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Upcoming Events
Oct. 21, Preparing for a Technical Interview, 6-7:30pm, ECCR 105
Oct. 22, Buffs Professional Program - Start an Internship or Job Search, 3:30-4:30pm, C4C S484
Oct. 22, Strategies to Go Global, 6-7pm, Koelbel 102
Oct. 24, Professor Leonard Cassuto, Fordham University, "The Academic Job Market: An Ecological Introduction", 4pm,
British & Irish Studies Room, Norlin Library, 5th Floor
Oct. 29, Buffs Professional Program - Adapting for a Changing World, 3:30-4:30pm, C4C S484
Oct. 29, Career Tracks in Asia, 5-6:30pm, C4C S350
Oct. 31, Careers in the State Department and Foreign Service, 4-5:30pm, C4C Abrams Lounge
Nov. 7, What Every International Student Should Know About U.S. Employment, 5-6:30pm, C4C Abrams Lounge
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Greetings, graduate students!
This month's mentoring theme has its roots in academia, but offers plenty of advice for those of you seeking to take the professional track. The inspiration for our theme comes from an article in last month's Inside Higher Ed about a post a Columbia University professor made on his website that offered some frank guidance about his expectations for graduate students who seek to work with him. While much of the advice is useful in and out of academe, many felt the tone with which it was given served to reinforce the stereotype of the distant adviser handing down judgement on graduate students from on high rather than the collaborative relationship many students seek. This issue of Future 411 is here to show you that positive relationships with those who instruct you aren't a pipe dream and to help you find mentors in your adviser, in your program, at CU-Boulder, and beyond.
We are pleased to share two inspirational interviews with you: one from doctoral student Deb Morrison who preaches the value of multiple mentors from different aspects of her life and another from David Wallace, who found not just a dissertation director, but a career counselor, in his adviser and mentor. In addition, this month's articles from The Chronicle of Higher Education, Inside Higher Ed, and Science Career give additional advice about the roles mentors can play in our school work and career planning and how to find and foster such relationships.
As always, we hope that Future 411 will provide you with useful information that can help make your life as a graduate student easier and your job hunt savvier. We also offer a friendly reminder that our door is always open at the Center for Community. Career counselors are ready to review your resume, and schedule mock interviews, and maybe, just maybe, be your mentor.
All the best,
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Our Colleagues
Mentoring: It Takes a Village
Interview by Annie Sugar
Deb Morrison received her BS in Geography from the University of Victoria and her MS in Plant Sciences and Environmental Sciences from the University of Western Ontario before coming Stateside to begin her doctorate at CU-Boulder. She is currently a Ph.D. Candidate in Curriculum and Instruction in Science Education and will graduate in May 2014.
What made you decide to pursue your doctorate in Education and why at CU-Boulder?
I decided to pursue my doctorate in Education after working in ecosystem nutrient cycling research, because I began to realize at that time how much we did know through our past scientific inquires that wasn't making its way into popular understandings of the world in which we live. This situation concerned me greatly so I started to look into issues of scientific literacy for democracy and became more interested in my own abilities to create learning around science in the undergraduate classroom spaces in which I was working at the time. When our family decided to move to the United States in 2000 I decided to teach in the K-12 system and became a licensed secondary science teacher. That experience raised even more questions for me about power structures in education, the distribution of resources and the way in which adults in education viewed students as potential future participants in science. These questions led me into educational research, as what I was reading wasn't satisfying my curiosity.
I chose CU-Boulder because it was close to home and the community in which I taught. Regardless of my naiveté about how to select a university within the US (the situation in Canada is vastly different due to the limited number of institutions from which to choose), I was extremely lucky to find myself welcomed into a highly-ranked university and a School of Education with a phenomenal faculty and staff. The School of Education here has offered me the depth and breadth of education I was seeking.
What are your plans when you finish your degree?
As I am getting close to finishing my degree, I am working on a postdoctoral application to bring together interests I have pursued here, namely teacher professional development, climate science education, virtual learning environments and educational equity in science education. To this end my postdoctoral work will be centered at the University of Nebraska-Lincoln but will hopefully involve collaborators from CU-Boulder, Towson University in Maryland and the University of Edinburgh in Scotland. Keep your fingers crossed for the success of my postdoctoral proposal! If this does not work out I will find ways to continue working with these collaborators in some form or another regardless.
You advocate having several mentors rather than just one. Why and what are the benefits? How does that work?
Each mentor in my life has offered me access to a new community or group. Life is full of such communities and the shifts between them can be difficult to manage. Mentors help a person enter and move within new spaces and populations of people. A mentor may also help a person manage conflicts with their current and prior experiences such as peers or family not understanding the new ways of speaking or acting that are being acquired. A single mentor, while valuable, cannot hope to facilitate all of a person's needs in entering and moving within a new space or population - a new community - so multiple mentors are beneficial.
I draw on mentors depending on my specific need. In my current role as a doctoral student I go to my advisor, Dr. Erin Furtak, and my colleague, Dr. Susan Buhr, Outreach Director for CIRES, for research advice and long-term career discussions. In addition to Dr. Buhr, I talk with Erin Martens in the Office of University Outreach and others about current and future directions for teacher educational outreach efforts that I should be involved in. I talk with Dr. Felicia Moore at Columbia Teachers College about how to improve my own work and be involved in ongoing efforts in relation to equity in science education research and practice. I also touch base with my dad to see what he thinks the value of my current work is in day-to-day life, something I feel is important.
How do your mentors help you academically? How are they helping to prepare you for your career after graduation?
My current academic mentors all give me guidance around my dissertation, in terms of research design, data analysis, writing for dissertation work and for publication, and seeking out opportunities within my doctoral program to fill out my CV in ways they know to be important for future opportunities. In addition, many of my mentors have provided me with connections critical to my future work.
What advice do you have for being a good mentee?
I think there are several aspects to being a good mentee and though I hope I am, only my mentors could really answer that question. First, I think it is important to be open to criticism. I have had a number of experiences where I was really emotional about particular events or critiques in my doctoral work or at other times in my life. The way I benefited most in those situations was to process the emotion with people I trusted and then to try to accept the advice in the spirit in which it was given - with the hope of helping me improve and advance in my career.
Secondly, I think a good mentee seeks out mentors and readily accepts them when presented. I know that I need help in navigating new spaces and new situations; frankly such experiences often scare me. One way I have been successful in doing this is by seeking and/or accepting mentors offered to me. We learn socially not in isolation and some of the most important things we have to learn are not well defined in any concrete form; thus mentors offer us an important resource in a given situation and often the benefits are beyond what we can imagine at the beginning of such relationships.
How have your experiences with your mentors helped to shape you as a mentor yourself?
I have had a number of opportunities to mentor others in addition to being mentored myself, and I have found the experience of being a mentor to be very fulfilling. I ask a lot of questions of those I mentor trying to figure out what they don't know that I can help them with and where their specific needs are at a given time. We usually intersperse a bit of academic checking in with life checking in as I want to help in any way I can with the difficult life/work balance issues and the entry into academic emotional issues as well. So many graduate students feel like they are imposters in the academy and think they are the only ones who feel this way. Just calling that out into the open and talking about it is a huge pressure relief for many new to this space. In our conversations I have learned a great deal about the power of perseverance, hope and the will to overcome all kinds of obstacles. Mentoring helps me see beyond my own experiences, offering me alternative standpoints to life in the academy and surrounding it. I highly encourage people to mentor those they feel are important to be included in your communities - those who are often excluded based on socially constructed criteria - as you have the power through mentoring to change the nature of your community in this way.
What advice do you have for other graduate students seeking mentors for their careers?
- Be open to mentors regardless of what you think you need. The mentors you don't think apply to you are often the most valuable you will ever gain.
- Be honest with yourself about the areas in which you need support.
- Accept advice graciously as your mentors are usually giving it with a helpful spirit if not always in a way that is easy to accept. In other words, assume positive intentions.
- Don't let shyness or cultural reservations limit your ability to seek out mentors. If you are unsure of how to approach a desired mentor, see if you can have a mutual acquaintance introduce you. You have mutual interests, just by the nature of wanting to be mentored by the person, so start there in getting to know each other.
- Value your mentor's time. Be clear on what you need and try to avoid asking the same thing multiple times.
- Mentor others. You will learn just as much as when others mentor you and there is an ethical responsibility to pay it forward.
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Our Alumni
Advising Beyond Academics
Interview by Annie Sugar
David Wallace earned his bachelor's degree in Communication at the College of Charleston and completed both his master's degree and Ph.D. in Media Studies from CU. He is currently an assistant professor at the University of South Carolina Upstate.
Who was your mentor(s) during graduate school, and how you find them? How did they help you balance your degree and your job search?
My primary mentor while I earned my master's degree was Dr. Robert Trager. However, I began working with Dr. Polly McLean after starting the doctoral program. We first met in her research methods course during my first semester in the program. At the time, I was focusing on the use of the Internet by the homeless community, and Dr. McLean was very helpful in that study. After finishing her course, I continued to work with her as a research and teaching assistant for several semesters.
Dr. McLean was a great help during the job search. Before my on-campus and phone interviews, we discussed the individual universities and what questions might come up during the process. Having her input really prepared me for what I eventually experienced in the interviews and job talks. It gave me a certain level of confidence that I don't think I would have had otherwise.
Also, as my dissertation chair, she worked with me to develop a writing and research schedule that allowed me to remain active in the job search. She gave me valuable feedback quickly, and I was able to move forward with the research and writing at a pace that made graduation in four years possible. Had it not been for Dr. McLean, there's a good chance I wouldn't have finished before the start date of my position at USC Upstate. So she not only was integral in the job search itself, but also my ability to finish my degree and take the position on time.
How do mentors help graduate students specifically, and how did your mentor help you launch your academic career?
Mentors help graduate students by serving as a source of advice and information that goes beyond academic advising. It's more than just telling students what classes to take and when. That might be part of it, but a good mentor always has the big picture for that individual student in mind. Another key feature is accessibility. In my experience, Dr. McLean was such a great mentor because she made it clear that she was available and willing to help. And it wasn't just something she said. Time and again, she proved it.
In addition to what I discussed above in regard to the job search, Dr. McLean also played an important role in my teaching. Just as she was available to give advice about interviews and coursework, she answered countless questions about my first classes. I always felt like I could ask questions, and she always had answers.
What should graduate students look for in a mentor, and what kind of assistance should they expect from them if they're planning a career on the academic track?
Graduate students should look for a mentor that genuinely wants to help and wants them to succeed. If they can find that person, they can expect support in just about every area - teaching, research, career planning, etc. Dr. McLean helped me in all of these areas. She continues to help me in these areas over two years after I graduated. She definitely set a high standard, but I think it's reasonable for other students to expect the same from their mentors.
How can graduate students be good mentees?
It starts by being willing to listen and learn, but I think it's also a matter of a willingness to ask questions. Don't go through grad school assuming you know all of the answers or that there's no one there to help when you're confused.
Are you a mentor now? Who do you mentor, and what is your relationship with your mentees like?
I have mentored students on research projects here. There are a few programs both through the Upstate campus as well as in Columbia that fund undergraduate research under the advisement of faculty members. I've also mentored students in their job searches. For anyone I mentor, I just expect a commitment to learn. As a mentor, I have a commitment to accessibility. I want students to know that I'm here to help them. I learned that from Dr. McLean.
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Professional Advice
Chronicle of Higher Education
Why You Need a Mentor
By Gina Stewart
Do you have a mentor? Not an academic adviser, but a true mentor-someone who has an interest in helping you develop your career path, combined with the seniority and perspective to be helpful. In my opinion, every college student and every professional needs one, and it's preferable if you don't report directly to your mentor. A mentor can explain the subtleties of your chosen career path to you, and can help you navigate rough spots along the way.
I called my undergraduate mentor when, in my second year of graduate school, I suddenly didn't have Ph.D. candidacy, even though I had jumped through every hoop successfully. "Sounds like an adviser problem," my mentor said. "You need to ask your adviser specifically why you didn't get candidacy, and then you need to ask at least two other professors in the department to be honest with you."
I followed his advice and found that my adviser had, in fact, sabotaged my candidacy (and as I looked at the professor's history, I found that he had a very poor record of graduating female Ph.D. candidates). So it was clear that I needed to change advisers. Read more
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Inside Higher Ed
Kitchen Cabinet of Mentors
By Owen Sutkowski
Many higher education professionals find mentors with similar backgrounds to seek advice and test their ideas. Borrowing an idea from president Andrew Jackson, what if you create an informal cabinet of mentors from a set of diverse backgrounds? As we build a network of mentors, it is important to have a diversity of viewpoints and connections. Having a variety of mentors will serve as a strong sounding board for professional growth as we face different challenges. Five types of mentors are important to consider appointing to your mentorship cabinet. Each of these types of mentors can contribute a unique perspective to your professional and personal development.
The Friend: The friend mentor is someone who can see connections between your personal and office life, knows you outside of your professional pursuits, and can offer feedback as an "outsider" to your professional world. Although we have many friends, it can be helpful to have a dedicated friend with whom to talk about your professional goals and issues. When thinking about someone for this role, it is also important that this person knows enough about your field and even more about you. The friend can also give you feedback in a context outside of your work environment and will not have the biases of mentors within your profession.
Pick someone who has been a part of your life through several professional roles and has seen you through work and personal change. The friend mentor does not need to be an expert in your field; he or she only need be a person whom you can trust to give you authentic feedback. For example, I have a good friend who works on the career counseling side of higher education. She has been invaluable as I chart the logistics behind professional moves and has been someone who has seen me grow professionally since we were in graduate school together. She knows very little about my higher ed field and has learned more about it through my talks with her. Read More
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Science Careers
Mastering Your Ph.D.: Mentors, Leadership, and Community
By Patricia Gosling and Bart Noordam
One of the best things you can do at the start of your scientific career is find a mentor. A wise and caring mentor can mean the difference between wandering around aimlessly and striding purposefully down the path of academic life and beyond.
But don't you already have a mentor, you may wonder? Won't your research adviser play that role? Perhaps, but mentors and advisers aren't usually the same thing. For one thing, an adviser directs, a mentor guides.
If your research adviser is a natural mentor and is willing to take on that role in your life--and if that relationship works for you--count yourself lucky. Not every graduate student is fortunate to have such readily available guidance and counsel from a more senior person. So, chances are you'll need to look beyond your lab to find a good mentor. What should you look for, whom should you ask, and how can you help your adviser--and yourself--be a good mentor? Read More
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Contact Us
Annie Sugar, Editor, PhD Student, Media Studies, Journalism and Mass Communication
Annie Piatt, Graduate Student Program Manager and Career Counselor
Center for Community, N352
Appointments: 303-492-6541
Office Hours:
Fall & Spring: Monday, Tuesday, Thursday, 8 a.m. - 5 p.m.
Wednesday, 8 a.m. - 7 p.m.
Friday, 8 a.m. - 4 p.m.
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