Graduate Student Town Hall – September 23, 2020

Elizabeth Forrest Lambert (She/Her): Hello everyone, and welcome. This is uncovering the curriculum of grad school during a pandemic. It’s a webinar we’re holding today for our incoming graduate students Elizabeth Forrest Lambert (She/Her): We’re joined today by a panel of experts including our associate Dean’s for UC Davis graduate studies as well as a number of students Elizabeth Forrest Lambert (She/Her): I’m Elizabeth Lambert, I’m the director of communications for UC Davis graduate studies and without further ado, I’m going to introduce you to our moderator for the day. And that’s Associate Dean of graduate students and postdoctoral scholars Ellen Hartigan O’Connor Ellen L Hartigan-O’Connor: Welcome, everyone. I’m delighted to have you here Ellen L Hartigan-O’Connor: Just as a reminder, we have Elizabeth Forrest Lambert (She/Her): To get started Elizabeth Forrest Lambert (She/Her): I’m going to add a few details about the zoom Elizabeth Forrest Lambert (She/Her): Webinar. As you may have noticed your videos are not appearing. You see the videos of our panelists today you are also muted. This is a webinar format. So you might be wondering well, how are you going to commute Elizabeth Forrest Lambert (She/Her): If you notice on the bottom toolbar of the window, you’ll see a Q&A feature. And in that feature you can add your questions. If you’re familiar with Elizabeth Forrest Lambert (She/Her): Systems like Reddit. If you see a question that you like or that you’d like to see the answer to. You can upvote it Elizabeth Forrest Lambert (She/Her): If you also want to add additional details, you’ll be able to comment and we’ll also be able to Elizabeth Forrest Lambert (She/Her): Give you comments from the experts within graduate studies and link you directly to resources that we have on campus. So now, without further ado, I’m going to pass it off to Ellen Hartigan-O’Connor. Thank you Ellen L Hartigan-O’Connor: So much Elizabeth and Ellen L Hartigan-O’Connor: Welcome everyone. And I just gonna kind of orient you, a little bit here talk about our agenda talk about who we are talking about how you who you are Ellen L Hartigan-O’Connor: And then we’ll get into our discussion and we should have some good conversation about starting graduate school Ellen L Hartigan-O’Connor: So we’ll start with introductions and then we want to develop a couple of ideas to frame our discussion this morning Ellen L Hartigan-O’Connor: The first is this idea of a hidden curriculum. The idea of when you’re coming to graduate school, there are expectations that you will know very clearly and it’ll be expectations that people will kind of Ellen L Hartigan-O’Connor: Think you already know that you may or may not, depending on your background. We’re going to talk a little bit about that idea Ellen L Hartigan-O’Connor: And the idea that you’re here to start building a career. Right. You may be here for two years, you may be here for nine years. But what we’re going to Ellen L Hartigan-O’Connor: Start today is the beginning of the then decades after that. So we want to introduce that idea and we want to talk about strengthening your network, which is an essential part of kind of navigating graduate school Ellen L Hartigan-O’Connor: We’re then going to switch and talk about common challenges of starting out of graduate school Ellen L Hartigan-O’Connor: Then specific COVID challenges which add an extra twist to some of the typical challenges of starting out in grad school Ellen L Hartigan-O’Connor: And then we’re going to end on a note of ideas about what to do next. So that you leave here feeling like you have a good knowledge of things that you need to investigate Ellen L Hartigan-O’Connor: In some practical advice on what you can do to navigate those and there’ll be several periods for questions and answers, there’ll be several periods for poll to we’re using a polling feature so that we can get a little feedback from you, even though we cannot see your faces Ellen L Hartigan-O’Connor: So let me start by asking that panelists to introduce themselves. You already know me, Duncan Duncan Temple Lang: Hi, I’m Duncan Temple Lang and I’m a professor in statistics and I’m also the associate dean for graduate programs Ellen L Hartigan-O’Connor: Gillian Gillian Renee Moise: Hi, good morning everyone, or good afternoon, depending on where you’re joining us from I’m Gillian Moise. I’m a six year PhD candidate in the sociology program. And I’m also the incoming Graduate Student Advisor to the dean of Graduate Studies and the Chancellor of the University Kristen Kristen James (She / Her): Hi everyone. Welcome. My name is Kristin, and I’m a fourth year PhD student in the nutritional biology graduate program Kristen James (She / Her): And Megan Meghan (She / Her): Hi everyone, I’m Meghan Zillion and I am a second year PhD student in the geology program Ellen L Hartigan-O’Connor: And each of our backgrounds and experiences and fields, it’s going to shape the way that we answer questions today. So, and we want to encourage you to think about where you stand as well Ellen L Hartigan-O’Connor: And here’s where you are. This is information we drew from your registration for this event and split between incoming PhD and incoming master students 30% are international and so maybe joining us Ellen L Hartigan-O’Connor: From different parts of Davis or close and two thirds are women and one third have come from smaller liberal arts and Community College backgrounds in two thirds from larger universities Ellen L Hartigan-O’Connor: And this is obviously going to shape the way you’re thinking about graduate school, your familiarity with graduate programs and what graduate students do from day to day

Ellen L Hartigan-O’Connor: A third are coming from the University of California. So maybe more familiar with. UC pace of life pace of academia and your ages range from 20 into your 60s. So we’ve got a lot of experiences and life situations to uncover as we discuss today Ellen L Hartigan-O’Connor: So as I mentioned, I want to introduce this idea of the hidden curriculum of unspoken expectations Ellen L Hartigan-O’Connor: All of you have attended or are attending orientations that will provide you with really valuable information about clear expectations. What do I need to do to get this degree what courses. Am I supposed to take Ellen L Hartigan-O’Connor: Where am I supposed to show up to be a TA. Where do I sign in to get my protective equipment Ellen L Hartigan-O’Connor: But there are also a whole host of kind of unspoken expectations that people tend to pick up over time, but the pace of picking up based unspoken expectations can really vary depending on your background Ellen L Hartigan-O’Connor: And your personality and your, your position ality. And so we wanted to kind of highlight these because sometimes it’s best to make the unspoken spoken so you know what you’re dealing with Ellen L Hartigan-O’Connor: So there are unspoken expectations that you’ll know how to interact with faculty. How do you address people. How do you write someone an email that will come across as thoughtful Ellen L Hartigan-O’Connor: And yet you know not too forward these kind of unspoken expectations. There’s the unspoken expectation that you’ll take initiative Ellen L Hartigan-O’Connor: And show that you’re taking initiative. So there’s a social quality to coursework particularly seminars or research work. It may be new for some of you, depending on kind of your background Ellen L Hartigan-O’Connor: an unspoken expectation that you’ll get feedback from peers before. And in addition to faculty on your writing. So you’ll, you’ll have other drafts Ellen L Hartigan-O’Connor: You’ll create writing groups, you’ll be working on your research and writing outside of the classroom and outside of supervision, as well as when you’re working with the faculty supervisor Ellen L Hartigan-O’Connor: This one was a surprise to me that you’ll seek out sources of money to support your research. So I’m a historian, and when I discovered that to go to an archive, I would have to find an archive that would give me money in order to write a Ellen L Hartigan-O’Connor: research paper. I was very surprised. I learned how to do it, but it’s good to know in advance because if you find out you know Ellen L Hartigan-O’Connor: Two weeks before you’re going to the archive. That’s going to be really tough situation so you know in advance, you can prepare in advance Ellen L Hartigan-O’Connor: And kind of overall the unspoken expectation that this is all natural, then you’ll just adapt from an undergrad mentality to a grad mentality. And I think it’s that unspoken expectation Ellen L Hartigan-O’Connor: That leads you know people who have been in a long time. Maybe not to let you know, and to call your attention to these ideas of how do you start building a long term career Ellen L Hartigan-O’Connor: So you’ve heard enough for me. I want to take it to our grad students and see, you know, kind of, how did they make that shift. What did they think is most important Ellen L Hartigan-O’Connor: What are they wish they they knew then what they know. Now I just like to hear from any of them talk a little bit about this idea Ellen L Hartigan-O’Connor: And please just jump in as you as you wish Kristen James (She / Her): Hi I, I’d like to speak a little bit to the last bullet point about adapting from an undergrad mentality to a graduate mentality. So I Kristen James (She / Her): I received my undergrad from the small liberal arts school kind of that we mentioned on the previous slide, and as a result of that. I also didn’t I hadn’t been exposed to graduate school life Kristen James (She / Her): Because there weren’t Graduate School graduate students at the university and so Kristen James (She / Her): Yeah, that was a big one for me. And I think if I could give myself a piece of advice that I wish I had known when I was first starting in graduate school is that there is an adaptation period. And I think just if I give myself more time and maybe not judged myself Kristen James (She / Her): In that transition and just kind of given myself space, to make the transition. It might have grown a little bit more smoothly and realizing that it may just take some time Yeah Gillian Renee Moise: I’d like to speak to my experiences as well. So my experience was a little bit different from what Kristin just described in the sense that I had spent a little bit of time outside of undergrad, before returning to a PhD program. And so I had Gillian Renee Moise: Quite a bit of years and kind of the professional field before coming into graduate school. And so I was able to draw from some of that

Gillian Renee Moise: And kind of figuring out how to interact with faculty and that kind of thing, because I’ve had interacted with Gillian Renee Moise: Professionals supervisors before. And so if you do have some of that experience, know that you can draw from that as well Gillian Renee Moise: So I did have that on the one hand, but on the other hand, I also found that the PhD experience is also very unique Gillian Renee Moise: In many ways, and so, though I had completed a master’s prior to coming into the PhD program. I found that there were still so much to learn that was specific to that experience and that there was a culture to adapt to really. And so for me it just kind of took time to adapt to that culture Gillian Renee Moise: And just kind of learning along the way. And we’ll talk about some of these. I think as we go on in the presentation but drawing from peers Gillian Renee Moise: Interacting with students who are maybe further along in the program. I know that for sociology. We have a pro seminar where we discuss some of the things I don’t know Gillian Renee Moise: The degree to which all departments and disciplines have something along those lines. But even though we had a pro seminar where we talked about Gillian Renee Moise: Navigating graduate school. Initially, sometimes it’s still didn’t click until we actually reached that particular stage. And so that was something that I found fascinating. So I was introduced to these ideas Gillian Renee Moise: But they didn’t really hit home until I got to that stage, and then I was able to draw from that and pull from that information that I was exposed to early on so that I just wanted to add that Meghan (She / Her): I apologize because there’s some background noise but Meghan (She / Her): I understand that there’s both Masters students and PhD students are incoming up both. And so I just want to speak a little bit to some of the different expectations around those as well Meghan (She / Her): So for a lot of masters students, your project might be a little bit more outlined and you might expect a bit more guidance and you might have a more specific idea of what your timeline looks like. Whereas with incoming PhDs, there’s sort of this expectation that Meghan (She / Her): You’re really coming up with these questions by yourself and this is entirely your own ideas. And so depending which you’re doing right now. You might feel a lot of difference in terms of that Meghan (She / Her): Another thing that I found a bit tricky to wrap my head around, and I guess I’m still working on a bit being an earlier grad student is that Meghan (She / Her): There’s a bit of this unspoken expectation that you’re putting your research first and yet Meghan (She / Her): The social dynamics around your classes and how you’re participating and how you’re expected to go above and beyond, you are expected in Meghan (She / Her): Some ways to go above and beyond, and yet still be prioritizing your research. And so sometimes figuring out that balance of, how do I Meghan (She / Her): behave in a way that’s very engaged and building relationships with the people that are teaching these classes, while still also prioritizing my research. And so again, just having some grace with yourself as you sort of figure out what that looks like for you Ellen L Hartigan-O’Connor: Yeah, I think that that’s a terrific point and that you all have spoken to the idea of Ellen L Hartigan-O’Connor: And I like your, your, your phrasing. I’m having some grace with yourself, recognizing that Ellen L Hartigan-O’Connor: That the tension of the friction that you’re feeling doesn’t mean you’re doing it wrong necessarily, it means that this is what the adjustment is like Ellen L Hartigan-O’Connor: And it takes some time. And specifically, to your point about that you need to keep your, your research, a key priority Ellen L Hartigan-O’Connor: Even if that’s not what you’re doing, day to day or if it’s in addition to what you’re doing, day to day in classes is something that’s quite new, keeping the independent and the structured moving simultaneously is a big challenge Ellen L Hartigan-O’Connor: So I want to pick up on something that all of our grad students Ellen L Hartigan-O’Connor: made mention of and that’s this idea of asking people right of talking to people and building an multiple networks and this is an idea that’s really crucial, not only to navigating your first quarter in grad school, your time in grad school, but the entire rest of your career is about Ellen L Hartigan-O’Connor: Creating multiple connections with people for different kinds of advice for different kinds of support for different kinds of information Ellen L Hartigan-O’Connor: So there’s you we have a nice little graphic here there’s you at the center right and you may have already talked with or met with your graduate coordinator is a staff person in your program who has a lot of details about Ellen L Hartigan-O’Connor: How to fill out the forms and get registered and kind of helping you with the nitty gritty of entering a program and that person will continue to be an essential support to you on all kinds of questions Ellen L Hartigan-O’Connor: You’ll also, I hope, either in a pro seminar on orientations or social events start meeting students in your cohort Ellen L Hartigan-O’Connor: May can be a real check for you on, you know, what have you learned. Right. I mean, you can share with each other, kind of this information that you found out as well as you know I check that others are in the same boat and that your feelings are are are are part of a larger whole

Ellen L Hartigan-O’Connor: Kristin, and referred to the idea of graduate students are more advanced than you and how important that can be Ellen L Hartigan-O’Connor: They’ve been there. They do unsure have ideas about, Oh, I wish I had known or oh yeah Ellen L Hartigan-O’Connor: They say, this is how to do it. But here’s another way how to do it. That kind of integration can really helpful Ellen L Hartigan-O’Connor: We in grad studies, Duncan and I of course are always available, you can email us if you are coming into roadblocks in your program or you just Ellen L Hartigan-O’Connor: Are have concerns. There’s also a large staff at graduate studies, who are here to help you Ellen L Hartigan-O’Connor: We’re going to talk today a little bit about on campus resources and that’s the people, the offices, the institutions, the fellowship programs. The food pantries all of the folks and places you can go to get additional kinds of support for daily life, as well as for your academic life Ellen L Hartigan-O’Connor: And then your major professor. So the person who’s guiding your research as well Ellen L Hartigan-O’Connor: So let’s get into Ellen L Hartigan-O’Connor: Some of the challenges and this is where we’re going to start talking about how to put this all into practice Ellen L Hartigan-O’Connor: So as we’ve referred to a couple times graduate starting graduate school is always challenging and when the group of us were talking earlier, we tried to pull out some of the things that Ellen L Hartigan-O’Connor: Were kind of challenges that we hadn’t expected or challenges that we want to make sure folks thought about a little bit as they were starting out Ellen L Hartigan-O’Connor: And the fast pace of the quarter system as opposed to a semester Ellen L Hartigan-O’Connor: And the idea of imposter syndrome, which is the feeling that you don’t belong, that somehow you’ve been admitted by mistake Ellen L Hartigan-O’Connor: And this is very widespread. So, the University of California is surely not admitting all of you by mistake you all belong here. And yet, this is a very real feeling right Ellen L Hartigan-O’Connor: Learning the structure of what is a faculty member versus a staff person versus a postdoc versus a graduate student, and then the culture as well, creating a new community. So many of you have moved here or are creating communities, wherever you are Ellen L Hartigan-O’Connor: How do you do that, how do you build that network that we were just talking about in terms of kind of support community getting oriented to those resources that I referred to Ellen L Hartigan-O’Connor: And then also kind of figuring out these expectations and this speaks to Megan’s last point expectations about Ellen L Hartigan-O’Connor: How you come across in seminar getting good grades and then the going above and beyond. And what that means. And I think her point is really expert Ellen L Hartigan-O’Connor: And then also what counts is good grades, which can be very different actually in graduate school than undergraduate and that’s an adjustment to Ellen L Hartigan-O’Connor: So we’re going to do a poll here of all of you participating. Which one do you want us to talk about first what’s what interests you, the most so that we can help focus our time in our conversation Ellen L Hartigan-O’Connor: Okay expectations beyond good grades is number one. And then we’ve got adjusting to the quarter system resources and support community. Okay. Well, let’s start with Ellen L Hartigan-O’Connor: going above and beyond and Megan Do you want to talk a little bit about that, since that was something that you spoke to, I think, really, hopefully Meghan (She / Her): I can. I’m sorry. There’s this awful droning noise Meghan (She / Her): We can, yeah, I think Meghan (She / Her): So I think this is also aware sort of who you are and your personality like who you are, in terms of identity and also your personality comes into this too Meghan (She / Her): Because a lot of times you have these courses that are sort of no longer just information being thrown at you and you’re more so reading the literature and discussing things and so Meghan (She / Her): There’s a bit of an expectation that you’re reading the literature, your understanding a good portion of it and you’re coming with questions that go beyond what Meghan (She / Her): The information that was presented to you. So, um, you know, an undergrad, when I had seminars and we were reading papers. It was more just sort of

Meghan (She / Her): You were reading them and understanding them and then somebody was leading a discussion and they were sort of coming up with the questions Meghan (She / Her): Whereas you sort of transition in grad school to you’re the one coming up with the questions and thinking really critically about the literature that’s presented to you and thinking about, you know what, what are these studies not consider and and just really building off of Meghan (She / Her): Whatever is already existing in the field. And so I think that Meghan (She / Her): What I spoke to before about that sort of conflicting with what was going on with research is you’re in some ways expected to do more with class work Meghan (She / Her): While also prioritizing research, but I think this also comes down to the structure of the courses so Meghan (She / Her): You’re, you’re spending your time reading, but it’s the way that you allocate your time as you have to sort of spend some time reading, but then Meghan (She / Her): Going back through those papers, you’re going back through, whatever it is that you were looking at and really coming up with questions that you’re then bringing into the classroom Meghan (She / Her): I hope that’s helpful Ellen L Hartigan-O’Connor: No, it really is. And it is. Do you or does anyone on the panel have ideas about how to get yourself to do that had to figure out what kinds of questions to bring to something. Is it through trial and error or Ellen L Hartigan-O’Connor: Or hearing what other folks say in a seminar or saying, you know, last meeting or how did you learn how to how to approach the material you reading from this critical and also understanding kind of a broader field approach Ellen L Hartigan-O’Connor: Kristen Kristen James (She / Her): Yeah, I take a little bit of a stab. So I’ve been kind of on this idea of going broader is and what questions to take in from this broad perspective and, like, one is the end goal and Kristen James (She / Her): Maybe in undergrad or in previous class experiences where you want to, you may have wanted to have an immersive learning experience. But perhaps the goal kind of ended at that class Kristen James (She / Her): Whereas now in your masters and your PhD program. This is kind of like a training for your whole career and a training with the end goal of becoming a professional in the area and so Kristen James (She / Her): Maybe when you’re designing something as granular as, like, what questions to ask from a paper or things like that. It’s, you know, Kristen James (She / Her): How does it relate to your personal research and where you’re taking your career but but I guess I’m Kristen James (She / Her): I’m I’m want to think about it in terms of the endpoint of this training for a career versus maybe like an endpoint of a good grade type of thing and how that affects you Ellen L Hartigan-O’Connor: Yeah, so that the endpoint isn’t the end of the quarter, when you see your, you know, you see your grades and then you move on and you put all this in the past because it’s all going to build on each other. So, so how should graduate students think about grades Kristen James (She / Her): I think personally I think you’re here feel like you’re trying your best, you know, the not not to get too caught up in the letter grade or things like that. But if you’re seeking out additional help. And you need additional help if you feel like Kristen James (She / Her): When you ask yourself if you’re putting in Kristen James (She / Her): Hard diligent work on the class. And the answer is yes, then hopefully the grade kind of comes and if it’s not seeking extra help kind of goes to the initiative from the previous slides Ellen L Hartigan-O’Connor: Duncan you’re giving people grades in graduate school Woody. What do you think Duncan Temple Lang: This is a really hard, your first year. So what everyone has said is so is so wonderful and it applies Duncan Temple Lang: To your second year, in some cases, and your first year in other programs. Some programs, the grades are very important in your first year Duncan Temple Lang: Because we have preliminary exams. So for someone like in my field, we tend to it. This is a Duncan Temple Lang: Reason be smooth transition from undergraduate because it’s their regular courses where we throw material at you. Just make sure that you have the foundations, so why it’s so hard for you guys Duncan Temple Lang: Now is that you’ve got to actually pay attention, exactly as Megan. Megan was saying, You gotta pay attention to aspiring to research Duncan Temple Lang: Taking care of your grades learning about a whole lot of new things. So make sure that your grades are good enough so that nobody’s gonna Duncan Temple Lang: Say to you. You’re not making the grade but don’t worry about the actual A plus or the just, just do Duncan Temple Lang: Do your best. And make sure you’re the reason in almost all programs that you that we make you take courses is so that you have the fundamentals later on Duncan Temple Lang: Makes it so you are built. It is not the end of the quarter. I’ve done. I hope I can forget about that you are building on those for the rest of your life

Ellen L Hartigan-O’Connor: And does anyone want to talk about connect this to the fast pace of the quarter system. So this comes as a shock to many people, not Ellen L Hartigan-O’Connor: I know that a good number of the folks on this webinar have come from the UC systems and maybe they’ve come from a campus that has quarters, but does anyone want to talk about what that’s like. And how do you cope. It’s 10 weeks Gillian Renee Moise: I can speak to that a little bit from my previous Gillian Renee Moise: Experiences, both at the Masters level and at the undergraduate level. I came from a semester based system. So it definitely was difficult adjusting to the quarter system Gillian Renee Moise: But I can say, fast forward now having spent time in the quarter based system. I actually kind of prefer it and it’s what I’ve become accustomed to Gillian Renee Moise: But in terms of adjusting. I think it’s just a matter of thinking about. Okay Gillian Renee Moise: You were with the semester based system. And I actually had recent experience with that because I interned for the faculty diversity internship program Gillian Renee Moise: With Los Rios Community College. So I actually sat in a semester based program. So I was able to see Gillian Renee Moise: kind of compare side by side, but you have a little bit of time with the semester based system to kind of ease into the class a little bit, whereas you don’t have that with the quarter. I mean, you literally hit the ground running Gillian Renee Moise: You kind of have to begin immediately. Um, and so, just kind of keeping that in mind that there really isn’t that kind of introductory time, so to speak. So with readings and that kind of thing Gillian Renee Moise: A lot of times, professors will send out syllabi ahead of time, I would definitely suggest kind of getting Gillian Renee Moise: Looking through that syllabi knowing what it is that you’re going to have to do for the course of the quarter and then Gillian Renee Moise: For your own pacing kind of break, break it down in terms of what you think you need to do on a week by week basis because there will be weekly work Gillian Renee Moise: Particularly with the readings. I found that the coursework was pretty reading heavy which it should be and so taking thinking about for the way that you work and for the way that you would adjust Gillian Renee Moise: How are you going to break down those readings to ensure that you’re going to be prepared on a weekly basis Kristen James (She / Her): Yeah, and then just add if Kristen James (She / Her): It was a class that has exams Kristen James (She / Her): There may be two or three exams in a duration of a quarter, which then means about every three weeks. And so just kind of Kristen James (She / Her): Knowing that you need to give yourself you know the time and the reward to rest after an exam, but realizing that that is going to be kind of on the short side so that you can make sure that you’re on top of it and preparing for the Kristen James (She / Her): The next exam, which might be just a few weeks away Ellen L Hartigan-O’Connor: So one of the ways. Oh, go ahead Sorry Duncan Temple Lang: A lot of a lot of students do actually fall behind in the first quarter we see we see this, we take it. We take account of that Duncan Temple Lang: There’s a very bumpy first quarter. If you do fall behind. Go talk to your professor your instructor or your graduate advisor, they will give you a and they will and just know that just letting them know that that this is what happened then put a note and Duncan Temple Lang: Just talking to people Ellen L Hartigan-O’Connor: Yeah. And to that point I want to make sure that we also bring in this idea, but also have a lot of interest in this group about creating a new community of support for yourself Ellen L Hartigan-O’Connor: Right, that that this what’s going on in the classroom. What’s going on in your research is always connected to your ability to have Ellen L Hartigan-O’Connor: A supportive community Ellen L Hartigan-O’Connor: Kristin, do you want to take start us off on this topic a little bit Kristen James (She / Her): Yeah, definitely. I think it’s so important to begin building this community and Kristen James (She / Her): This community. I think can be composed of lots of people, it can be your incoming students that are also in your cohort because Kristen James (She / Her): Those will be the people who you might be studying for the exam with or having studied groups with. And so that’s one great community and then another great community Kristen James (She / Her): Are also the students who are upper years in your program and these people I think are such a great resource because they recently been in your shoes and so they have Kristen James (She / Her): That experience to draw from, and they have the advice that they wish that they had known to share with you Kristen James (She / Her): And so in my program. There is a peer to peer mentoring group that meets weekly and so I know that

Kristen James (She / Her): That those weekly meetings are typically geared towards the first year students and Kristen James (She / Her): If this is something that your program has as well. I would definitely recommend utilizing that resource. And if it’s not, um, I would still encourage you to Kristen James (She / Her): Reach out to upper year students, and especially at the beginning of the quarter in the beginning of the year. I know a lot of graduate programs have events to try to help the new students meet the older students and so Kristen James (She / Her): umm I just really recommend utilizing those resources at the beginning because building the community takes a lot of time, but the more interactions, you can have now that we’re probably Kristen James (She / Her): Doing this through the zoom world that will probably take a little bit more time than it would in Kristen James (She / Her): traditional sense. So Kristen James (She / Her): What you need and start building it Ellen L Hartigan-O’Connor: So, is peer to peer networking Ellen L Hartigan-O’Connor: Like academic or social or both. I mean, I think that’s part of what we’re thinking and talking about here to right Kristen James (She / Her): Yeah, in this one example. I guess it falls a little bit under the professional setting in that the upper your students typically prepare Kristen James (She / Her): Different are each meeting has a different topic. So anything from Kristen James (She / Her): How to talk about TA’ing to how to talk to your faculty advisor to Kristen James (She / Her): How to Make a resume. What’s a CV, things like that, but then also benefiting from, you know, once you’re interacting. It’s a little social as well Ellen L Hartigan-O’Connor: Gillian or Megan Do you want to talk about. I want to make sure that we also touch on non academic communities that are supportive and kind of have helped you or or you want to kind of talk to folks about or alert them to Gillian Renee Moise: I am Gillian Renee Moise: I for me and my own experience. I don’t think I had like a formal non academic community but you know as cliche as it sounds, friends and family, you know, are obviously people that you can go to Gillian Renee Moise: For questions and just, you know, Gillian Renee Moise: About things that don’t necessarily have to do with navigating graduate school. So that was important for me just kind of maintaining connections Gillian Renee Moise: To folks for me back home. Just because I don’t have a lot of friends and family in the state of California, but just, you know, keeping those connections and continuing to talk about the things outside of academia that I’m passionate about as well Gillian Renee Moise: Helps you know in an odd kind of way helps me to also focus on what it is that I have to do in the program so Gillian Renee Moise: Again, for me, was mostly informal, I would say Meghan (She / Her): I think for myself. It’s been a bit of a mix. I still keep in touch a lot with people back home and from other communities but Meghan (She / Her): Also sometimes when you’re taking your courses Meghan (She / Her): You’ll meet people and you know this is okay. This is a person that I would like to interact with academically, because they’re like their ideas, but maybe I don’t want to interact with them socially Meghan (She / Her): And then you might meet somebody in one of your classes that you’re like, oh, this is somebody I would actually like to interact with socially and so then it’s just kind of, you know, trying to develop a rapport with those people that you do Meghan (She / Her): Sort of gravitate towards and and figuring out a way to do that in a way that’s still, I guess, somewhat professional, at least at the very beginning Meghan (She / Her): And then, aside from that, sorry Meghan (She / Her): I’m Meghan (She / Her): Sorry Ellen L Hartigan-O’Connor: That’s fine. Yeah, that’s no problem. I think, I think the other thing is that Ellen L Hartigan-O’Connor: Different kinds of communities can give you different kinds of feedback. And I think about this continues throughout your whole career right when I submit an article to a journal and I get feedback to put it nicely. Right Ellen L Hartigan-O’Connor: And it’s very harsh right there is one group of people that I would share that information with and they would help me dissect it and revise the paper Ellen L Hartigan-O’Connor: There’s another community my close friends and family who I go to to say, These people are idiots and mean they’ll say, yes, they’re very mean you’re brilliant Ellen L Hartigan-O’Connor: And I know that they’re just giving emotional support right and you need to have both. You need to have the colleagues who will say, Ellen L Hartigan-O’Connor: They’re not just mean here are three weaknesses in your argument and you need to go back through and address them, you know, ignore the fact that your feelings are hurt and then Ellen L Hartigan-O’Connor: The community that can say, yeah, your feelings are fair. It’s okay to get upset about this and we love you anyway Ellen L Hartigan-O’Connor: And to recognize that those are different groups, right, that you don’t you don’t necessarily go to

Ellen L Hartigan-O’Connor: Your committee or to in my case, right, my, my professional colleagues and and say my feelings are hurt Ellen L Hartigan-O’Connor: And they give this other kind of support to you and and both are really essential to a person navigating through any kind of profession and many of you who have had other kinds of work experience, you know, with this and it’s the same in academia Ellen L Hartigan-O’Connor: Do we want to touch on resources beyond kind of personal connections that have been especially helpful you’d like to highlight for incoming graduate students who are new to UC Davis may not know some of the most helpful Gillian Renee Moise: Yes, I definitely would like to speak to resources, I found that, um, Gillian Renee Moise: You know, like I mentioned, I’m in my sixth year and I found that it’s only kind of more recently that I’ve learned about a lot of the resources that are available to graduate students and I, I wish I would have known that information earlier Gillian Renee Moise: And, you know, strangely actually didn’t know about a lot of these resources, until, in, in some respects, I was responsible for them in my, in my various GSR positions. Um, what, there’s a wealth of resources, I found at UC Davis and I, there’s a number of ways to actually Gillian Renee Moise: Learn about these. And when I say resources, you know, we’ve talked about of course other other people as resources. Other graduate students, faculty members, but there are also lots of centers Gillian Renee Moise: And offices on UC Davis that offer really tangible and concrete resources to graduate students that a lot of times even faculty in your own departments may not be aware of Gillian Renee Moise: And so some of the best ways that I found to learn about these resources is to first to speak to as many people as possible Gillian Renee Moise: Graduate students that may be outside of your program in your department, people who are GSR which are graduate student researchers for these particular centers Gillian Renee Moise: And also, browsing the Graduate Studies website, there’s a lot of information there. I would even just kind of Gillian Renee Moise: Take takes take an hour or so to go through a website. Follow the links and you will find a lot of information that may not be helpful right now, but you can file. Some of them away for a future Gillian Renee Moise: Point in your in your programs. So some of the ones specifically that I can think about Ellen mentioned Gillian Renee Moise: Some of the challenges are expectations rather hidden expectations, one of which was feedback from peers on writing. So the University Writing Program, for instance Gillian Renee Moise: Has specific resources specifically for graduate students. They have University Gillian Renee Moise: Writing Program consultations. So these are one on one consultations with other graduate students who will actually look at your work and give you feedback on your work and and that’s their job to do so. So it’s not like you feel kind of uncomfortable asking someone Gillian Renee Moise: And then also there’s a writing partners program. So there’s a program that you can sign up for where you are actually paired with another writer and you can add you can Gillian Renee Moise: Give your if you want to work with someone who’s in your department or if you want to work with someone outside of your department, you have the opportunity to actually Gillian Renee Moise: present that information and your application Gillian Renee Moise: Also, we talked about the importance of peer to peer mentoring. There are established peer to peer mentoring programs that a lot of students are are not aware of and some of them are are newer. So that’s part of the reason why folks may not be as aware Gillian Renee Moise: But via my predecessor, the outgoing Graduate Student Advisor to the Dean and Chancellor actually started a first generation mentoring program Gillian Renee Moise: Where graduate students on who are first gen are paired with other graduate students who are further along in their program Gillian Renee Moise: To assist with navigating these things that we’ve been talking about so far in my previous role is the GSR for the cross cultural center Gillian Renee Moise: I oversaw the graduate students of color mentoring program. So there are these formal mentoring programs and those are just a couple of examples. And I know that Gillian Renee Moise: individual departments have similar kinds of programs, but the benefit of those is that Gillian Renee Moise: You have people who are coordinating these programs are doing a lot of the legwork. So Gillian Renee Moise: You know not everyone may feel comfortable reaching out to a student who’s further along, and ask them for their assistance and that’s something that may come with time, but if Gillian Renee Moise: You’re more comfortable kind of having someone do that legwork for you and do the matching and pairing process for you. There are these programs that you can sign up for that can assist with that process. So, Gillian Renee Moise: You know, like I said, Those are just some examples. There are many resources out there and I know graduate students have expressed Gillian Renee Moise: Sometimes frustration and not knowing how to navigate those resources. So again, I would say start with looking at the grad studies website and and having informal conversations and with folks who may be more familiar with what’s out there

Ellen L Hartigan-O’Connor: Kristen and Meghan, are there particular centers or resources. You want to make sure folks know about ones that have been you’ve heard are really effective or you’ve experienced or your colleagues know about Kristen James (She / Her): I think Gillian did a really great job. Speaking to all of those resources. Um, one other one that I know has been really useful for me is along the lines of analyzing data so Kristen James (She / Her): You know, as researchers, we generate a lot of data and then you have to answer your question, and sometimes I was like, I don’t know how to do that. Um, and Kristen James (She / Her): So there are actually lots of really great data science type initiatives and places for you to go to on campus to learn programs like R or to get support in other types of coding and ventures that you might find yourself on Kristen James (She / Her): And so Kristen James (She / Her): The data science initiative, there’s meet and analyze data Kristen James (She / Her): So when you get to that aspect of your research and it comes down to analyzing it, and answering the questions that you set out to to answer. There are places for you to get help in that process as well Ellen L Hartigan-O’Connor: So anything we forgot Meghan Meghan (She / Her): No, I think I covered most of it. I mean, it’s just finding resources for whatever sort of type of community that you’re trying to build. And again, this just comes down to a lot of who you are and what your identity is Meghan (She / Her): I think the other thing that I would add, being an international student is that sometimes your department doesn’t have the answers Meghan (She / Her): A lot of times department doesn’t have the answers. So going to for me going to like the International Student Center and talking to people. There was really, really helpful Meghan (She / Her): And in some cases even that was a bit tricky being Canadian there’s like a very weird relationship between Canada and the US where like Meghan (She / Her): You don’t. You don’t necessarily need the same things as somebody coming from China or somebody coming from somewhere in Europe and Meghan (She / Her): So knowing that the International Student Center is also sometimes a little bit skewed and what they have information on Meghan (She / Her): So I actually found that going using like academic Twitter and just kind of tweeting out to the world and and trying to find other Canadian academics Meghan (She / Her): Was super helpful and they in a lot of cases were actually able to give me even more information than the international student office or my department Ellen L Hartigan-O’Connor: Yeah, that’s such a great point that we now have all these virtual communities to and so that it’s not just going to a place, and now you have the whole Ellen L Hartigan-O’Connor: It encourages us to reach out to the whole world right to get good ideas. Well, I want to make sure that we cover anything that’s coming in over the Q&A, Elizabeth is there anything that we haven’t covered that we should Elizabeth Forrest Lambert (She/Her): Great questions coming in. And thank you to our panelists. Some of them have already started answering them in the Q&A itself Elizabeth Forrest Lambert (She/Her): But I thought. Some of them might foster some additional discussion. So let’s start with this one from Charlie for adaptation from an undergrad mentality to a grad mentality Elizabeth Forrest Lambert (She/Her): Is there anything of note that you can remember from your transition period that was helpful or that maybe learn from any tips for adapting or things to think about. Or remember Ellen L Hartigan-O’Connor: As you cast your mind back Ellen L Hartigan-O’Connor: Think about that very first first month grad school and your first stepping in Duncan Temple Lang: One of the important things is the answer is not yet in the back of the book. Oftentimes, we don’t know the answer. And that’s what makes it interesting. So that’s a huge change Ellen L Hartigan-O’Connor: That’s kind of a philosophical shift from an undergraduate or graduate mentality right there may not be an answer Duncan Temple Lang: And that’s what that’s what excites professors, but there isn’t an answer. And so you got to be curious Meghan (She / Her): I think some of what this speaks to is a whole scale shift in your identity. And so for a lot of people coming into graduate studies, your identity as a student, thus far has maybe been oh I’m somebody who gets really good grades or somebody you know whatever that may be. And Meghan (She / Her): This is going to sound intimidating, but let me explain the the the skill set that got you here is not necessarily going to be the skills skill set that you need to graduate. Right. And that’s why you have this time to do this degree Meghan (She / Her): But understanding that you’re now shifting from somebody who got to where you are in large part because of your grades and now understanding that that part has to shrink a lot

Meghan (She / Her): As you move forward and pivoting into your identity as a researcher and what that means. And that’s going to take some time and it’s it really encompasses everything we’ve discussed here and so much more. And so don’t Meghan (She / Her): Try not to be intimidated by that but also pay attention to that internal resistance that you feel because that internal resistance is really about this identity shift that everyone is going through as they enter into grad school Ellen L Hartigan-O’Connor: Kristen and Gillian. Did you feel that same that identity shift. You’re coming in, you’re at the top of your game and then Ellen L Hartigan-O’Connor: It’s a different game. Turns out, Kristen James (She / Her): Only the identity shift resonates really hard, really strongly with me in undergrad and I played a sport and so I identified really strongly as Kristen James (She / Her): I’m a tennis player who makes good grades and like to do art and that shift definitely had to occur because in graduate life Kristen James (She / Her): That wasn’t going to be the way that helped me graduate. And so I think it’s been slow and it’s actually taken probably Kristen James (She / Her): All three years of graduate school so far. And I’m sure it will just continue to grow. That way, where now I see myself as I’m a scientist and Kristen James (She / Her): I also like to be active and draw the side but now formally in the view of my kind of like career work life. I see myself as a scientist, which is definitely something that Kristen James (She / Her): just needed time and probably many small victories in between. When I started in graduate school. And now to say yes, I can do this. And this is how I see myself and I like it. Um, and Kristen James (She / Her): Yeah, so I really like that idea of the identity shift and the idea that there is going to be some internal resistance along the way and Kristen James (She / Her): That’s okay Gillian Renee Moise: For me, one of the things that I have struggled with in and actually continue to struggle with actually is kind of like the professionalization aspect of graduate school Gillian Renee Moise: And I think that you know Kristen and Meghan spoke to this a little bit, but just that you’re Gillian Renee Moise: You know I’m someone that wanted to kind of come to school to like study and pick apart ideas and have intellectual discussion and that happens. But there’s also Gillian Renee Moise: A professionalization process that also happens as well that you might not be thinking about as you go into graduate school that you are preparing to enter into a career Gillian Renee Moise: So kind of shifting from just thinking about this will be like a fun academic and stimulating experience which, which it is, but then also that Gillian Renee Moise: You are Gillian Renee Moise: Becoming a person who’s again entering into a particular field and all of that, that comes with that. I think that’s what I maybe struggle the most Gillian Renee Moise: And adjusting to graduate school at this level Ellen L Hartigan-O’Connor: So hopeful. And I think also the message to everyone listening is that you’re not alone in feeling that this is a this is a transition and you don’t have to figure it out tomorrow Ellen L Hartigan-O’Connor: That it is a quarter, a year, two years, three years, the rest of your career, you continue to kind of grow into a new identity, which is exciting, but also can be unnerving Ellen L Hartigan-O’Connor: There’s something else Elizabeth Elizabeth Forrest Lambert (She/Her): Sure. So this next one is from a master’s student for master’s students, it seems much of our short time at Davis may be conducted remotely. How can we maximize our graduate experience, including building strong connections with faculty during this time Ellen L Hartigan-O’Connor: That’s not only perfect Ellen L Hartigan-O’Connor: It’s our next major topic. These same challenges now through the veil of working remotely. So yeah, let’s get ahead of ourselves. Does anyone Ellen L Hartigan-O’Connor: Want to speak to the issue of connection right creating. I mean, this is our first one right we all agree this is this is really important strong connections with faculty when you can’t just drop by. Right. You can’t bump into them and then transition into a conversation and Ellen L Hartigan-O’Connor: What do you advise how do you translate some of those same Ellen L Hartigan-O’Connor: Skills to the remote Kristen James (She / Her): I would think in terms of making those relationships with faculty in your first or second year while you’re still taking lots of classes that Kristen James (She / Her): Attending those office hours and the places where you’ll get to have more one on one connection with the faculty will probably be even more valuable than they were

Kristen James (She / Her): In pre coronavirus times. And so, I mean, recommend utilizing those. And then I also just want to bring up the point that graduate school classes are a little unique in that they’re oftentimes pretty small. And so, even just making sure that you’re coming Kristen James (She / Her): Extra prepared to class so that you can engage when you have those classes and be a student who Kristen James (She / Her): You know uses the zoom features the comment box and the things like that in class to Kristen James (She / Her): Work and working making the relationship with the faculty during their graduate class as well Ellen L Hartigan-O’Connor: So how might a master student use office hours in a way that’s different from the way an undergraduate student would use Office Hours. So, so we now know they’re all online. So you’re going to zoom in Ellen L Hartigan-O’Connor: And can you, can anyone speak a little bit to that because it is a little different. I mean, the your, your reasons for being there and kind of the way you approach it might be a little different Kristen James (She / Her): I think that maybe one difference would be you might attend the office hours instead of to get help on a specific homework problem you might be attending office hours for more of a broad conceptual Kristen James (She / Her): Question and so Kristen James (She / Her): I think if you can maybe broaden the reason why you’re going or show extra initiative with an additional question outside of maybe a homework problems that if it is that reason why that’s bringing you there. I think maybe those are the two places Meghan (She / Her): I think maybe what this points to it a little bit of a deeper level is that Meghan (She / Her): At least I as an undergrad sometimes felt like if I didn’t have super specific questions at office hours that I was like wasting somebody’s time and that’s just totally not true Meghan (She / Her): People have these office hours that are set aside and they’re specifically there to talk to you Meghan (She / Her): And as grad students, you know, sometimes we don’t like get to talk to other people about our research as much. So, I mean, you can show up to office hours and just be like, hey, I think your research is cool, can I talk to you about it Meghan (She / Her): And we will talk your ear off about our research and we will love every like. And so knowing, knowing that you don’t have to, you know, have specific Meghan (She / Her): Questions you can show up and just be like, hey, I’ve been thinking about this a lot, like I want to talk to you about it Meghan (She / Her): And then also like it doesn’t. I mean, if you can do that with faculty and faculty have office hours. That’s wonderful. But you can also do this with grad students like I taught a course over the summer Meghan (She / Her): And I had students that would consistently come to office hours and be like, Meghan (She / Her): Hey, actually, could you just look over my resume for me or could you help me draft an email to this person or can I talk to you about your research and like that was wonderful. It was great because also everybody’s also just at home by the Meghan (She / Her): Right, like human interaction is lovely. So never underestimate the wonderfulness of you just coming in talking to people about whatever it is that you’re interested in and that you have questions, though Ellen L Hartigan-O’Connor: And I think a key part of that is that it’s not limited just to the faculty that you’re taking courses with that Ellen L Hartigan-O’Connor: You can also email someone and say, I love your research. Do you have office hours or a lab group that I could come and and talk to you or participate in Ellen L Hartigan-O’Connor: That that kind of kind of cold calling someone is when it’s about shared ideas and and research. It’s welcome and it’s fine that you don’t have to be limited, maybe in the same way, have any have you tried that Gillian Renee Moise: I haven’t Gillian Renee Moise: Tried it on. Oh Kristen James (She / Her): No, go ahead Gillian Renee Moise: I was gonna say I haven’t tried it virtually, although it certainly can work virtually as well. But yes, definitely. There have been Gillian Renee Moise: Professors that I’ve actually reached out to other universities, whose work I was interested in and emailed them, and you’d be surprised how excited they are to receive Gillian Renee Moise: An email for a graduate student who’s interested in their work. And so oftentimes I find that even so of course at UC Davis outside of your department Gillian Renee Moise: I think certainly people would be willing, but even outside of the university. If there’s someone whose work you’re interested in or has a, you know, particular skill set that you like to learn more about Gillian Renee Moise: People are very Gillian Renee Moise: I think i think that that’s another thing to get adjusted to is that faculty members are often treat graduate students a little bit differently than undergraduate students Gillian Renee Moise: You’re starting to become more of a colleague and I think they begin to treat you that way. And so because of that

Gillian Renee Moise: You’re able to access faculty members and in ways that maybe you weren’t able to at the undergraduate level because again it’s part of that training experience that these will eventually be potentially people that are your colleagues. And so there’s a training for that and so Gillian Renee Moise: I say all that to say yes, I have had that experience and I would definitely encourage folks to, you know, to, to try that. If there’s someone that you’d be, you know, wants to talk to you. Outside of your department Duncan Temple Lang: I’ll just chime in and say that you can, you can go and talk to people and ask them Duncan Temple Lang: What should I do next, for my career. What class should I take, how should I strengthen things and you can you should ask that of all the faculty in your program and beyond. And that’s very, very concrete Duncan Temple Lang: Unrelated to the clutter your course start and your, your problems that is doing. The other thing to do is to say, hey, I’d like to do a project side projects I’m independent study units, what Duncan Temple Lang: I like to do group projects and this is how you build up your portfolio, but also Duncan Temple Lang: Connect with faculty who then might give you a letter of recommendation when you’re moving on to the next step. And that’s so you just try to make make opportunities for yourself Duncan Temple Lang: And minimizing while minimizing the the commitment from the, from the faculty and if they don’t reply, try again. If they don’t reply, try third time, and if they don’t reply, then move on to another faculty member Ellen L Hartigan-O’Connor: Yeah, that’s a good way to gauge the first three times, they may they may have gotten lost in their inbox. After that they’re too busy and they won’t be supportive of you Ellen L Hartigan-O’Connor: Let’s go a little bit deeper in the COVID challenge module of our conversation today. So we’ve already touched on the first one, and some of the other things that we were thinking about in advance of this meeting were the challenges of coping with isolation of pandemic distancing Ellen L Hartigan-O’Connor: How do you pick up the informal advice that you would normally get from conversations with another student Ellen L Hartigan-O’Connor: How do you attend classes and care for small children or sick family members at the same time Ellen L Hartigan-O’Connor: And then how do you adapt when everything’s remote. How do you adapt your work style. How do you adapt your project. And how do you stay motivated Ellen L Hartigan-O’Connor: So Elizabeth and Kathryn, if we can take a moment to poll the audience on this, then we’ll know how to prioritize our time. I think it will be helpful for us Ellen L Hartigan-O’Connor: Okay, connecting faculty, which we talked about staying motivated for remote and the informal conversations. Okay. And so for the productivity and remote doing. Gillian you want to talk about that you want to kick us off Gillian Renee Moise: Sure. In terms of productivity I so for me again because I’m a little bit further along in the program. I haven’t actually had an opportunity to experience Gillian Renee Moise: taking coursework remotely or TA’ing for that matter remotely. So I can’t quite speak to that experience, specifically, but I am at the research stage of my program Gillian Renee Moise: And I know that for master students you all will get there quite soon. And for PhD students, you’ll certainly be working towards your research Gillian Renee Moise: relatively soon as well. But I am currently in the process of data collection through qualitative interviews and it’s been somewhat. It’s been a struggle for me because my plan was to do a lot of for my recruitment in person Gillian Renee Moise: And right at the time that everything actually started happening with COVID and so of course I had to re evaluate my research and figure out how best to move forward and Gillian Renee Moise: I am just generally a person that really likes face to face interaction. And so, dealing with kind of virtual interaction has been an adaptation period for me and a bit of a struggle because I really like Gillian Renee Moise: The visual cues that you have from kind of sitting down with a person and so figuring out how to have that remotely Gillian Renee Moise: Has has been a process, but I’ve also with regards to my interview specifically have been able to conduct virtual interviews and reach folks who I wouldn’t have been able to Gillian Renee Moise: Through in person recruitment. So I’ve, you know, thus far have interviewed someone in Mississippi and interview someone in Pennsylvania. And so that’s been

Gillian Renee Moise: Pretty fun and kind of like a silver lining, so to speak, with regard to research and having to adapt and so that’s been pretty motivating because I’ve had conversations with people Gillian Renee Moise: That have that are interested in the kinds of things that I’m interested in. With regard to my research, and so that’s that’s definitely be been helpful in that sense Gillian Renee Moise: And I think, to a degree that can translate over to coursework as well in terms of figuring out how to interact with people in your cohort interact with people in your programs in a classroom setting, virtually, it may take some time, but Gillian Renee Moise: You know, I think it also opens up avenues that maybe wasn’t there before Ellen L Hartigan-O’Connor: And that’s kind of unexpected right that we assume it’s all bad news, right Ellen L Hartigan-O’Connor: And going to be harder. And I think that’s a really interesting Ellen L Hartigan-O’Connor: Example of ways that it can be new and good ways and motivating. Meghan, you talked about this a little bit. When we were conversing earlier this morning about Ellen L Hartigan-O’Connor: About thinking about the remote setting remote methods, change the way you thought about our approach to your, your sense of productivity and time, maybe you could talk a little bit about that Meghan (She / Her): Yeah, so I think, and I guess what I would start off by saying is that in graduate school. One of the biggest lessons you learn in your first year is time management and when and how you work most effectively Meghan (She / Her): Because you have a lot more control over your scheduled and you might have had as an undergrad likely so Meghan (She / Her): And I think for me, for example, working at home. I work really well in the mornings like really anything before 2pm but between the hours of two and 4pm I am entirely useless when it comes to work Meghan (She / Her): So for me now being at home, I can get up early and I can do work. And then from two to 4pm I’m doing my laundry and cooking and doing other things and then Meghan (She / Her): When my brain starts functioning again in an academic sense I can go back and do some work in the evenings Meghan (She / Her): You also have to of course balance this with a healthy lifestyle and doing things that you enjoy and that you like Meghan (She / Her): But this is just like this is really what works for me. And it works well. And so instead of drinking three coffees and almost falling asleep and seminars at 2pm like Meghan (She / Her): I was doing as a grad student on campus. I don’t have to do that anymore. But I think that’s been really lovely. I think another point just to really even further emphasize what Gillian said is the ability to just kind of expand your networks. I’ve been able to be a part of Meghan (She / Her): More conferences, because a lot of them are online and free or much discounted compared to what they used to be Meghan (She / Her): And so I think that can be a great way to network and also yeah just being able to reach out to people because everybody is at home and and you know, being able to connect with people that are across the country or in a different country Meghan (She / Her): Is actually, you know, in some ways easier than it used to be Ellen L Hartigan-O’Connor: Yeah, that idea that I mean it’s incredibly motivating to be able to go to a conference or hear a Ellen L Hartigan-O’Connor: Talk that you couldn’t because it was in New York. And here you were. And now you can’t that’s been yeah total boon. I think as well Ellen L Hartigan-O’Connor: Go ahead Ellen L Hartigan-O’Connor: Yeah, absolutely Kristen James (She / Her): Yeah, I love Meghan’s point about being able to have the flexibility to kind of rearrange your working schedule to what works best for you and I really liked the point also about maintaining and making sure you’re making time for some of your other hobbies and having a set time Kristen James (She / Her): Where you still maintain a work life balance. And I know that when I talked to some of my peers. Now that we’re all remote Kristen James (She / Her): And working from our homes and that’s been something to adjust to. And people sometimes feel like they’re working more than they already were just as Kristen James (She / Her): As a result of working out of their bedroom or in their, in their home office wherever that might be. And so it’s still really important to make sure that you are sending some sort of boundaries and Kristen James (She / Her): Having some sort of balance. Otherwise, you probably will filter Kristen James (She / Her): filter out not Kristen James (She / Her): The expression Kristen James (She / Her): Good to have the balance Ellen L Hartigan-O’Connor: Yeah. And so like Meghan’s idea of the two to four laundry cooking other time is one way to have that balance or you can move on leaving this room. I’m going to go into another room to try to market. I’m now going to go outside. If you can go outside Ellen L Hartigan-O’Connor: Yeah, to turn Ellen L Hartigan-O’Connor: And so the third most popular one just to make sure we touch on it is advice. How do you get casual advice when you can’t casually run into anyone you have to deliberately zoom into them or email them anyone found out something that really works well Gillian Renee Moise: I think so. I mean, everything is happening over zoom, for the most part, but in my department, for instance

Gillian Renee Moise: A lot of the graduate students will have social events that are not, you know, there’s no agenda. They’re not planned out so that you can kind of approximate that sort of casual conversation. And one of the things that I’m recently kind of getting Gillian Renee Moise: Learning is a slack is I actually haven’t been on Slack Gillian Renee Moise: Before, but I just Gillian Renee Moise: I think Gillian Renee Moise: A new graduate students on Slack channel was just created. And that’s actually that does kind of approximate casual conversations. If you look at some of the conversations that are having Gillian Renee Moise: that, people are having on Slack and asking questions. There’s a wealth of information there. Surprisingly, actually, you can kind of Gillian Renee Moise: Look at these questions that folks are asking. They may be asking questions that you have. You may, if you’re comfortable post questions on Slack. So that’s an opportunity there as well. That’s not zoom but offers maybe more of a casual opportunity to hear conversations that are happening Ellen L Hartigan-O’Connor: How does slack work differently from email for those who are new to it Gillian Renee Moise: It’s very fast Gillian Renee Moise: People, I find that people respond very quickly again i’m i’m brand new to slack. So, but people respond pretty quickly on Slack and you with unlike email for conversations that are not private. You can see them so you can see what people are talking about Gillian Renee Moise: And kind of see the conversation thread. So it’s kind of like an instant messenger, so to speak. And if people are on Slack, they tend to, you know, if people are active, I should say, which there’s like a green button that that shows when people are active, they tend to respond pretty quickly Ellen L Hartigan-O’Connor: So it has both the messaging in the eavesdropping not eavesdropping but you know like that. Oh, what’s, what are people talking about right, which I think is, is get that this issue of the the advice you would pick up informally Meghan (She / Her): I feel like I would describe it. Similarly, it’s sort of like there are DMs. The same way that there would be in like on Instagram or on Facebook Meghan (She / Her): But then you also have channels that tend to have a lot of different people on them, some of them are private and some of them are public Meghan (She / Her): And so these are sort of the equivalent of your group chats. And so you might have Meghan (She / Her): A group chat that specifically about papers or a group chat that’s specifically about resources or group chat is just about organizing your lab meetings Meghan (She / Her): And so you can some of the private ones, you would have to ask to join, but other ones like a lot of the ones in the UC Davis slack or just open to the public and you can just go in and join those. So I hope that helps elaborate a bit further Duncan Temple Lang: It’s also. It’s also good to try to say like to challenge your little your small group, group of your cohorts. Like that’s that’s each find out something new today and post it Duncan Temple Lang: You know, and it’ll die off after a couple of weeks, but Duncan Temple Lang: You will be learned a bunch of esoteric facts about Davis some things Ellen L Hartigan-O’Connor: Like it’s like a reverse scavenger hunt Ellen L Hartigan-O’Connor: Go find something and bring it back Duncan Temple Lang: So being intentional Kristen James (She / Her): One thing. One thing that my graduate group has Kristen James (She / Her): Has begun doing is holding a weekly coffee, tea hour. And so it’s just a reoccurring zoom link that never changes, and Kristen James (She / Her): It was distributed to the whole graduate group. Everyone’s always invited and it’s just kind of a drop in drop out kind of hour. And so that’s kind of one place without an agenda that is just defined for you to come in and Kristen James (She / Her): Maybe see people that you would normally see when you’re walking down the hallways Kristen James (She / Her): And so I really like having that as a resource Kristen James (She / Her): And I also really like the idea of not having an agenda, making some spaces agenda free so that you can kind of just have that informal conversation or whatever that ends up being Ellen L Hartigan-O’Connor: Elizabeth are there other things coming in through the Q&A that would be helpful for us to kind of talk about as a group Elizabeth Forrest Lambert (She/Her): Yes, there were actually a number of questions that were asking about resources related to writing publishing and presentation skills. So if any of the students or other panelists would like to talk about what specific resources that they would recommend that would be fantastic Gillian Renee Moise: So, um, I previously mentioned, the University Writing Program. And so the couple of resources that I mentioned already, were the one on one consultations with Graduate Writing fellows, as well as the writing partners program

Gillian Renee Moise: But then also, another one that I didn’t mention was the graduate students writing retreats that happen. I don’t remember how often they happen but they happen quite often Gillian Renee Moise: And these are just blocks of time that graduate students can drop into a writing session that will, you know, Gillian Renee Moise: Obviously happen remotely for, for the time being, but oftentimes Graduate Writing fellows are present at these retreats Gillian Renee Moise: So that you know you can go if you just want quiet writing a time and you want to write Gillian Renee Moise: With other people around as kind of like an accountability measure and motivation, but then to if you have specific questions. The Graduate Writing fellows are available to ask those questions. So those are some of the resources that come out of the University Writing Program Kristen James (She / Her): This isn’t a maybe a resource, per se, but one thing that I found really useful are on campus UC Davis level conferences, so Kristen James (She / Her): They’re typically are either symposiums through your own graduate group or smaller conferences that are hosted on campus and I found that these are a great stepping stone to Kristen James (She / Her): Kind of writing up your research, making a post or writing a presentation and submitting an abstract and then having a kind of lower stakes opportunity to practice presenting and speaking professionally and scientifically to an audience that isn’t quite and Kristen James (She / Her): And it’s really scary as going right right out to a Kristen James (She / Her): Big network or a big conference that would be maybe through a larger society. So there are lots of kind of UC Davis level or maybe with you in your own graduate group level opportunities to have these practices Kristen James (She / Her): Before really going out there into the world Gillian Renee Moise: Another one to quickly mentioned as well as I know that a lot of paper journals have graduate student editors and there are some groups of Gillian Renee Moise: Editor editor groups on campus, so I know I forget the journals name off the top of my head, but there. There was a group in my department that Gillian Renee Moise: A group of graduate students and lecturers actually who were editing for a particular journal and actually having that experience editing other people’s Gillian Renee Moise: Papers and reviewing. So this is reviewing and editing actually helps you to know what you should do when thinking about your own writing Gillian Renee Moise: Especially when you’re at the stage that you’re ready to publish, so the more that you interact with that information. And the more that you’re part of the process, the better idea that you have in terms of what folks are looking for when it comes to publishing and professional writing Ellen L Hartigan-O’Connor: And it’s just always easier to see problems of clarity or anything else in someone else’s writing that in your own where we all tend to believe we’re very clear Ellen L Hartigan-O’Connor: In our writing and it really helps you to train yourself to specify why something isn’t clear in someone else’s writing and then allow you to reflect on your own. Two other Ellen L Hartigan-O’Connor: Kind of centers or Institute’s that recommend are the GradPathways Institute is Ellen L Hartigan-O’Connor: A you can find their newsletter and you can find you can Google them and find their programming. They have a lot of writing groups Ellen L Hartigan-O’Connor: Writing sessions of they they focus on professional development for all graduate students and then Student Health and Counseling Services is also a mean is, is a good resource for all of us, right, that that it has mental health and wellness Ellen L Hartigan-O’Connor: Programming, including, for instance dissertation support groups and other kinds of writing support groups to get those kind of emotional and mutual accountability parts of writing in addition to the technical parts of writing Elizabeth Forrest Lambert (She/Her): So before I get to our next question we have, we’ve time for just about two more. I did want to Elizabeth Forrest Lambert (She/Her): thank some of the panelists and other guests that we have there answering the questions in the Q&A Elizabeth Forrest Lambert (She/Her): Specifically Wallace Woods who is a senior academic advisor here in graduate studies and Nicole Rabaud who is the Director of Graduate academic programs for college biological sciences. I see your answers and they’re so helpful. So thank you Elizabeth Forrest Lambert (She/Her): Here’s a question. I’m a bit nervous about being efficient with research as a new PhD student coming straight from undergrad. I’m afraid that with COVID, it will be harder to ask questions and get help in a swift manner. Any advice

Kristen James (She / Her): One one piece of advice that I have, particularly for your first year and research is that Kristen James (She / Her): I think it’s easy to fall into this feeling that you have to get going right away with your research project and you need to have a defined and you need to start, you know, get into the lab and start generating data and things like that. And I think in reality for many students Kristen James (She / Her): You can probably almost disregard all the research that happens in the first year and it probably isn’t making it into the dissertation Kristen James (She / Her): And so I think it’s easy to feel that feeling and have that kind of anxious and am I falling behind already type of feeling, but just to reassure you that Kristen James (She / Her): You know, you’re not going to fall behind in your first year in terms of a research regard so Kristen James (She / Her): Yeah Ellen L Hartigan-O’Connor: It might help to if you’re having that feeling, other than to take some consolation Ellen L Hartigan-O’Connor: Is, is just to talk to your professor, talk to the person that you’re doing research with and ask, you know, Ellen L Hartigan-O’Connor: By the end of this quarter. What should I, should I have accomplished. Should I have already drafted an article and they’ll say no Ellen L Hartigan-O’Connor: Right by the end of this year, what do you expect of a first year graduate student. Do you expect a draft of something. Do you expect certain number of experiments or a certain number of Ellen L Hartigan-O’Connor: Reviews to have written, I mean, Ellen L Hartigan-O’Connor: They’ll tell you and they may not have articulated in their own mind. And so it might not have occurred to them to kind of lay out. I expect X, Y, and Z. But if you say to them Ellen L Hartigan-O’Connor: You know, I really want to get off to a good start. I want to be clear and and keep myself on track. What are your expectations for this quarter this year Ellen L Hartigan-O’Connor: And then anytime you have a faculty member to reassure yourself and to kind of stay on top of this Ellen L Hartigan-O’Connor: I always advise students to write a follow up email, thanks for meeting with me today, we reviewed our expectations for this year Ellen L Hartigan-O’Connor: This quarter. I’m going to do this. This year I’m going to do that. If I’ve missed anything, please let me know and I can help remind you and remind them Ellen L Hartigan-O’Connor: About this kind of setting expectations. And when you do that, you can also set up meetings I have found that Ellen L Hartigan-O’Connor: A meeting with my graduate students, much more in the remote setting than I did like formally unintentionally, and I had to shift to set up standing meetings with them in a way that I didn’t, because I don’t run a lab Ellen L Hartigan-O’Connor: And so the your faculty may be making a shift to it and you can help them by, you know, kind of clarifying expectations and clarifying meeting Kristen James (She / Her): Yeah, I really like those points because as much as you’re learning how to be a good Kristen James (She / Her): Are learning the relationship between your mentor and your mentee your mentor is also learning the style that you need Kristen James (She / Her): To have to treat you as a mentee. So it’s a definitely a two way street. And so having as many communication as as possible will help both of you learn each other style and learn, you know, the boundaries and the tone type things Meghan (She / Her): I also think a critical point here is what path if you know what you want to do after you graduate Meghan (She / Her): And how similar that path is to your mentors and how aware they are of mentoring you according to your path Meghan (She / Her): So, for example, I’m I have no interest in being a professor. I want to go into policy or science communication Meghan (She / Her): So the opportunities that I’m seeking out and the amount of research that I’m doing and how I allocate my time is very, very different than some of my colleagues who want to be professors Meghan (She / Her): And so if you have that awareness. Also, when you’re thinking about these expectations and talking about them with your mentors Meghan (She / Her): You have to sort of be keeping in mind what what path you’re on Meghan (She / Her): And I think another important piece of this is how relevant your mentors path was for you because a lot of mentors expectations are based on how they themselves progressed and so to give you an example right now, my mentor is Meghan (She / Her): She’s a woman and she’s younger and she’s professor. And so her path might be more analogous than my master’s advisor who was a man in his 60s Meghan (She / Her): Who went to Stanford and got his position because the advisor liked his VW van right like Meghan (She / Her): Very, very different. So when I was talking to him sometimes during my master’s about what the expectations were and what I was supposed to be doing. There was a total disconnect between what I felt I was supposed to be doing when he felt I was supposed to be doing

Meghan (She / Her): So just, yeah. Just try to keep in mind those sorts of dynamics as you’re developing expectations for yourself as well Ellen L Hartigan-O’Connor: Yeah, there, there can be a generational there can be a cultural there can be all kinds of differences between your and your mentor. That doesn’t mean you can’t work together, but it does help to know some context. I think that’s a great point Duncan Temple Lang: And as we like to point out Duncan Temple Lang: When you you have to have an established relationship with your major professor, but you have many other mentors Duncan Temple Lang: For those extra curricular concepts. So don’t limit yourself Ellen L Hartigan-O’Connor: As we take the last question, I just want to put this up as well. This is our kind of what to do next. Kind of gleaned from all of the comments that you all have had and things to try Ellen L Hartigan-O’Connor: Things to investigate ways to build this kind of support and inquiry. So I’d like to leave this up as maybe Elizabeth. We have time for one more question Elizabeth Forrest Lambert (She/Her): So I’m seeing again a theme in some of the questions. And so this is more of a comment really Ellen L Hartigan-O’Connor: You’re ready for academia, when you show up at an event and say this is more of a comment than a question. You know, you’ve made it Elizabeth Forrest Lambert (She/Her): So a number of you’re asking about where you can get information about the campus response as things change with COVID-19 Elizabeth Forrest Lambert (She/Her): Whether it be your classes, being in person will be online or your classes when we go online and hopefully being in person at one point Elizabeth Forrest Lambert (She/Her): Or what you need to do if you plan to come to campus for any reason, you’re going to find that information on campus.ucdavis, that’s Elizabeth Forrest Lambert (She/Her): And on that site, they will have information for students, faculty, employees Elizabeth Forrest Lambert (She/Her): There’s also a daily symptom survey. So if you’re coming to campus. Every day you have to take a daily symptom survey, it’s a requirement for all UC Davis operated facilities. So that’s including the the health center Elizabeth Forrest Lambert (She/Her): BML, etc. And it will indicate whether you’re approved or not approved to come on campus. This site will also have updates about the campus current operation status Elizabeth Forrest Lambert (She/Her): So if you have questions about what the remainder of this quarter, what future quarters look like. That’s where you’re going to check for that information first Elizabeth Forrest Lambert (She/Her): So again, that’s if you’re looking for more general guidance about the campus response and how it affects graduate education Elizabeth Forrest Lambert (She/Her): That’s when you might want to check out the graduate study site. So we have a graduate education guidance page specific to COVID 19 it’s a forward slash COVID19 Elizabeth Forrest Lambert (She/Her): So please check that out. We have an FAQ for graduate students that was very carefully and thoughtfully assembled by our staff with contributions from students Elizabeth Forrest Lambert (She/Her): We even added some of the questions that came from previous Q and A’s and we’ll add the questions that came from this q&a to the FAQ as well Ellen L Hartigan-O’Connor: And that’s such a great point. We’re in an ever changing situation and advice from three months ago can be in the guidance can be very different from the advice and guidance. Now we’re all trying to stay on top of it. So thank you. Those are great places that you all can check Duncan Temple Lang: I noticed a question about sort of classes reverting back to being remote from from being in person at the moment we have very, very, very, very few in person classes but but but those that are have been have very, very Duncan Temple Lang: carefully constructed safety plans, so we don’t actually anticipate them going into into remote mode. So assume that they will be in person if they currently are. But we will not be flipping classes to be in person in fall if they’re currently remote Ellen L Hartigan-O’Connor: Any last comments from our fantastic graduate student panel things that you want to leave this group with as they go forward. We have our suggestions here what to do next. Is there anything you want to add Gillian Renee Moise: Would like to add one last thing. One thing I didn’t mention is other kind of resources outside of within the university, I often like to read the Chronicle of Higher Education and Inside Higher Ed Gillian Renee Moise: And they often have articles that are specific to the graduate school experience because what you’ll find is there’s a culture that’s consistent across the university system Gillian Renee Moise: In the United States, at least, and certainly in other places around the world as well. And you can learn a lot about that culture by reading some of these articles. So I think that would be kind of additional reading material that you may be interested in

Kristen James (She / Her): I think my final advice is just give yourself some time to make the adjustments and encouragement. Believe in yourself and understanding that everyone’s PhD your master’s degree is going to be a little bit different. And that’s, that’s okay Kristen James (She / Her): You got this Meghan (She / Her): Yeah I don’t I don’t know that I have any like brilliant Meghan (She / Her): To give people just just be kind to yourself like you’re starting grad school in a pandemic Meghan (She / Her): During a lot of tumultuous politics, to say the least. So just, you know, it’s okay if some days feel wholeheartedly overwhelming and just like know that and and Meghan (She / Her): Be okay with that Ellen L Hartigan-O’Connor: You’re not alone, you’re unique, but you’re not alone. And well, thank you so much panel folks answering questions. All of you participating. We’re incredibly grateful to have you all here Ellen L Hartigan-O’Connor: We’ve talked about different ways to reach out be in touch, here’s the COVID FAQ will be constantly updating that as well Ellen L Hartigan-O’Connor: And good luck, welcome