WORKSHOP SESSIONS WILL INCLUDE

Building Your Team

How to Find and Manage Funding While in Graduate School

Engaging with the Literature

Managing Time (and Procrastination)

Strategies to macro and micro manage time for the writing and techniques to take control of our own time. For example, considering the long-term timeline of degree completion, participants define daily activities and priorities that lead to progression in the doctorate, or, participants define strategies to reduce the distractions negative influence on the advancement of their research.

Getting off to a Good Start in Graduate School

we talk about the students misconceptions when entering graduate school that can ultimately impact their persistence.

 

Having a clear understanding early on can help students make critical decisions conscientiously.

The Unwritten Code: Navigating Engineering Doctoral Programs as a Minority

Understanding socialization, social capital, and navigational capital as important factors in graduate student success.   In his workshop we will explore social integration, academic community building, activating different types of capital, and navigating the culture of engineering.  

When The professor Says... What do they really mean?

The common misunderstandings in the communication with the advisor, explanation for the actual meaning of the messages given for many advisors, and the expectations they have for their students. Ways for students to know the culture and unwritten rules (i.e., power relationships) of their departments to foster the relationship with their doctoral committee. 

Career Options with a Ph.D

The different pathways that could be pursued after the doctorate. This workshop is facilitated by people who have a long career in academia, administration or industry. Topics included the common academic path for faculty (tenure, non-tenure track) and common skills that industry employers expect from graduates.

Special Topics.

We scheduled two sessions each year related to special topics that URM students face in a Ph.D. This includes workshops on impostor syndrome, mindfulness,  mental health in graduate school, and microaggressions.  Although they are not exclusive to the URM population, we selected topics that traditionally hinder their motivation to persist in the doctorate. 

We discuss constructs established in the literature to impact retention and persistence across all doctoral students.

 

The key focus is on differences between the  undergraduate pursuit of higher education and the expectations of the graduate level.

We discuss funding types and  management that has been shown to impact the doctoral experience and time to degree. For example, it is common that for for URMs students, the investments made to attend doctoral education often extend beyond the financial.

We discusse elements that URM doctoral students often experience such as impostor syndrome and lack belongingness. How the continuity of these feelings can impact doctoral
progress.


Managing such and creating support systems such as peer groups
and mentoring relationships can help students manage being visibly different than the norm in academia and persist in the doctorate