task.
• Aim for less than 100%. This will help you realize that the world will not end if you do not achieve perfection. Instead try aiming for excellence – this will allow you to work strenuously, not obsessively, to achieve your goals and still succeed.
• Avoid negative thoughts. Don’t beat yourself up if you do not achieve 100%. Reward yourself for your accomplishments and recognize the hard work and effort you’ve put in thus far has helped you get to where you are today!
• Get help when needed. Asking for help is not a sign of weakness or something to be ashamed of. Rather, it is the smart thing to do!

What is procrastination? Procrastination is the act of putting off/delaying work that needs to be done. It is the act of thinking that there is going to be a better time to do a certain task or that you should wait until you are in a better mood/mindset to do something that needs to be done. Some causes of procrastination are a fear of failure or success, a fear or separation (from family or friends) or losing control (“I’ll decide when to hand this paper in!”), or as a result of bad habits or distractions. Some possible outcomes of procrastination are stress, disappointment, low motivation, test anxiety, or poor grades.

Strategies to control procrastination:

• Divide the task. Break your large task into smaller, manageable tasks. Plan ahead to work in segmented time slots to avoid doing too much of the same activity in one sitting. This can make your studying/assignment seem more manageable.
• Set realistic goals. Be sure to set reasonable and attainable goals based on the timeframe you are working within. Remember to be flexible – life often gets in the way!
• There is no time like the present. Avoid putting things off. By dividing the task into smaller sections, the task can appear less daunting and more feasible for you to begin right away. Focus on one thing at a time and use the “D.I.N. rule” of do it now – making even minimal progress on a task increases the likelihood you can and will finish it.
• Take time to relax and reward yourself. Try to intersperse rewards, relaxation, and gratification within your work schedule for work completed. This will make you less resentful toward the task and the work that still needs to be done.
• Monitor your progress on the small steps. Create a task list of things you need to complete each day and prioritize them from most to least important. Keep track of the segments of your tasks and how they fit together, reassessing time commitments as necessary. Assess problems as they arise and deal with them quickly and efficiently.
• Get help when needed. Asking for help is not a sign of weakness or something to be ashamed of. Rather, it is the smart thing to do!

Information on perfectionism and procrastination resources for graduate students at the University of Guelph can be found through Learning Services at the following link: http://www.lib.uoguelph.ca/assistance/learning_services/handouts/controlling_procrastination.cfm

This post was adapted from Simon Fraser University’s ‘Perfectionism’: (http://learningcommons.sfu.ca/sites/default/files/218/Perfectionism.pdf), Simon Fraser University’s ‘Procrastination’: (http://learningcommons.sfu.ca/sites/default/files/218/Procrastination.pdf), University of Dundee’s ‘Perfectionism’: (http://www.dundee.ac.uk/studentservices/counselling/leaflets/perfect.htm), University of Guelph’s ‘Controlling Procrastination’: (http://www.lib.uoguelph.ca/assistance/learning_services/handouts/controlling_procrastination.cfm), University of Illinois at Urbana-Champaign’s ‘Overcoming Procrastination’: (http://www.counselingcenter.illinois.edu/?page_id=111), University of Reading’s ‘Perfectionism (and procrastination)’: (http://www.reading.ac.uk/web/FILES/counselling/Perfectionism_and_procrastination_2011.pdf), On Campus’ ‘Perfectionists tend to procrastinate: York U. psychologist’ by Macleans.ca: (http://oncampus.macleans.ca/education/2012/09/06/perfectionists-tend-to-procrastinate-york-u-psychologist/), and Massey University’s ‘Procrastination and perfectionism’: (http://owll.massey.ac.nz/study-skills/procrastination-and-perfectionism.php).

The Graduate Student-Advisor Relationship

During your graduate experience, the student-advisor relationship is one of the most significant relationships you will form – some even view this as the most important aspect of your graduate education. This relationship can be one of mentorship, wherein the professor can pass along their expertise, guide students through the intricacies of the university system, lend moral support, and provide helpful career advice. While this is not always the case and there may be road bumps along the way, a strong and successful student-advisor relationship can lead to higher and faster completion rates, as well as significantly influencing the developmental outcome of students’ personal and professional goals. It is therefore essential to carefully select your advisory committee to meet your needs as a graduate student. Here are some things to keep in mind to ensure a strong and lasting relationship with your advisor.

• Maintain clear and frequent communication. It is helpful to have frequent, scheduled communication to build an open and effective relationship with your advisor. Use this line of communication to clarify any questions you may have, seek advice, get feedback, etc. Maintaining this communication can build trust and rapport between you and your advisor.
• Clarify roles, responsibilities, and goals. Clearly outline for your advisor what is most important for you in terms of your advisor’s role, and have them outline their expectations for you as a student. It is helpful to make your advisor aware of your personal, academic, and professional goals to aid in the assistance they can provide you with.
• Develop an agreement of your mutual expectations. Be realistic with your expectations! Take the time to outline together your expectations in terms of what is to be completed and when. It also doesn’t hurt to become aware of each other’s work styles to understand how one another will approach any given project.
• Select and plan a suitable and manageable research topic to pursue. Develop a work plan that includes both short- and long-term goals, including the deadlines to meet these goals. This plan should be a preliminary roadmap of your entire program of study, including courses, proposals, research, writing, and defense. However, be aware that things do not always go as planned, and therefore being open and flexible to change is crucial.
• Be responsible. Make sure you meet deadlines, make time for meetings, and follow-up when necessary. Be proactive in your relationship with your advisor – you will not only get more done, but you will also gain respect from your advisor. 
• Be open. Do not assume your advisor can read your mind. If there is something you need or want, be open and assertive with your advisor to get the results you desire.
• Don’t take it personally. Criticism is a natural and necessary aspect of your academic growth – your advisor is simply trying to help you produce the best product possible and your project will be stronger because of it.

If you are struggling with your student-advisor relationship, you should first contact the Graduate Coordinator of your program, then the ADR (Alternative Dispute Resolution) of the College or the Assistant V.P. of Grad Studies.

This post was adapted from University of British Columbia’s ‘Building an Effective Graduate Student-Supervisor Relationship’ (http://www.grad.ubc.ca/faculty-staff/information-supervisors/building-effective-graduate-student-supervisor-relationship), University of Western Ontario’s ‘Relations with Supervisors – A Guide for Graduate Students’ (http://www.uwo.ca/ombuds/graduate/relations-supervisor.html), Grad Resources’ ‘Professor/Grad Relationships: Maximizing the Mentoring Potential’ by Nick Repak (http://www.gradresources.org/articles/prof_grad.shtml), Boston College’s ‘IV. Advisor-Student Relationships’ (http://www.bc.edu/schools/cas/psych/graduate/gradhandbook/advisor-student.html), Michigan State University’s ‘Student-Advisor’ (http://www.grad.msu.edu/wellness/intellectual/studentadvisor.aspx), and University of Guelph’s ‘The Student-Advisor Relationship’ by Cecelia Paine, Associate Dean of Graduate Studies

(https://www.uoguelph.ca/graduatestudies/sites/default/files/images/users/handsord/developing_positive_student-advisor_relationship.pdf).

Stress Management

As the semester progresses and more and more assignments, tests, and deadlines creep up on you, it is likely you may start feeling a little stressed out. Pressures, expectations, time constraints…these are all fuel to your stress fire, but don’t let these get you down! There are many healthy and effective ways to deal with the stressful situations you may find yourself in throughout your time in grad school and they all begin with change: either changing the situation or changing your reaction to it. Rather than allowing stress to define your graduate years, try out some of the following techniques for managing stress. After all, how well you deal with stress will help determine how satisfied you are with your graduate experience!

1. Identify your sources of stress. Ask yourself what exactly it is that causes stress in your life – academic issues? personal issues? financial issues? Try and pinpoint your sources of stress to know what needs to be addressed, what needs to change, and what needs to be avoided.
2. Avoid unnecessary stress. Determine what sources of stress may be under your own control and aim to control the “controllables”, i.e. avoid persons and environments that stress you out.
3. Anticipate stressful events and plan ahead. Pare down your to-do list to distinguish between what “I’d like to do” and what “I must do” in your schedule, responsibilities, and daily tasks. It can be helpful to transform any that you possibly can into "I'll do my best to get as much as possible done, and I'll start on the most important first". Set priorities, deadlines, and timelines to reach your targets and try to build in extra time for unexpected events or to catch up.
4. Alter your mindset. Keep things in perspective – avoid catastrophic thinking and instead focus on what the most important thing to do right now is.
5. Alter the situation. If you cannot avoid a situation, try to alter it. Figure out what you can do to change things to prevent the problem from presenting itself again in the future. This often involves changing how you communicate and operate in your daily life (i.e. being more willing to compromise, being more assertive, etc.).
6. Adapt to the stressor. If you cannot change the stressor, change yourself. Adapt to the stressful situation and regain your sense of control by changing your expectations and attitude (i.e. reframe the problem, adjust your standards, focus on the positive, etc.).
7. Accept the things you can’t change. Accept that there will always be challenging circumstances and what is, is. Some sources of stress are unavoidable and although acceptance may be difficult, in the long run it is easier than railing against circumstances you cannot change. 
8. Adopt a healthy lifestyle. You can increase your resistance to stress by strengthening your physical health. Exercise regularly, eat a healthy diet, ensure you get enough sleep, or try some relaxation techniques.
9. Make yourself a priority. Take time out of every day and every week to focus on YOU. Take time out of your schedule for fun and relaxing activities because in doing so, you will be better prepared to handle life’s stressors when they inevitably come. Stress research tells us that those who take 20 minutes every day to do something just for themselves are less stressed than those who do not!
10. Look for social support. Friends and family are a great source of empathy and emotional support. Also try speaking with students who are further along in your program or professors who can offer advice, because they too have been in your shoes at one time or another!

To learn more about these tips and other approaches to Stress Management, please check out the information that the University of Guelph has to offer at the following link:

www.uoguelph.ca/~ksomers or contact Kathy Somers directly at ksomers@uoguelph.ca. Also be sure to check out the Stress Smart blog at http://stresssmartuog.wordpress.com/ and on Facebook at https://www.facebook.com/StressSmart.

This post was adapted from HelpGuide.org’s ‘Stress Management’ by Melinda Smith and Robert Segal (http://www.helpguide.org/mental/stress_management_relief_coping.htm), Queen’s University’s ‘Quick Tips – Managing Stress at Grad School’ (http://queensu.ca/learningstrategies/grad/stress.html), University of Health Services – Tang Centre at UC Berkeley’s ‘Dealing with Stress in Grad School’ (http://uhs.berkeley.edu/bewell/grad%20student%20stress.pdf), and Michigan State University’s ‘Stress’ (http://grad.msu.edu/wellness/emotional/stress.aspx). 

Critical Reading Strategies

In order to successfully engage in effective research and effective writing, it is essential to sharpen your critical reading skills. As a critical reader you are not a passive participant, but an active constructor of meaning as you evaluate not only what the text says, but also how and why it says it. For the non-critical reader many texts offer “the truth, the whole truth, and nothing but the truth”, but for the critical reader any given text is but one person’s interpretation and portrayal of the subject matter. The following are some helpful hints to improve your critical reading skills.

·         Questioning.  Before you begin reading, identify the questions which you expect the text to address.  For example, are you reading to gain general information about a topic?  Are you reading to learn more about a specific methodology?  Are you reading to look for validation of a theory?  The questions that you pose will shape how you read and take notes.

·         Previewing. Previewing or pre-reading the text allows you to look over the material and get a feel for what you will be reading, allowing you to skim the content and organization of the text before reading in depth. This step allows you to identity why you are reading, what you are looking for, and how you will use what you will read.

·         Contextualizing. To read critically you must understand the the context (socially, politically, historically, etc.) in which the text was written. Take the time to recognize the context, purpose, and intended audience to better understand the author’s authority and agenda for writing this particular text.  Even in scientific research-based articles, the author is often adding new information to a “conversation” within a field or sub-field.  Understanding the academic conversation that has already occurred around the topic will inform your understanding of the new text.

·         Annotating.  Annotate based on the questions that you initially posed about the text.  In many situations, outlining the text’s main ideas and arguments in your own words will help you clarify your understanding of the text.  In some cases, you may only need to take notes on specific topics (for example, methodology) rather than the text as a whole.   It is also often helpful to dot down questions as they arise throughout the text.  These new questions may lead to a re-reading of the text, further research, or discussion with your advisor or other graduate students.

·         Analyzing. This involves evaluating the author’s argument by breaking it down into its two essential parts: a claim and support (often identified as the evidence or data) . A critical reader, rather than accepting the text at face value, takes the time to deconstruct the arguments being made and to assess if the support is appropriate to the claim.

·         Re-reading. Re-reading is a great opportunity to clarify, summarize, categorize, and organize information. This process allows for different levels of focus, breaking the text down to examine separate parts of arguments and how they come together to form the basis of the author’s thesis. In re-reading, you are giving yourself a richer and more meaningful engagement with and understanding of the text.

To learn more about these tips and other approaches to critical reading, please check out the information on critical reading consultations, workshops, and resources for graduate students at that the University of Guelph has to offer at the following link: http://www.lib.uoguelph.ca/assistance/learning_services/graduates/critical_reading.cfm

This post was adapted from Salisbury University’s ‘7 Critical Reading Strategies’ (http://www.salisbury.edu/counseling/new/7_critical_reading_strategies.html), ‘Critical Reading: Deep Reading Strategies for Expository Texts’ by Jonathan LeMaster (http://www.cojusd.org/cms/lib2/CA01001709/Centricity/Domain/198/AVID%20Critical%20Reading.pdf), University of Minnesota’s ‘Student Writing Support quicktips: Critical Reading Strategies’ (http://writing.umn.edu/sws/assets/pdf/quicktips/criticalread.pdf), ‘How the Language Really Works: The Fundamentals of Critical Reading and Effective Writing’ by Dan Kurland (http://www.criticalreading.com/), and Colorado State University’s ‘Writing@CSU Guide: Critical Reading’ (http://writing.colostate.edu/guides/guide.cfm?guideid=31).

Tips for Teaching Assistants

As a teaching assistant you will be balancing many roles. Not only are you a student, but you are now taking the role of an employee, an expert and representative of your department, a student advisor and role model, and an assistant to your instructor in facilitating learning and knowledge. If this is your first time being a teaching assistant, no need to worry! We have some tips that can help you navigate these roles to both improve your teaching skills and to help you get the most out of your teaching experience.

·         Be clear. It is very important that you communicate clearly and effectively with your students. Be sure they understand what is expected of them, both logistically and academically, to avoid any potential confusion and conflict.

·         Be professional. Remember that your students may be your peers, but it is important to maintain a professional relationship with them, both inside and outside of the classroom. Be friendly and polite when seeing them outside of class, but remember that it is inappropriate to develop social relationships with them beyond that.

·         Be prepared. Ensure you have a strong grasp on the material and are prepared to answer any questions or direct students towards the proper resources if necessary. Also, if your teaching assistantship requires you facilitate seminars or deliver lectures, be sure to practice, practice, practice in advance! Stand in front of a mirror and present the material to reduce feelings of nervousness when presenting to students.

·         Be fair, honest and flexible. Do not pick favourites. In all your dealings with students, be sure to treat everyone equally – it is important for students to feel they are all receiving the same treatment.

·         Stick to the course material. Don’t preach or otherwise strongly impose your viewpoints. Your job is to convey course material, not your personal opinions.

·         Don’t make exceptions to the course rules without first consulting the instructor. If you bend the rules for one student, word can spread quickly and other students will expect to be granted the same exceptions.

·         Manage your time. Be sure to strike a balance between your personal and professional life. The workload of a teaching assistant can be very onerous, however be sure to budget your time effectively between your role as a teaching assistant, as a student, and as an individual with a personal life.

·         Ask for help. It is important for you to have communication between yourself and the professor, therefore do not hesitate to ask for clarification whenever necessary. Ensure you have a clear understanding of your role and responsibilities. It is can also be helpful to talk to experienced TAs for tips and/or troubleshooting advice.

Information on Teaching Assistant consultations, workshops, and resources for graduate students at the University of Guelph can be found at the following link:

http://www.lib.uoguelph.ca/assistance/learning_services/graduates/learning_services_for_TAs.cfm

This post was adapted from The Graduate Student Guide to Teaching at Yale University: Becoming Teachers (http://www.yale.edu/graduateschool/teaching/forms/Becoming_Teachers.pdf), Education Portal’s Student/Teacher: Tips for Being a Great TA ( http://education-portal.com/articles/Student_Teacher_Tips_for_Being_a_Great_TA.html), UBC’s A Guide to Effective Practices for Teaching Assistants (https://people.ok.ubc.ca/lymcpher/Guide%20to%20Effective%20Practices%20for%20Teaching%20Assistants.pdf), and Philip J. Guo’s Tips for First-Time Teaching Assistants (http://www.pgbovine.net/ta-tips.htm).

Goal Setting

Whether in your personal, academic or professional life goal setting can be a beneficial way to ensure you stay motivated to complete a task. Goal setting goes hand-in hand with time management, as goals outline the tasks that need to be accomplished and often reveal the priority and schedule for a given project. The beginning of a new semester is a great time to set some goals for the upcoming months. It is important to be SMART about setting goals that are not too daunting or vague.  

Specific  - A smart goal will answer the questions who?, what?, where?, when? , why?, which?, and how?  This ensures there is no ambiguity how the goal will be achieved. 

Measureable – A smart goal will establish clear criteria to measure progress toward goal attainment.  This will help you stay on track and know when your goal is accomplished. 

Attainable – A smart goal must be important to you so it will encourage you to consider all of your abilities, attitudes, opportunities, and resources which will allow you to reach your goal.  Goals are made attainable by breaking the goal into steps and pairing each step with capacities for completion. 

Realistic – A smart goal must be an objective that you are willing and able to work toward.  Even high goals can be realistic if you plan steps, allow enough time, utilize capacities, and represents substantial progress.

Timely – A smart goal should be given a time frame.  This allows for the planning to take real precedence in your life and schedule.  The end goal should definitely be given a time constraint but each step can be given a time line as well to motivate and progress toward goal achievement. 

Keep track of where you are in your goal progress.  It is okay to review your goals and make changes to the SMART outline you have created for a goal, just don’t use goal review as an excuse for not making progress. 

A SMART goal example and template can be found from Stanford University at: http://www.google.ca/url?url=http://hrg.stanford.edu/documents/SMARTGOALSTemplate2012.doc&rct=j&sa=U&ei=onu2UJHfNqWEygHNoIGoDw&ved=0CB0QFjAB&q=smart+goal+planner+outline&usg=AFQjCNFNgZRxE7OLwCGQ7lpvaKXhrGwD3Q 

Long-term goals are often more broad, but by breaking them down into more short term steps or goals, the SMART goal setting technique can be used to achieve even your biggest projects and aspirations! 

This content has been adapted from Top Achievement - Creating S.M.A.R.T. Goals: http://topachievement.com/smart.html , Grad Share -  Job Searching and Goal Setting the SMART Way: http://www.gradshare.com/blog/grad_currents/2010/11/12/1289605676572.html, and the University of Guelph Learning Services Guide to Time Management: http://www.learningcommons.uoguelph.ca/guides/time_management/

Time Management

After a hopefully relaxing holiday break, the work load is likely ramping up again for another semester. While your research may be continuous, other necessities including teaching, courses, and semester deadlines are likely back on your radar as the winter semester begins. Balancing all the demands of grad school with personal life (family, exercise, volunteering, hobbies, social, etc.) can be a daunting task. Start off this semester on track by brushing up on your time management skills.  

1. The breakdown: It is near impossible to manage your time if you don’t know what projects or activities require attention.  Make a list of everything you need to do.  Break each project into smaller tasks which will seem more manageable, you will have an easier time getting started and accomplishing the task in an efficient and logical manner.
2. Prioritize: Using your list, decide which projects and tasks need to be completed first.  From this prioritization of your list, you can create a long-term schedule.  This will reveal not only when projects need to be completed but when smaller tasks should be accomplished to stay on schedule for projects due in the future.
3. Schedule: Schedule each day in blocks for work on a variety of tasks.  Take into consideration which tasks are priorities and that you are only able to concentrate effectively on one task for a limited amount of time.  One scheduling strategy that works for some students is Fixed-Schedule Productivity wherein school is treated as a job and you commit to staying on task from 8:30am-5:00pm, the remainder of the day is then open for personal activities.  Another strategy commonly used is the Pomodoro Technique where 25 minutes of work are separated by 3 minute breaks, longer 10-15 minute breaks are allowed every 4 cycles.  Everyone has personal preferences for scheduling, but find a tactic that works for you and stick to it!
4. Be reasonable: When allotting time, be realistic how long something will take, if you estimated incorrectly adjust accordingly for next time.  Leave time for personal activities and breaks, however find a time of day and environment where you will be most productive (minimize distractions).  Learn to say no when you just don’t have time to commit to something extra. Don’t get down on yourself if one day wasn’t as productive as you hoped, this will lead stress and less productivity: simply adjust your schedule, stay positive, and refocus for tomorrow.

Finding time management strategies that are effective for you is integral to enjoying your time at grad school!

Information on time management consultations, workshops, and resources for graduate students at the University of Guelph can be found at the following link: http://www.lib.uoguelph.ca/assistance/learning_services/graduates/time_management.cfm

This post was adapted from Michigan State University Graduate School Time Management & Productivity: http://grad.msu.edu/wellness/occupational/timemanagement.aspx , the University of Guelph Learning Services Guide for Time Management: http://www.learningcommons.uoguelph.ca/guides/time_management/, and the Pomodoro Technique: http://www.pomodorotechnique.com/